Revised 12/04

Clark County School District

English Language Learner Program (ELLP) Procedures Manual

“The ELLP is an advocate for English Language Learner student rights by providing leadership, services, and strengthening the capacity of schools, families, and communities to enhance student success.”

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TABLE OF CONTENTS Page PROGRAM OVERVIEW...............................................................................1 A. Clark County School District Commitment to English Language Learner Students........................................................................................................1 B. Legal Parameters..........................................................................................1 C. History of English Language Learner Program Models in CCSD ..............2 D. English Language Learner Program ............................................................2 SECTION II: IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT, AND PROGRAM PLACEMENT............................................................................5 A. Identification and Registration of English Language Learner Students ......5 B. Initial Assessment of ELL Students.............................................................6 1. Initial Assessment for All Potential ELL Students ..........................6 a. Special Rule Applicable During School Year.............................7 b. Initial Assessment of Students with Disabilities.........................7 2. Additional Initial Assessment Required for Students Enrolled in Transitional Bilingual Education .....................................................7 3. Steps to be Completed after Initial Assessment...............................8 a. Students Classified as Non-English or Limited English Proficient....................................................................................8 b. Students Coded Fully English Proficient...................................8 c. Program Placement ....................................................................9

SECTION I:

SECTION III:

ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELL PRACTICES, AND STUDENT EVALUATION........................................10 A. Program Models.........................................................................................10 1. Elementary ...........................................................................................10 a. Content-Based Integrated and Content-Based Self-Contained ESL Programs.......................................................10 (1) Description...............................................................................10 (a) Self-Contained ESL Classroom .........................................11 (b) Integrated 50/50 ESL Classrooms .....................................11 (c) Integrated “Group” Classrooms.........................................11 (2) Availability ..............................................................................11 (3) Entry Criteria ...........................................................................12 (4) Resources .................................................................................12 (5) Staff Qualifications ..................................................................12 b. Transitional Bilingual Education Model........................................12 (1) Description...............................................................................12 (2) Availability ..............................................................................13 (3) Entry Criteria ...........................................................................13 (4) Resources .................................................................................14 (5) Staff Qualifications ..................................................................14 c. Dual Language Programs...............................................................14 (1) Description...............................................................................14

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..........................................23 SECTION V: PROGRAM REVIEW PROCESS ............................................................................................16 (1) Description...................................................................16 (2) Availability ........................ F...........................................22 D..................................................................................................................................................22 d.............................. Withdrawal of ELL Students .24 Goals .........27 C:\Documents and Settings\localuser.......................... B.........................................................................21 a................22 4........17 b...18 (3) Entry Criteria .............. Reclassification Using Methods Other than the LAS ............................18 (6) Student Placement..............................18 2.........(2) Availability ................................20 B.......... AND MONITORING ..............17 (3) Entry Criteria .......................................................................................21 2.............................................................................................................17 (4) Resources ........15 (5) Staff Qualifications ...................................................................................21 1............ Transfer of ELL Students.......................................23 F.... Student Performance Evaluation........................................................... Monitoring Progress of Students Who are Mainstreamed to English-Only Classes ............... Standards-Based Assessment Program (SBAP) .............. Reclassification ..........22 E............................................................................................. Intensive English Model ......17 (1) Description...........................................15 (4) Resources ...................................... The Iowa Test of Basic Skills (ITBS)...........21 b....................... Promotion and Retention ....................25 Information Collection Methods................. RECLASSIFICATION...... Reassessment ...................22 3..... CCSD Grading and Reporting Guidelines.........20 A..........................................................................................................24 Program Review Process ............................................................... Purpose........................................... G.15 (3) Entry Criteria ....................................24 A..........................................25 Review and Analysis of Data........................................................................................................................................................... Active Student List ................................................................................REV........................................................................... Nevada High School Proficiency Examination ............... Other ...................................18 1........ Methods for Reclassification ........18 (4) Resources ..............................16 2...........26 District Plan ....................................21 c..................................................................................................18 (5) Staff Qualifications ............................................000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.............................................doc Page iii ..................... D............................................................................18 B.................................26 Plan for Modification/Improvement ..................17 (5) Staff Qualifications ...............19 SECTION IV: REASSESSMENT......................................................................20 C.......................................... Sheltered Content ESL Instruction ...................................................................................................................................... E............ C.. Secondary..........16 a............................................................................................... Reclassification using LAS............................17 (2) Availability .............. Classify Students as Fluent-English Proficient with Monitoring ...................................

..........68 Compliance Checklist ........................................... U....... C.........................................................38 Individual with Disabilities Education Act and the Nevada Administrative Code . D......... Effective ELL Practices ......... N....60 Suggested High School Course Offerings ................ S..... M.....................................................................55 Stages of Language Acquisition .................... W..............................60 Transitional Bilingual Education Charts...........30 English Language Learner Program Organizational Chart........... F..42 Current List of Transitional Bilingual and Dual Language Schools....... R....................... V.............................................................. L.......... K.............................. T..REV..............................28 District Policy-6165 ....58 Bilingual Endorsement Requirements ....70 J............................................................................................................................66 Elementary and Secondary Pupil Release and Transfer Forms ................................64 Combined Data Sources Form ......... E..........29 Nevada Administrative Code.........................................................................49 Student Assessment Portfolio .............. Q.. P......................................................................................................APPENDICES A.............doc Page iv ........39 Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code ................................62 Update Testing Sheet .......... X....................... H.............................................48 Parent Notification Letter .34 Home Language Survey.................................................................................. I................................................................................. C:\Documents and Settings\localuser...........................................000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.....65 Monitoring Forms for Reclassified Students .................. B......................................................................................................................47 Initial Testing Sheet . G............56 TESL Endorsement Requirements............61 Referral for Reclassification/Reinstatement Form.................................................35 Comprehensive Educational Summary............................................................................. O.....................37 English Proficiency Status (EPS) Codes ..

districts are obligated to ensure that LEP students are afforded an equal educational opportunity to meaningfully benefit from the district’s educational program. (See Appendix B for District Policy 6165. Programs designed to serve LEP students must be based on sound educational theory. To carry out this commitment and these beliefs. Second Language Program (English Language Learner Program). Casteñeda v.) B. This law has been interpreted in the public school context as requiring appropriate steps to ensure that equal educational opportunities are afforded to language minority students who are limited in their English-language proficiency. The comprehensive policy of the OCR regarding services for LEP students reflects an overall approach drawn from a major court decision in this area. In addition. Since 1970. color. C:\Documents and Settings\localuser.SECTION I: PROGRAM OVERVIEW A. or national origin in programs that receive federal financial assistance. Under OCR policy.doc Page 1 . Office for Civil Rights (OCR) policy has recognized the responsibility of school districts to take appropriate steps to address the needs of students who are limited English proficient (LEP). The CCSD also is committed to providing English Language Learner (ELL) students equitable access to an educational experience designed to enable them to develop academic skills and concepts at the same level as other students in CCSD. Statement of Educational Principles.) The District recognizes that parents of ELL students have the right to be informed of the policies and programs in the district for ELL students and that the public has the right to know that ELL students are achieving the necessary academic and language skills to allow them to progress. the CCSD Board of School Trustees has adopted District Policy 6165. This commitment is codified in District Policy 0100.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 2. while acquiring English language proficiency as rapidly as possible. the District also has the responsibility to ensure that administrators and teachers who implement the educational program for ELL students are skilled in effective instructional practices for ELL students. The OCR does not mandate that any particular theory be employed. The fundamental principles of the OCR policy are: 1. Clark County School District Commitment to English Language Learner Students The Clark County School District (CCSD or the district) Board of School Trustees recognizes the multiplicity of racial and ethnic groups attending its schools and believes its educational system should meet the needs of its culturally diverse community. (See Appendix A. Pickard (5th Cir.REV. Legal Parameters Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race. The Board is therefore committed to a philosophy of cultural pluralism that includes recognition and acceptance of the cultural and linguistic differences among the various racial and ethnic groups represented in the CCSD. The CCSD believes that ELL students have the right to a comprehensive educational program with high academic standards provided by a trained and knowledgeable staff. 1981).

Dual Language. throughout the remainder of this handbook. the Board established the English Language Learner Program (ELLP). In 1968. CCSD began serving Hispanic students who lacked adequate English language skills through a federally funded ESEA Title VII Bilingual Language Development program. ESL program models are implemented at all schools in the district where ELL students are enrolled. for example. See Section III for a description of Transitional Bilingual Education. As required by state law. in selected elementary schools.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and ESL program models. D. Services for the ELL student population are now provided by using the following approaches at the elementary level: Transitional Bilingual Education. the district has continued to expand and modify its ELL programs to meet the needs of increasing numbers of students. the State Board of Education has established a program to teach LEP students and has adopted regulations to carry out this program. State Board regulations are included in Appendix C. Dual Language. The district provides Transitional Bilingual Education for students in kindergarten through third grade. At the secondary level. the district first initiated its Transitional Bilingual Education program model. The district expanded services to limited English speaking students in 1970 with the initiation of an English as a Second Language (ESL) program model. Since the early 1970’s. classroom teachers. C.doc Page 2 . the approaches are Intensive English Instruction and Sheltered Content ESL Instruction. English Language Learner Program To assist the district in ensuring that ELL students are provided the necessary services. the term English Language Learners or ELL will be used to refer to students who are non-English proficient or limited English proficient. and parents to bring sound and relevant educational programs to ELL students in the district so that ELL C:\Documents and Settings\localuser. The State Board regulations refer to LEP students as English Language Learners. the CCSD has met its legal obligations to provide equal educational opportunities for ELL students through implementation of a number of programs for these students. and the district must provide the necessary resources to implement the program. 4. the Nevada State Board of Education is required to establish a program to teach English to LEP students and to adopt regulations to carry out this program.3. Programs for LEP students must be regularly evaluated and modified as needed to ensure that language barriers to the district’s educational program are actually being overcome and that LEP students are being afforded an equal opportunity to benefit from the district’s educational program.REV. In 1973. It is the mission of the ELLP to work with site-based administrators. Content-Based Integrated ESL. Thus. Pursuant to the Nevada Revised Statutes. Programs for LEP students must effectively implement the educational theory that the district has adopted. and Content-Based Self-Contained ESL. whose native language is Spanish. History of English Language Learner Program Models in CCSD Since the 1960’s. The State Board of Education’s regulations are consistent with federal law and the OCR principles for LEP programs.

In addition. Collaborating with state and district staff to develop program policies and procedures. (See Appendix D for Organizational Chart of the ELLP. Assisting in ELL program student placement when necessary. 2. family literacy and teacher training.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Coordinators will provide educational and technical assistance related to ELL program implementation. 9. Content-Based ESL). The English Language Learner Program includes Coordinators who are directly responsible to the Director I and Director II. 12.REV. and federal funding resources for program development and expansion. including those who have been reclassified and those whose parents have waived ELL services. Dual Language. Providing direction and assistance in the development of curricular materials for ELL programs. 7. 6. 3. 5.doc Page 3 . Recommending the instructional models to address the language acquisition needs of ELL students at each school. 4. Supervising and evaluating support staff personnel. region superintendents. 3. Ensuring that ELL students are fully integrated into the school and that ELL students at each school are held to the same academic standards as other students. Assisting schools in monitoring ELL students. Organizing and conducting ELL program in-services for teachers. and interpretation of achievement and language proficiency data for ELL students. 6. Assisting with appropriate student placement information by administering language proficiency assessments and reassessments. 5. English Language Learner Program. principals.students will receive a high quality education. Providing teachers with assistance in instructional methodology and materials for ELL programs. textbook selection. and administrators. and associate superintendent in English Language Learner Program implementation (Bilingual. Assisting teachers. Developing instructional guidelines. parents. Offering and facilitating classes for Bilingual and Teaching English as a Second Language endorsements. Assisting in administering and scoring language proficiency assessments. assistant region superintendents. in an environment that will ensure academic proficiency. Coordinators will provide professional development activities for teachers and administrators. 4. and 13. program directors.) The ELLP supports schools in implementing programs for ELL students by: 1. 11. Coordinating the evaluation of the ELL program being implemented in the district to ensure that language barriers to the district’s educational program are being overcome and that the ELL students are afforded an equal opportunity to benefit from the district’s educational program. 10. 7. 8. Acquiring local. Assisting in the development of supportive/cooperative programs. Assisting in the development of home/school relationships through parent education. The responsibilities of Coordinators include: 1. 2. state. Providing and assisting in the selection of ESL and bilingual materials. Coordinating and implementing staff development activities. C:\Documents and Settings\localuser.

Serving as a mentor to teachers. including conducting demonstration lessons. administrators.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.8. Assisting with data gathering and grant writing. Facilitating the placement of ELL students in appropriate classes and classroom configurations. 5. and 7. The services provided by each ELL Specialist are coordinated by the site administrator and the ELL Coordinator for the assigned region. and 11. Utilizing data and tables to assign English Proficiency Status (EPS) codes according to standard ELLP English Proficiency status table or other standards as required. 2. 7. The purpose of this position is to provide enhanced language acquisition support to classroom teachers with ELL students. which becomes a permanent part of the student’s cumulative record. 4. Providing information to general education teachers on strategies to use for ELL students in the general education classroom to meet curricular goals. 2. counselors. and community support agencies to assure student success in the educational environment. and 10. The district has also established ELL Specialist positions. Conforming to safety standards as prescribed. Creating an ELL Student Assessment Portfolio with required documentation. Performing other duties as assigned. as assigned. 10. This position is reviewed every year. Providing technical assistance to registrars and counselors. 9.REV. The purpose of these positions is to perform a variety of duties related to testing. teachers. 3. 8. Assisting site-based teachers. C:\Documents and Settings\localuser. and citizens of Clark County. The English Language Learner Specialist will act in the capacity of program facilitator for all ELL students. state. Providing assistance in monitoring ELL reclassified students. 9. The specific responsibilities of the Itinerant Tester include: 1. observing students in the educational environment. The district has also established Itinerant Tester (IT) positions. Providing information and recommending strategies to address ELL students needing additional academic assistance. The specific responsibilities of the ELL Specialist include: 1. Working effectively with students. Performing other ELL-related duties as assigned. Serving as a liaison between ELL programs and the schools. reading and writing language proficiency tests. Entering test scores and student demographic data on appropriate forms/database. 3. 5. parents. 6. and local policies and procedures. and conferring with teachers to implement strategies for addressing the needs of ELL students. Providing direct assistance to schools and ELL students. 4. 6. Administering oral. Obtaining and securing language testing materials to be used during testing activity. The position is directly responsible to the Coordinator who coordinates ELL services at the assigned Region. Serving in a problem-solving capacity with school personnel and parents. Performing other tasks related to the position. parents. and administrators in the implementation of federal.doc Page 4 .

At the secondary level. (See Appendix E. The questions are used to determine whether students potentially need ELL services.) The HLS asks parents or guardians to answer three questions about the primary language of students. (See Appendix E. the designated office staff shall seek assistance from other staff in the school or shall contact the ELLP for assistance. Identification and Registration of English Language Learner Students The State Board of Education regulations require the CCSD to identify the primary language of each student who enrolls in a school within the CCSD for the first time. Pending Assessment is assigned if any one of the HLS questions is answered with “Other.) Based on the responses of the parents or guardians on the Home Language Survey. the district has translated the HLS into Spanish. REGISTRATION.” Once the registration process is completed. a student’s “…primary language will be deemed to be other than English if: 1 2 3 the pupil first spoke a language other than English. To assist parents.Revised (CCF-705). the CCSD requires all parents or guardians of students enrolling in the CCSD for the first time to complete the Home Language Survey (HLS) as part of the registration process. The principal at each school shall designate the person who is responsible for the registration at that school as the individual to ensure that all parents or guardians enrolling students for the first time in CCSD complete the HLS at the time of registration. the designated staff member at the elementary level shall assign all students to class regardless of whether the student has a PA or EE code. If the parent or guardian needs help in completing the HLS or any other part of the registration process.” EE is assigned if all of the questions on the HLS are answered with “English. INITIAL ASSESSMENT AND PROGRAM PLACEMENT A. The HLS is included on the top section of the School Registration Form Worksheet . or the language most often spoken by the pupil is not English. Appendix C.REV.SECTION II: IDENTIFICATION. C:\Documents and Settings\localuser.) According to the regulations. The District shall not deny students registration and class assignment while the language proficiency assessment is pending. (See NAC 388. the designated office staff shall assign all new students one of the following English Proficiency Status codes (EPS codes): Pending Assessment (PA) or fully English Exclusive (EE).doc Page 5 . the counselor will ensure that all students are assigned to classes regardless of their EPS code. The person responsible for registration shall be referred to as “designated office staff” throughout this manual. the primary language spoken in the home of the pupil is not English.620.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.” To meet the State Board requirements.

Sections 3302. Initial Assessment of ELL Students 1.a and 3302. the Itinerant Tester may request assistance from the ELLP. enter the PA code in EPS Field on page two of SASI student atom when other registration information is entered. When entering a code for a student in the computer database. or previous school district.REV. as required by the Student Accounting Manual. The designated office staff must ensure that either PA or EE is entered into the master file as part of the registration process. previous school.625.) The CCSD has designated the Itinerant Tester assigned to each school to do the required initial assessment and to ensure that this assessment takes place within the 30 calendar day time period. If the Itinerant Tester cannot complete the assessment within the 30 calendar day deadline. Appendix C. the designated office staff shall maintain the original EPS. Nevada state regulations further require that this assessment “must be administered by a person who is proficient in English and who has successfully completed training in the administration and scoring of the examination required for the assessment. the designated office staff will mark an English (EE) code in the Language box of the CCF-705. See NCLB Title III.doc Page 6 . copy the CCF-705 and the birth certificate and place the CCF-705 and the birth certificate copies in a file labeled “ELL Students . B. complete the registration form (CCF-705) by writing PA in the EPS box. d. The assessment shall take place at the school where the child is enrolled. maintain the “ELL Students . complete Comprehensive Educational Summary and file in ELL student portfolio (see Appendix F). The designated office staff member shall then place the original CCF-705 in the student’s cumulative file folder and shall enter EE in the EPS field on page two of the SASI student atom. request school records from the parent. b.d.Pending Assessment”. When an EE is assigned. If another code is already posted. e. c.When a PA is assigned. including placing the appropriate language letter code in the Language box (see Appendix E). The ELLP shall assist the Itinerant Tester in ensuring that the initial assessment is completed within the 30 calendar day deadline by providing access to C:\Documents and Settings\localuser. the designated office staff should check to see if there is already an EPS code for that student. and g. place the original of the CCF-705 in the student’s cumulative folder. the designated office staff member shall: a.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Initial Assessment for All Potential ELL Students Title III of the No Child Left Behind Act (NCLB) requires CCSD to assess the English proficiency of any student coded with a PA within 30 days of the beginning of the school year.Pending Assessment” file in the front office for convenient access by the ELL Specialist and Itinerant Tester. Pending Assessment students enrolling after the start of the school year must be tested within two weeks of enrollment. and f.” (See NAC 388.

read and write his primary language. the parents will be apprised of the student’s language proficiency status and program placement within two weeks of testing. Appendix C.1. that student shall be referred for assessment as provided under the Individual with Disabilities Education Act (IDEA) and the Nevada Administrative Code. for students in kindergarten through grade three in designated elementary schools. The district is not required to assess the proficiency of a pupil to read and write his primary language if he is enrolled in kindergarten or the first grade or his primary language is not commonly written.) Where this occurs. The ELLP shall provide a weekly update of those students with a PA code on the ELLP website. the district is required to use an examination approved by the State Department of Education and to determine fluency in English as established by the publisher of the examination. (See NAC 388. (See Appendix H. ) As explained in Section III. (See Appendix J for current list of selected elementary schools.) Elementary schools offering Transitional Bilingual Education and Dual Language Programs are responsible for administering the primary language assessment to students enrolled in these programs. CCSD “must assess the proficiency of the pupil to comprehend. b. the district provides Transitional Bilingual Education.net/ellp/) In conducting an initial assessment.REV. speak. see the Student Support Services Division Procedures Manual for additional information and procedures.” (See NAC 388. the ELL Specialist “shall cooperate with the multidisciplinary team to determine the classification of the pupil. Additional Initial Assessment Required for Students Enrolled in Transitional Bilingual Education.625. Appendix C.doc Page 7 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.” For details of the assessment of students with disabilities.405. If a student is deemed eligible for ELL services and is enrolled in a bilingual program of instruction. a. Initial Assessment of Students with Disabilities As required by the state regulation. 2.) The tests to be administered. The tests to be used by CCSD staff are approved by the Nevada State Department of Education and the scores for determining proficiency in English are consistent with the publisher’s scoring protocols.” See NAC 388.405.computerized reports. This assessment “must be conducted by a person who is proficient in the primary language of the pupil and who has successfully completed training in the administration and scoring of the examination required for the assessment. and the scores to be used in CCSD for determining fluency in English. C:\Documents and Settings\localuser. (http://www. are outlined below. once CCSD has assessed and classified a student whose primary language is not English and a concern is raised that the student may have a disability.ccsd. Special Rule Applicable During School Year If a child is pending assessment at the time of placement. Appendix C. as defined by state regulations.

REV. Students Coded Fully English Proficient For students coded as fully English Proficient. all ELL test protocols. Students Classified as Non-English or Limited English Proficient For students who are coded as non-English or limited English proficient as a result of the initial assessment. the Itinerant Tester shall ensure that the following steps are completed within the 30 calendar day deadline: 1) Complete the Initial Testing Sheet. a copy of the School Registration Form Worksheet (CCF705). The students eligible for ELL services will be assigned an EPS code. e. as a result of the initial assessment. The ELL Student Assessment Portfolio will contain: a. 4) Create a Student Assessment Portfolio for each student classified as non-English or limited English proficient. including the signature of the Itinerant Tester or district-level staff who administered the assessment.3. f.doc Page 8 . Once the parent receives the letter. including answer documents.) Each school shall send the Parent Notification Letter to the parents or guardians via the child(ren). the Itinerant Tester shall ensure that the following steps are taken within the 30 calendar day deadline: C:\Documents and Settings\localuser. 3) Prepare a Parent Notification Letter if a student qualifies for ELL services. notify ELLP. (See Appendix M.) 2) Classify students who are eligible for ELL services as non-English or limited English proficient. The Itinerant Specialist shall document the parent conference. a copy of the birth certificate. a. and shall make it available to the teachers. (See Appendix L. if applicable. (See Appendix K for Initial Testing Sheet. Steps to be Completed after Initial Assessment. b. a copy of the Initial Testing Sheet. and g. Portfolio Activity Log(s). Parent Notification Letter. When the parent or guardian refuses services the Itinerant Specialist and/or school administrator shall contact the parent or guardian to ensure that the parent or guardian understands what is being waived. The Student Assessment Portfolio will accompany the student throughout placement in the ELL program. including a waiver section. 5) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. he/she may choose such services. Other relevant documentation. d.) The school shall maintain the Student Assessment Portfolio.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and place a copy in the Student Assessment Portfolio. b. c.

shall ensure that eligible students are provided appropriate ELL services. b.doc Page 9 . including the signature of the Itinerant Tester or district-level staff who administered the assessment (see Appendix K for Initial Testing Sheet). and shall make it available to the teachers. The Student Assessment Portfolio will accompany the student throughout placement in the ELL program. 4) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. and f. c. in consultation with the ELL Specialist. e. (See Section IV for reassessment and reclassification procedures. 2) Assign students who are not eligible for ELL services the appropriate EPS code (see Appendix G). c. 3) Create a Student Assessment Portfolio for each student classified as non-English or limited English proficient. Other relevant documentation. all ELL test protocols. (See Section III for description of available ELL services. a copy of the School Registration Form Worksheet (CCF705). a copy of the birth certificate. principals or the designees shall ensure that ELL students and their parents or guardians are aware of school activities and other opportunities at the school in a language they understand. (See Appendix M. Portfolio Activity Log(s).) The school shall maintain the Student Assessment Portfolio. including answer documents. the principal or the designee at each school.REV.) C:\Documents and Settings\localuser. a copy of the Initial Testing Sheet.1) Complete the Initial Testing Sheet. Students who are eligible for ELL services shall receive these services until it is determined. through reevaluation procedures. d.) In addition. that they possess adequate English language and academic skills to allow them to perform satisfactorily in general education classes without special instructional considerations. The ELL Student Assessment Portfolio will contain: a. Program Placement Once students are assessed.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

language arts. Below is a description of each instructional program. the child’s primary language is used to clarify instruction. math. and social studies. and . Dual Language and Transitional Bilingual Education programs at the elementary level. • there is a strong English language development (ELD) component in every lesson (see Appendix N).615. and • lessons include controlled vocabulary while students gradually acquire the necessary language skills to succeed academically and become lifelong learners (See Appendix N for overview of stages of language acquisition. speaking. Content-Based Integrated and Content-Based Self-Contained ESL Programs (1) Description As defined by State regulation. EFFECTIVE ELL PRACTICES. . nonthreatening environment in which students feel comfortable taking risks. 1. and writing competence in the English language. reading. AND STUDENT EVALUATION A. • when possible.SECTION III: ELL INSTRUCTIONAL PROGRAM MODELS. Elementary a.REV. the CCSD offers Content-Based ESL. Program Models As allowed by State regulation. an ESL program is one that “provides instruction in the English language and other courses of study using teaching techniques for acquiring English. science. the resources needed. incorporates the cultural aspects of the pupil’s experience in his instruction. Appendix C. At the secondary level. and (3) to enable students to meet graduation standards. • English is taught through reading. (2) to enable students to maintain grade level status.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.” The CCSD offers two types of ESL programs at the elementary level – Content-Based Integrated and Content-Based Self-Contained.doc Page 10 . • the acquisition of English takes place in a structured. where the program is available. . (See NAC 388. The goals of all of these programs are: (1) to help ELL students achieve comprehension. the CCSD offers Intensive English and Sheltered-Content ESL.) C:\Documents and Settings\localuser. and the qualifications necessary for staff. Both approaches have the following features: • all instruction is done in English.) The goal of both the Content-Based Integrated and Content-Based Self-Contained approaches is the acquisition of English and grade level academics so that the ELL student can succeed in an Englishonly regular classroom.

demonstrations. hands-on activities. (c) Integrated “Group” Classrooms If a school or a grade has a low number of ELL students. The 8 components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students. Lessons are planned according to students’ English language proficiency levels. ELL students are grouped together for their core subjects. (b) Integrated 50/50 ESL Classrooms The principal assigns approximately an equal proportion of students who need ELL services to native English speakers.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. but have the opportunity to interact with other students in music. and modeling. visuals. The possible classroom configurations could consist of the following: (a) Self-Contained ESL Classrooms The principal assigns only ELL students to Self-Contained classrooms. library and lunch. English is taught to ELL students through content areas by including a strong English language development component.REV.doc Page 11 . Based on the guidelines below. the Associate Superintendent of Student Support Services.Many teachers and administrators in the district have received intensive training in High Quality Sheltered Instruction (HQSI) strategies and techniques using the Sheltered Instruction Observation Protocol (SIOP) components. physical education. and the Director of the English Language Learner Program. art. Emphasis is on cooperative learning and use of English-speaking role models. the principal shall group students in a classroom at the appropriate grade level and will ensure that ELL strategies are used in the classroom. the District shall ensure that one or more of the ESL approaches described above are available. schools or grade levels with a low number of ELL students should group students and place them in an integrated grouped classroom model where ESL instructional strategies are employed. (2) Availability Depending on the number of ELL students at an elementary school. Schools or grade levels with a large number of ELL C:\Documents and Settings\localuser. principals will make a determination regarding which approach will be used in consultation with the Superintendent or his designee. Generally.

237. The CCSD encourages teachers to pursue a TESL or Bilingual endorsement and provides the opportunity for teachers to take classes in order to acquire the endorsement. or an endorsement to teach a program of bilingual education pursuant to NAC 391.605. (5) Staff Qualifications All ELL Specialists shall hold either an endorsement to teach English as Second Language (TESL) pursuant to NAC 391.) In addition. staff resources and supplementary curricular materials.students shall implement Self-Contained ESL classrooms or Integrated ESL Classrooms.) C:\Documents and Settings\localuser. (3) Entry criteria The placement of students who qualify for ELL services in ESL classes is based on the assessments outlined in Section IIb or on the reassessments outlined in Section Iva. Transitional Bilingual Education Model (1) Description As defined by state regulations. SelfContained classes shall include ELL students only. In the Transitional Bilingual Education model. An Integrated 50/50 ESL classroom shall have an approximately equal number of students who need ELL services and students who are native English speakers. (4) Resources The resources provided for ESL programs fall into two categories. Appendix O. ELL students “are taught the English language and the content of other courses of study is taught using the pupil’s primary language. the CCSD shall ensure that training opportunities are available on effective strategies for ELL students. Appendix C.” (See NAC 388. b. for teachers who teach ELL students.doc Page 12 . Staff resources include ELLP administrative and support staff and the ELL Specialist (if applicable).000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV. Appendix P. (See Appendix O for TESL endorsement and Appendix P for Bilingual endorsement requirements. the CCSD’s Transitional Bilingual Education (TBE) model provides a program of instruction for ELL students in kindergarten through grade three whose primary language is Spanish.242. but who are not assigned to a Self-Contained or Integrated classroom. All teachers assigned to Self-Contained classrooms shall hold a TESL or Bilingual Education endorsement.

Integrated 50/50 or Integrated classrooms in conjunction with Transitional Bilingual Education.The use of the student’s primary language is viewed as the link between achieving English language proficiency. (See Appendix Q. reading. Use of Spanish for clarification is not sufficient. and live within the attendance zone of the designated school. speaking. Transitional Bilingual Education schools shall offer a ContentBased ESL program model with Self-Contained.doc . The criteria for determining whether a school shall offer a Transitional Bilingual Education model are the number of Spanish-speaking ELL students and the availability of teachers possessing a bilingual teaching endorsement. and the Director of the ELLP shall determine if a school is one that shall offer a Transitional Bilingual Education approach. and writing that are appropriate to the student’s English level of proficiency. An English Language Development component (ELD). and psychological and social adjustment. for this prevents the internalization of syntax. instruction transitions from being predominately in Spanish to predominately in English. In CCSD. with full transition into English as a Second Language or English-only instruction by fourth grade. Spanish instruction is not combined with English nor used alternately with English. English academic achievement. As the English proficiency of the student increases. intonation and other standard structures. (3) Entry Criteria Students considered for placement in a Transitional Bilingual Education program must: • • • speak Spanish as their primary language. • • (2) Availability The District offers the Transitional Bilingual Education approach (TBE) at designated elementary schools. ELL students with the highest levels of Spanish literacy may be placed in Content-Based ESL classrooms. the TBE model includes the following features: • Spanish is the medium of instruction. be coded as either non-English or limited English proficient.) The Superintendent or his designee.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. is essential to the student’s English language development.) ELD instruction in grades K-3 will focus on teaching objectives for listening. Page 13 C:\Documents and Settings\localuser. (See Appendix J for the current list of schools offering the Transitional Bilingual Education approach.REV. the Associate Superintendent of Student Support Services.

) The State of Nevada does not require principals of transitional bilingual schools to hold a TESL or a bilingual endorsement.The District gives priority for placement in Transitional Bilingual Education to students classified as non-English proficient. pass an examination approved by the commission which demonstrates oral and written proficiency in the native language. the CCSD shall take into account whether the candidates have training regarding Transitional Bilingual Education and/or an interest in working in a school offering such programs. staff and supplementary curricular resources. Therefore. (See Section II. if such an examination is available. with second priority given to students classified as limited-English proficient.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. c. The ELLP shall review the Spanish language textbooks and instructional materials to be used in the Transitional Bilingual Education programs to ensure that they are aligned with the CEF and that they are compatible with the English-language textbooks and instructional materials used in the ELL and English-only classes at that school. and Section IV. In selecting principals for transitional bilingual schools. The CCSD shall allocate sufficient operating funds to ensure that textbooks and instructional materials are equitable in all classes in a school offering Transitional Bilingual Education. Appendix P.” See NAC 391. (See Appendix P for bilingual endorsement requirements.242 of the Nevada Administrative Code. Dual Language Programs (1) Description Dual Language Programs are programs in which native English speakers and English Language Learners are grouped in C:\Documents and Settings\localuser.) All of the ELL Specialists at schools offering the TBE model shall hold either a TESL endorsement pursuant to NAC 391.242. Staff resources include ELLP administrative and support staff. (See Appendix P.242.REV. and the ELL Specialist (if applicable). however.doc Page 14 .) (4) Resources The resources provided for Transitional Bilingual Education fall into two categories.237 or a bilingual endorsement pursuant to NAC 391. the CCSD requires teachers who teach in a Transitional Bilingual Education program to hold an endorsement to teach bilingual education pursuant to Section 391. to be in compliance with state regulations. (5) Staff Qualifications The State of Nevada requires teachers who teach Transitional Bilingual Education to (i) “hold an endorsement to teach in a bilingual program and (ii) within 2 years after the issuance of an endorsement.

manipulatives. Staff Page 15 C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. always supporting the language development of students by using realia. the Associate Superintendent of Student Support Services. Academic content core curriculum is presented through a 50/50 Dual Language Program model with half of the instructional time delivered in English and half of the instructional time delivered in Spanish. English as a Second Language (ESL) strategies as well as Spanish as a Second Language (SSL) strategies are utilized in the classroom. For schools that do not have the Dual Language Program throughout all the grade levels. rather. Students in the program are learning language through contentbased instruction. graphs. The Superintendent or his designee. shall determine if a school will offer the Dual Language Program. The classroom environments are language rich. a Content-Based ESL program model with Self-Contained. and the Director of the ELLP. and (c) to promote appreciation of other cultures and cross-cultural awareness. The goals of the Dual Language Program are: (a) that a student acquires a second language or becomes bilingual. Students are shared between two teachers. one delivering instruction in English and the other in Spanish. models. students learn language through content.classrooms and learn literacy skills in both English and Spanish. (4) Resources The resources provided for Dual Language Programs fall into two categories: staff and supplementary curricular resources. (2) Availability This program is currently offered in select schools in two regions (see Appendix J for the current list of schools offering the Dual Language Programs). (b) that students will become biliterate. visual aides. Region Superintendents. (3) Entry Criteria Students considered for placement in a Dual Language Program must: live within the attendance zone of the designated school or be granted a zone variance by the school’s principal. Lessons are not translated when switching from one language to the other. which will then be applied to reading and writing. and technology.doc .REV. Students acquire academic and social vocabulary in both languages. developing oral and written vocabulary in both languages. Integrated 50/50 or Integrated classrooms is offered in conjunction with the Dual Language Program.

The Intensive English Model includes extended periods of English instruction using a variety of materials. Bilingual Education.) Page 16 C:\Documents and Settings\localuser. the CCSD shall take into account whether the candidates have training regarding Dual Language Programs. In selecting principals for dual language schools. reading and writing skills.REV. 2. (See Appendix R for suggested secondary course offerings. Many teachers and administrators in the district have received intensive training in High Quality Sheltered Instruction (HQSI) strategies and techniques using the Sheltered Instruction Observation Protocol (SIOP) components. The ELLP shall review the Spanish language textbooks and instructional materials to be used in the Dual Language Program to ensure that they are aligned with the CEF and that they are compatible with the English–language textbooks and instructional materials used in the ELL and English-only classes at that school. or TESL and/or an interest in working in a school offering such programs. The CCSD shall allocate operating funds to ensure that textbooks and instructional materials are available in all classes in a school offering the Dual Language Program. two ELL approaches are recommended — Intensive English Model and Sheltered Content Model. (5) Staff Qualifications The State of Nevada requires teachers who teach English Language Learner students to hold a Bilingual or TESL endorsement (see Appendices O and P). a. These materials focus on English grammar. learning strategies.doc . however. and literacy concepts.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. students are able to earn credit toward graduation in required core subject areas.resources include ELLP administrative and support staff. and the ELL Specialist (if applicable). The eight components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students. Secondary At the secondary level. The State of Nevada does not require principals of Dual Language Schools to hold a Bilingual or TESL endorsement. At the high school level. Intensive English Model (1) Description The Intensive English Model is an integrated language and content approach that focuses on the incorporation of content material into language classes and on the use of language learning strategies in order to prepare English Language Learner students for content area classes.

Emphasis is on cooperative learning. they must learn both English and academic content as quickly as possible.(2) Availability The Region Superintendent or designee. visuals. speak. This component takes into account the ELL student’s current English language proficiency level and guides the teacher in providing the appropriate instruction for each level. Secondary ELL students have a limited time to become academically proficient in English. demonstrations. C:\Documents and Settings\localuser. schools using this model shall utilize appropriate texts and instructional resources as recommended by ELLP. Therefore.doc Page 17 . The purpose of the language development component is to teach English language learners to communicate (listen. students must be enrolled in one of the schools offering the Intensive English Model. An integrated classroom consists of students who need ELL services and native English speakers. this model also allows students to earn credit toward graduation in required core subject areas.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the Associate Superintendent of Student Support Services. This model is implemented at the secondary level in both self-contained and integrated classrooms. (5) Staff Qualifications Teachers using the Intensive English Model must have a TESL or bilingual endorsement. The goal of the integrated Sheltered Content Instruction Model is for ELL students to develop English language skills in content classes. and the principal of the school shall determine if a school is one that shall offer the Intensive English Model. and write) in English. and be classified as non-English or limited-English proficient. read.REV. modeling and sheltered vocabulary. At the high school level. English is taught through content areas by including a strong language development component. A self-contained classroom consists of only ELL students grouped together for instruction. (3) Entry Criteria To be eligible for this program. hands-on activities. the Director of ELLP. Sheltered Content ESL Instruction (1) Description The Sheltered Content ESL Instruction Model is an integrated content language approach. (4) Resources Along with the staff and curricular resources provided to all schools. b.

(2)

Availability Each school with ELL students in grades 6 through 12 should offer the Sheltered Content Instruction Model.

(3)

Entry Criteria The placement of students who qualify for Sheltered Content Instruction is based on the assessment in Section II.b.and the reassessments outlined in Section IV.a.

(4)

Resources Schools implementing the sheltered content model will utilize district-adopted texts, as well as approved supplementary ELL resources.

(5)

Staff Qualifications Teachers using the self-contained sheltered content model shall have a TESL or bilingual endorsement and shall be endorsed in their content areas. Teachers using the integrated sheltered content model shall be endorsed in their content areas and encouraged to obtain their TESL endorsements.

(6)

Student Placement The following are recommended guidelines for ELL student placement in secondary program models: • Students classified as non-English proficient will receive at least two periods of Intensive English Language Development (ELD) and two periods of Self-Contained or Integrated Sheltered Content Instruction. Students classified as limited-English proficient will receive two periods of Self-Contained Intensive English Language Development (ELD) focusing on academic literacy skills. These students will also receive Self-Contained or Integrated Sheltered English Instruction in the academic content areas appropriate for their grade level. Academic progress of ELL students placed in mainstream classes will be reviewed by ELLP and/or school personnel.

B.

Student Performance Evaluation 1. CCSD Grading and Reporting Guidelines Teachers of ELL students at both the elementary and secondary levels shall follow the same CCSD policy and guidelines for all students when determining grades for ELL students. The relevant policies include: (1) CCSD Regulation

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5121, which addresses student progress and grading for grades one through twelve; (2) CCSD Regulation 5121.1, which addresses grading for Special Education for grades six through twelve; and (3) CCSD Regulations 5122, 5121, and 5121.1 which address Reporting to Parents. Guidelines for grading and evaluating elementary and secondary ELL students are outlined in the Curriculum Essentials Framework, K-5 (CEF) and Secondary (6-12) Syllabi published by the CCSD Elementary and Secondary Curriculum and Professional Development Department. Elementary teachers who are working with ELL students are required to teach the objectives stated in the CCSD CEF. Elementary teachers shall determine grades of ELL students based on their progress toward, and achievement of, CCSD objectives. Secondary teachers working with ELL students are required to teach the objectives stated in the specific content area syllabus created and approved by CCSD. Teachers of ELL students shall determine grades based on their progress toward, and achievement of, the CCSD objectives. 2. Promotion and Retention The principal at each school shall ensure that CCSD Policy 5123 on promotion is followed in determining whether an ELL student should be promoted or retained. As with non-ELL students, ELL students may be retained. In the case of an ELL student, the principal shall ensure that ELL students are not retained based solely on the student’s inability to perform in the English language. In making a determination of whether an ELL student should be retained, the principal shall ensure that careful consideration is given to the range of services and options available prior to making the decision to retain a student. Adjustments or changes to the student’s educational program may be necessary in order to avoid retention. Teachers should contact the school’s ELL Specialist/ELLP for assistance. As with English Exclusive students, retention concerns should be ongoing throughout the year. CCF-731 Retention Guidelines must be followed. If the decision is made to retain an ELL student, the principal shall ensure that the student receives significantly different services during the year following the retention.

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SECTION IV: A. Reassessment

REASSESSMENT, RECLASSIFICATION, AND MONITORING

State regulations require that the District reassess ELL students every year “to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English.” (See NAC 388.645, Appendix C.) Reassessment by Referral: Another method for reevaluating a student is referral by either a parent or teacher/counselor to the ELL Specialist. A parent or teacher may make this referral at any time during the school year. Such a referral should be based on evidence that the student could be successful in English-only classes. The procedure for conducting a reevaluation from a teacher or parent referral is as follows: 1. The regular classroom teacher, the parent, or the counselor completes a Referral for Reclassification and Reinstatement Form and submits it to the ELL Specialist. (See Appendix S for Referral Form.) 2. The ELL Specialist and the teacher meet to discuss the student’s progress and to review documentation to support that the student could be successful in English-only classes. Examples of documents to be reviewed include grades in core subjects, test scores, and writing samples. 3. Upon completion of the testing, the Itinerant Tester shall score the test and complete the Update Testing Sheet. (See Appendix T for Update Testing Sheet.) 4. Based on the criteria reviewed in IV.b. below, the student may be reclassified. (See Section IV.b. below for criteria and procedures for reclassifying students.) 5. The Itinerant Tester shall send the updated test scores to the student database manager in ELLP. The Itinerant Tester shall place a copy of the Update Testing Sheet in the ELLP Student Assessment Portfolio. B. Reclassification State regulations state that the District may reclassify an ELL student only if: 1. “The pupil’s academic performance and his proficiency to comprehend, speak, read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language; The parent or legal guardian of the pupil is (see Appendix S): a. Notified, in the primary language of the parents or legal guardian, that the pupil is being considered for reclassification; b. Given an opportunity to review the data relating to the performance of the pupil; and c. Allowed to participate in the determination of whether the pupil should be reclassified; and The school district administers to the pupil an examination selected by the District from a list of examinations approved by the department to assess the pupil’s proficiency to comprehend, speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination.” NAC 388.645.2, Appendix C.
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2.

3.

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writing.B. C:\Documents and Settings\localuser. the CCSD has determined that reclassification may occur if a combination of the following criteria are met: a. Reading and Writing score of 241 or greater.) b. 1. the CCSD has determined that ELL students may be reclassified using the recommended language proficiency assessment or by other methods. ELLP may reclassify students in grades 2 through 12 using the LAS with a combined Oral. and the student will remain eligible for ELL services. Standards-Based Assessment Program: (SBAP) Students in grade one may be mainstreamed from program participation if they score at or above the 26th local percentile on the reading portion of the (SBAP). While the student is considered fluent-English proficient. above regarding notification to parents prior to reclassification. the school will monitor the student for at least two school years to make certain that the student is succeeding in an English-only class. If a student classified nonEnglish or limited-English proficient scores 82 or higher on the Pre-LAS Oral. Thus. If a student is in first grade and is classified as non-English proficient and the student obtains a standard score between 62 and 81 on the Pre-LAS Oral.C. (See Section IV. Reclassification Using Methods Other than the LAS: ELLP also may reclassify a student as no longer needing ELL services if the student can demonstrate academic proficiency in reading and writing in English within the average range for English-only students. (See Section IV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. ELLP may reclassify a student coded limited-English proficient who obtains a combined standard score of 241 or higher as fully English proficient. (See Section IV. Nevada High School Proficiency Examination: Students in grades eleven and twelve may be exited from ELL services if they score at or above passing score(s) on the reading.REV. below for required monitoring for students reclassified as fluent-English proficient.D.) 2. and math portions of the Nevada High School Proficiency Examination.doc . the student will be reclassified as limited English proficient. The Iowa Test of Basic Skills (ITBS): Students in those grades at which the ITBS is administered may be mainstreamed to English only if they score at or above the 26th percentile on the Reading Composite and the Language Composite section. Methods for Reclassification Consistent with State regulations.) The school shall monitor a student reclassified as fluent-English proficient for at least two years. Reclassification Using LAS: ELLP may reclassify a student using the Language Assessment Scales (LAS) based on the criteria below: a. c. Students in Page 21 b.D. below for required monitoring of these students. Each of these methods is described below. the student will be reclassified as fluent-English proficient with monitoring. with monitoring.

science or social studies. As an example. The school also shall review the student’s report card each quarter or trimester to review the student’s academic and citizenship grades and attendance and shall note the student’s progress on the Two Year Monitoring of Reclassified Student Form. Reading and Writing to ascertain if the student’s English proficiency has diminished. 4.doc Page 22 . The purpose of this monitoring is to ensure that the students have no grades below a C in each class and are no longer in need of language acquisition assistance. regarding notification to parents prior to reclassification. This decision can be reached only if it is the consensus opinion of a committee consisting of at least the principal or administrative designee. as a result of monitoring. (See Appendix U for reclassification form. Active Student List: The reclassification of students will be reflected on the Active Student List. This decision shall be documented on the English Language Learner Student Reclassification Using Combined Data Sources Form. (See Section IV.D.) 3. the ELLP designee.) To be considered academically successful. and the classroom teacher(s). Data Inquiry Menu). below. Monitoring Progress of Students Who are Mainstreamed to English-Only Classes Each school shall monitor all reclassified students for two years. Individual student information may also be found on the mainframe computer’s SASIxp Data Inquiry (Option 19.REV. (See Appendix V. evidence indicates that the student is not being successful in English-only classes and needs further language acquisition assistance. in combination. Classify Students as Fluent-English Proficient with Monitoring: A student is classified as fully-English proficient with monitoring when a student is reclassified using criteria 1 and 2 above.) The school shall monitor for two years any students reclassified as fluent-English proficient. grades two through five may be mainstreamed from program participation if they score at or above the 26th local percentile on the reading and writing portions of the SBAP. the decision may be made to reclassify this student. the school shall initiate a Referral for Reclassification/Reinstatement Form (see Appendix S) and ELLP shall administer the LAS Oral. If the student scores 241 or higher. (See Section IV. If C:\Documents and Settings\localuser. This monitoring shall include periodic contact with the student’s teacher to ascertain student progress. indicates that the students are capable of functioning successfully in English-only classes. the student shall be considered reinstated into an ELL program or enrolled in an academic remediation program. the student will remain in English-only classes.d.) The District also will ensure that reclassified students are appropriately placed in general education classes. If.B. math. if a student scores at level 3 on the LAS reading and at the 26th percentile on the Language Composite section of the ITBS. which is generated weekly and made available by the ELLP database manager. If the student obtains a combined standard score of 240 or less. D. Other: Students in grades two through twelve may be mainstreamed into English only if a review of data listed in criteria 1 through 3 above. a student should have no grades below a C in English.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and the school shall continue to monitor that student.

E. Prior to making any changes. the ELLP designee and the principal’s designee shall meet with the parents to discuss the recommended changes. the designated office staff at the school shall ensure that the ELL Student Assessment Portfolio accompanies the student cumulative folder to the Student Records Center.the student is determined to be academically unsuccessful.doc Page 23 . the school and the appropriate teachers will seek out other services for the student in order to address any academic deficiencies.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Transfer of ELL Students The designated office staff at each school shall ensure that any student transferring from one school to another within the CCSD has his or her participation in an ELLP program documented on the Elementary Student Release and Transfer Form (CCF-702) or the Pupil Release and Transfer-Secondary (CCF-740). F. C:\Documents and Settings\localuser. (See Appendix W.) Withdrawal of ELL Students If a student is withdrawing and transferring to a school outside the district.

As part of the annual program self-evaluation. instructional methodologies and resources. will coordinate the program review. The district shall identify specific goals that relate directly to the program components listed above. and • Utilizing appropriate resources to meet both the English language development needs and the curriculum content. • Of sufficient scope and quality to meet the English language development needs of the students. Students eligible for English Language Learner Program services will be provided English language development instruction that is: • A recognized method of teaching English as a Second Language.doc . Section B below outlines the goals that will be assessed in the program review. the CCSD will review the goal statements for possible modifications. 4. below. • Qualifications and training of program staff. services. have been found to be effective. • Initial and on-going assessment of English language proficiency and student progress. • Consistent with identified instructional methodologies that.REV. All instructional staff teaching in Transitional Bilingual Education classrooms will possess the necessary certification endorsements as required by state statutes. B.SECTION V: A. • Recognized as educationally sound. and • Procedures for exiting students from the program and for monitoring their progress in English-only classes. The Associate Superintendent of Student Support Services Division. 3.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. through research. 1. as they enroll in the Clark County School District for the first time. • An adaptation of the existing district curriculum and designed to meet stateadopted content and performance standards. will have a Home Language Survey completed by the students’ parents or guardians. C:\Documents and Settings\localuser. in cooperation with the ELLP staff. The program review will consist of data gathering and analysis and of on-site visits to verify those portions of the self-evaluation that need to be observed. • Identification of the students eligible for services. Purpose PROGRAM REVIEW PROCESS The purpose of the ELLP review in Clark County School District is to assess the effectiveness of the models of instruction as they relate to the following program components: • Educational practices. All students. as required by the ELLP Procedures Manual. Teachers responsible for English language development and content area instruction will receive staff development to provide them with the necessary tools to meet the unique instructional needs of ELL students. to determine the possible need for English Language Learner Program Page 24 Goals The ELLP compliance checklist (see Appendix X) incorporates all of the goals listed 2.

6. services. All students who. 7. 10. Each program review team will gather both objective and empirical data.5. at four middle schools. This data will include. All students who exit the English Language Learner Program based on the assessment of the English language proficiency or on English reading and writing performance based on norm-referenced or criterion-referenced tests will be monitored for two years to determine if the students are demonstrating academic success in English-only classes. a procedure will be put in place to ensure that the students who have fully exited the program are maintaining academic success. Ninety-five percent of ELL students enrolled during the testing period in grades 3-10. and will immediately be enrolled in school and assigned to a classroom(s) at the time of registration. 9. At least ten percent of the non-English proficient students who have been enrolled in the CCSD for at least one year will be reclassified as limited-English proficient. and small populations of ELL students. will earn sufficient credits and pass the necessary state proficiency examinations to enable them to earn a high school diploma at a rate equal to. moderate populations. For each year after the 1999-2000 school year. D.REV.doc Page 25 . All students enrolled in ELL programs will be reassessed each year to measure progress in English language development and determine if students are eligible to exit ELL programs. C. will select program review teams. 11. 8. as a result of the responses on the Home Language Survey may need ELL services. will participate in state-mandated ITBS and Writing Proficiency testing as defined in the state’s Guidelines for the Conduct of the Nevada Proficiency Examination Program. will be assessed for English language proficiency and placed in the appropriate ELL Program setting within 30 calendar days of enrollment. the promotion rate of CCSD as a whole. or within a range of five percentage points. Information Collection Methods The Director of ELLP . the ELLP shall select 16 schools to participate in the program review process. • Records of staff development activities. C:\Documents and Settings\localuser. Students enrolled in the English Language Learner Program will be promoted to the next grade at the end of the school year at the rate equal to. who at anytime during their school careers were enrolled in the ELL Program and were continuously enrolled in the Clark County School District for six or more years prior to their graduation dates. but will not be limited to: • Teacher certification records. Schools were selected to represent sites with large populations. Following monitoring. Program Review Process The initial program review took place during the 1999-2000 school year at eight elementary schools (one bilingual site and seven ESL sites). Twelfth grade students. • Student enrollment worksheets. At least ten percent of the students reassessed each year will be eligible to exit the program and will be monitored for two years.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and at four high schools. in cooperation with the Instruction Unit and Student Support Services. the graduation rate for the school as a whole. or within a range of five percentage points. 12.

E. The program review teams will use an observation checklist to assess: • The types of program models offered. and • Evidence of adaptation of existing content area curricula. and recommend modifications or corrective actions that the school should undertake. how these activities support the program or programs offered at the school and the staff who participated in the activities. commendations and recommendations. If appropriate. but to a lesser degree.doc Page 26 . In making findings. • Instructional methodologies. • The educational soundness. ELLP will schedule a meeting with the school administrative and ELL instructional staff to review its findings. Review and Analysis of Data The program review teams will gather the data listed above. and Observation checklists. and • Staff member(s) responsible for ensuring that the corrective actions have taken place. Schools that were able to meet all of the stated goals will continue to be monitored. how many files had the HLS. • Time in which the corrective actions will occur. the program review team will meet with appropriate site-based staff to review their findings and to assist the school in developing an improvement plan to remedy the findings. • Scope and quality. Each program review team shall write a report of its findings. The program review team will continue to monitor any school sites in which stated goals were not attained to ensure that the school implemented its program improvement plan. and Standards-Based Assessment Program. the team will make recommendations of corrective actions the school may wish to consider. C:\Documents and Settings\localuser. As discussed more fully in Section F below. Plan for Modification/Improvement Whenever a program review team finds goals that a school has not met. Monitoring records of students who exited ELL Program. F. In conjunction with the review process team. and how many did not. Promotion and retention records. identify goals that the school failed to meet. for Goal 1 (program) the report will include a description of the program or programs offered at a school. The school shall implement the plan within the timeline outlined in the plan. • Corrective actions to be taken. ITBS.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. ELL Student Assessment Portfolios and records of student reclassification. the school staff will develop an ELL improvement plan that will address: • Goals the school failed to meet.REV. • Resources used as a part of ELL instruction. the team will include specific information or data regarding each goal. analyze the data as they relate to the stated goals in the compliance checklist (see Appendix X). For Goal 4 (Home Language Survey) the report should discuss how many files were reviewed.• • • • • Test records from Language Assessment Scales. For example. For Goal 3 (staff development) the report will describe the staff development activities that occurred.

G. C:\Documents and Settings\localuser.REV.doc Page 27 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the ELLP shall develop a district plan to address any systemic problems or issues found and shall ensure that this plan is implemented for the following school year. District Plan Based on the issues or problems identified in the reports for individual schools.

jigsaw text reading. visuals. hands-on.Appendix A: Effective ELL Practices SHELTERED INSTRUCTION 1. visuals. 2000. think alouds. adapted text. demonstrations. realia. triads. Practice/Application • • Hands-on materials and/or manipulatives for practice activities to apply content and language knowledge Activities to integrate all language skills 3.REV. pictures. Interaction • • • • • Questioning to elicit ideas. al. related literature. Comprehensible Input • • • Appropriate speech Explanation of tasks Techniques (modeling. leveled study guides. opinions. taped text. Effective Lesson Delivery • • • • Content objectives supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged 90% to 100% of the time Pacing of the lesson appropriate to the students’ ability level Scaffolding • • Verbal – paraphrasing. answers and to encourage elaboration Balance of talk between teacher and students Talk among students – pairs. modeling. highlighted text. practice with others. outlines. multimedia. demonstrations. body language) 7. Making Content Comprehensible for English Language Learners. Jana. group response) 4. Lesson Review and Assessment • • • • Review of key vocabulary Review of key content concepts Regular feedback to students Assess student comprehension and learning of all lesson objectives throughout the lesson (spot checking. gestures. small groups Wait time for student response Varied grouping configurations that support the language and content objectives of the lesson • 2. independent application From: Echevarria. problem-solving. et. Building Background • • • Concepts linked to the student’s background Links between past learning and new concepts Explicit teaching of key vocabulary 6.doc Page 28 . ISBN 0-205-29017-5 haj 10-02 C:\Documents and Settings\localuser. adapted text. Allyn and Bacon. marginal notes) 5.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Strategies • • • Metacognitive – matching. defining Procedural – explicit teaching. Lesson Preparation • • Content Objectives and Language Objectives Supplementary materials for clarity and meaning (hands-on manipulatives. graphic organizers) Adaptation of content (graphic organizers. clarifying Cognitive – individual mental or physical manipulation of material for learning Social/Affective – Interaction with a group 8.

and placed in programs.Appendix B: District Policy-6165 CLARK COUNTY SCHOOL DISTRICT POLICY 6165 PROGRAMS AND SERVICES FOR ENGLISH LANGUAGE LEARNER STUDENTS a. d. e. reading and writing English.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. The Superintendent annually shall review and monitor the programs and services provided to ELL students to determine whether ELL students are being provided appropriate services and programs and whether ELL students are gaining proficiency in listening. c. b. and reflect the many cultural and linguistic backgrounds represented by ELL students enrolled in the District. taught using the content strategies and thinking processes that students encounter as they pursue an education in the District. the Clark County School District (“District”) shall implement a range of services and programs. The program offered at each school shall be based on research and shall provide ageappropriate levels of English proficiency. shall determine the services and programs to be offered at a school. and each school shall have the qualified staff and the appropriate resources necessary to provide programs and services to ELL students. speaking. The English Language Learner Program Department shall develop procedures to implement this policy. In addition. All ELL students shall be appropriately identified. Any school that has ELL students enrolled shall offer the appropriate services and programs to ELL students. reading and writing English. the program shall be: aligned with the District curriculum. Legal Reference: Review Responsibility: Adopted: Revised: Pol gov Rev: NRS Chapter 388 System of Public Instruction Student Support Services Division [5/26/93] (11/9/00) 6/28/01 C:\Documents and Settings\localuser. To assist these English Language Learner (“ELL”) students in gaining English proficiency. The principal.REV. assessed. Students whose primary language is other than English cannot effectively participate in general education instruction until they have developed proficiency in listening. in consultation with the English Language Learner Program and the Division of Instruction. speaking.doc Page 29 .

388.605 “Bilingual program of instruction” defined.615 “Program of instruction that teaches English as a second language” defined. eff. (Added to NAC by Bd. eff.625 Assessment of pupil’s proficiency in English. (Added to NAC by Bd. 388. 12-10-97) NAC 388. (NRS 385.600 to 388.080. of Education by R063-97.080. of Education by R063-97.405) 1. Provides instruction in the English language and other courses of study using teaching techniques for acquiring English. Each school district shall identify the primary language of each pupil who enrolls in a school within the district for the first time. of Education by R063-97.REV. 388.080.620 Determination of primary language of pupil. eff.080. 12-10-97) NAC 388. Each school district shall administer to a pupil whose primary language is not English and who is enrolled in: (a) Kindergarten or any grade from grade 1 to 12.080. of Education by R063-97. an oral examination approved by the department to assess the proficiency of the pupil to speak and comprehend English. (Added to NAC by Bd.600 Definitions. Proficiency in English is below the average proficiency of pupils at the same age or grade level whose primary language is English. (b) The primary language spoken in the home of the pupil is not English.Appendix C: Nevada Administrative Code Instruction of Certain Pupils Whose Primary Language Is Not English NAC 388. (NRS 385.605. inclusive. 388.doc Page 30 . (NRS 385. (Added to NAC by Bd. Primary language is not English.080.405) 1.615 have the meanings ascribed to them in those sections. 388. (Added to NAC by Bd. of Education by R063-97. and 2. 388.655. as established by the publisher of the examination.405) “English language learner” means a pupil whose: 1. and 3. 2. eff. 12-10-97) NAC 388. (NRS 385.405) “Bilingual program of instruction” means a program of instruction for English language learners in which pupils are taught the English language and the content of other courses of study is taught using the pupils’ primary language. 2. Probability of success in a classroom in which courses of study are taught only in English is impaired because of his limited proficiency in English.405) “Program of instruction that teaches English as a second language” means a program of instruction for an English language learner which: 1. the words and terms defined in NAC 388. (NRS 385. (NRS 385. 12-10-97) NAC 388. Incorporates the cultural aspects of the pupil’s experiences in his instruction. unless the context otherwise requires. A pupil must be classified as an English language learner if his score on the examination is below the score for a person who communicates fluently in English.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 12-10-97) NAC 388.610 “English language learner” defined. 388. C:\Documents and Settings\localuser. eff. A pupil’s primary language shall be deemed to be a language other than English if: (a) The pupil first spoke a language other than English. or (c) The language most often spoken by the pupil is not English.405) As used in NAC 388.610 and 388. inclusive.

read and write his primary language. read and write English and his primary language. 2. 12-10-97) C:\Documents and Settings\localuser. inclusive.635 Assessment of proficiency in English and primary language of pupils with disabilities. An assessment of a pupil’s proficiency to comprehend. An assessment administered pursuant to this section must be completed within 60 days after the date on which the pupil enrolls in a school in the district for the first time. (NRS 385. A school district is not required to assess the proficiency of a pupil to read and write his primary language if he is enrolled in kindergarten or the first grade or his primary language is not commonly written. inclusive. the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend. If the multidisciplinary team that is determining the eligibility of the pupil pursuant to NAC 388. read and write his primary language must be conducted by a person who is proficient in the primary language of the pupil and who has successfully completed training in the administration and scoring of the examination required for the assessment. speak. 388.(b) Any grade from grade 2 to 12. 12-10-97) NAC 388. determines that the procedures for the assessments administered pursuant to NAC 388. as established by the publisher of the examination. 2. Except as otherwise provided in this subsection. The person administering the assessment shall cooperate with the multidisciplinary team to determine the classification of the pupil. read and write English must be administered by a person who is proficient in English and who has successfully completed training in the administration and scoring of the examination required for the assessment.625 and 388.405) 1.281 determines that the procedures for the assessments are inappropriate because of the nature of the pupil’s disability. (Added to NAC by Bd. 388.630. an examination approved by the department to assess the proficiency of the pupil to read and write English. An assessment administered pursuant to this section must be completed within 60 days after the date on which the pupil enrolls in a school in the district for the first time. in the manner required by NAC 388.625 and 388.625 and who is enrolled in a bilingual program of instruction an examination approved by the department to assess the proficiency of the pupil to comprehend. the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend. (NRS 385.REV. eff.440. of Education by R063-97. speak. read and write English and his primary language.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.080. eff.630 are inappropriate because of the nature of the pupil’s disability. (Added to NAC by Bd. An assessment of a pupil’s proficiency to comprehend. The person administering the assessment shall cooperate with the committee to determine the classification of the pupil. eff. A school district shall assess and classify a pupil whose primary language is not English and whose eligibility for special services and programs of instruction for pupils with disabilities is being assessed pursuant to NAC 388. 12-10-97) NAC 388. 3. (Added to NAC by Bd.440. speak. speak. of Education by R063-97.080. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.330 to 388. 3.625 and 388.630. A pupil must be classified as an English language learner if his score on the examination is below the score for a person who is competent in reading and writing English. speak.doc Page 31 . of Education by R063-97. inclusive.405) 1. 2.330 to 388. each school district shall administer to a pupil who is classified as an English language learner pursuant to NAC 388.630 Assessment of pupil’s proficiency in his primary language. A school district shall assess and classify a pupil whose primary language is not English and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by NAC 388.

and (3) Allowed to participate in the determination of whether the pupil should be reclassified. (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian. 388. (Added to NAC by Bd. notice of eligibility. and (c) The school district administers to the pupil an examination selected by the district from a list of examinations approved by the department to assess the pupil’s proficiency to comprehend. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388. (NRS 385.405) 1. The school district shall notify the parents or legal guardian of such a pupil of the eligibility of the pupil to participate in such a program of instruction.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 12-10-97) NAC 388. standards. and (c) Produce results which indicate that the pupils in the program are acquiring English. (Added to NAC by Bd. but shall. as established by the publisher of the examination. Such a pupil may not be reclassified pursuant to this section. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388.080. reading and writing English.NAC 388. 3.REV. a school district may. speak. eff.625 and who is receiving special services and programs of instruction for C:\Documents and Settings\localuser. 3. at least every 2 years.063 an examination to assess the pupil’s proficiency to read and write English. 4. 2. read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking. of Education by R063-97. 12-10-97) NAC 388. that the pupil is being considered for reclassification. 2.650 Periodic reassessment of pupils with disabilities. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389. reassess a pupil who is classified as an English language learner pursuant to NAC 388.080. read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language.645 Periodic reassessment of pupils. Except as otherwise provided in subsection 3. A reassessment of a pupil’s proficiency to comprehend.405) 1. speak.080. read and write English must be administered by a person who is proficient in the language in which the examination is given and who has successfully completed training in the administration and scoring of the examination required for the reassessment. (2) Given an opportunity to review the data relating to the performance of the pupil. (NRS 385. at any time. of Education by R063-97. eff.405) 1.625 to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. (b) The parents or legal guardian of the pupil is: (1) Notified. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend. 388. A bilingual program of instruction or a program of instruction that teaches English as a second language must: (a) Be based on a sound educational theory for acquiring English. speak. (NRS 385. consent for participation.640 Programs of instruction: Availability. in the primary language of the parents or legal guardian.doc Page 32 . 388.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. The notification must be given in the primary language of the parents or legal guardian of the pupil. limitations on reclassification.

read and write English. eff.REV. (NRS 385.645. The reassessment must be conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388.625 to 388. eff. 388.doc Page 33 .405) A school district may apply. (Added to NAC by Bd. to the department for a waiver from the provisions of NAC 388. the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend. (Added to NAC by Bd. of Education by R063-97. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388. of Education by R063-97. in writing. speak.281. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. Upon a showing of good cause and circumstances that are unique to the district.650. the department may grant a waiver from any of those provisions. 3.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 12-10-97) NAC 388.pupils with disabilities in the manner required by NAC 388. inclusive.655 Waiver from certain provisions.080. 2.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability. 12-10-97) C:\Documents and Settings\localuser.

Gail Welch Coordinator III Dual Language Programs Jane Parsons DIRECTOR I .doc Page 34 .Secondary Coordinator IV SE Region Mary Sue Morin Coordinator IV NW Region Greta Peay Coordinator IV NE Region Norberta Anderson Coordinator IV E Region Coordinator IV SW Region Luci Blood Coordinator IV ELL Programs C:\Documents and Settings\localuser.Elementary P.REV.Appendix D: English Language Learner Program Organizational Chart ENGLISH LANGUAGE LEARNER PROGRAM ORGANIZATIONAL CHART Melba Madrid-Parra DIRECTOR II Nancy Alamo DIRECTOR I .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

Appendix E: Home Language Survey – English C:\Documents and Settings\localuser.doc Page 35 .REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

doc Page 36 .Appendix E: Home Language Survey – Spanish C:\Documents and Settings\localuser.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

GRADE = Your country’s designation of what that year in school is/was called (i./Sept. 2 Age Birthdate Aug. In this column.. Middle School. and High School. write what your child’s level of school is/was called: (i. 1 Secundaria). FULL NAME OF SCHOOL = Write the name of the school your child attended. 1993-1994) STUDENT AGE = The student’s age when the school year started.e..000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. etc. Other: Column 6: Column 7: Column 8: 1 School Year 3 Year in School 4 Grade Desig nation 5 Kind of School (Primaria.Appendix F: Comprehensive Educational Summary COMPREHENSIVE EDUCATIONAL SUMMARY Your Child’s Student Number Your Child’s Full Name Home Country Start of Academic Year in Home Country DIRECTIONS FOR COMPLETION Column 1: Column 2: Column 3: Column 4: Column 5: SCHOOL YEAR = Academic Year (i. Form 1.. Standard 1. KIND OF SCHOOL = The United States system of education has 3 levels: Elementary.doc Page 37 . YEAR IN SCHOOL = Total number of years completed.) 6 Full Name Of School 7 School Location (City and Country) 8 Language of Instruction K 1 2 3 4 5 6 7 8 9 10 11 12 C:\Documents and Settings\localuser. Do not include the specialized classes in English. Primaria. SCHOOL LOCATION = Write the city and country where your child attended school. It can be written in your language. Secundaria. Grade 1.e. Gymnasium).REV.e. LANGUAGE OF INSTRUCTION = Write the language used in your child’s school.

SASI EPS Code EE English Exclusive PA Pending Assessment TS Tested by ELLP SASI ESL Code Old EPS English Proficiency Level A B C D E F G H I J K L M AA AB AC AW BA BB BC BW CC EE PA WW Non English Proficient Limited English Proficient English Proficient* (Reclassified) Non English Proficient Waiver* Non English Proficient Limited English Proficient English Proficient* (Reclassified) Limited English Proficient Waiver* English Proficient* English Exclusive* Pending Assessment Refuse Testing* Re-designated Fluent English* (*Not eligible for ELLP services) C:\Documents and Settings\localuser.REV.doc Page 38 .Appendix G: English Proficiency Status (EPS) Codes ENGLISH PROFICIENCY STATUS (EPS) CODES In the CCSD. English Proficiency Status (EPS) Codes indicate eligibility and determine the extent of specialized language service to be provided for ELL students. EPS codes are revised as the result of initial language assessment and annual language reevaluation. EPS codes of Pending Assessment (PA) and English Exclusive (EE) are assigned by the school office staff to students based on their Home Language Survey (HLS).000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

C:\Documents and Settings\localuser. (f) No single procedure is used as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child.REV. in accordance with §§300.. and information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child. and (ii) Are provided and administered in the child's native language or other mode of communication.7. at a minimum.Appendix H: Individual with Disabilities Education Act and the Nevada Administrative Code Sec.doc Page 39 . manual. rather than measuring the child's English language skills. to participate in appropriate activities). (e) Tests are selected and administered so as best to ensure that if a test is administered to a child with impaired sensory. 300. before the initial provision of special education and related services to a child with a disability under Part B of the Act. 300. and (ii) Are administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the tests. that the following requirements are met: (a) (1) Tests and other evaluation materials used to assess a child under Part B of the Act— (i) Are selected and administered so as not to be discriminatory on a racial or cultural basis.532 Evaluation procedures. that may assist in determining— (1) Whether the child is a child with a disability under §300. and (2) The content of the child’s IEP. unless it is clearly not feasible to do so. (Authority: 20 U. or speaking skills (unless those skills are the factors that the test purports to measure).533. and (2) Materials and procedures used to assess a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education. (b) A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child.g. rather than reflecting the child's impaired sensory. Each public agency shall conduct a full and individual initial evaluation. or the method of test administration) must be included in the evaluation report. or speaking skills.532 and 300. (d) Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient. Each public agency shall ensure. a description of the extent to which it varied from standard conditions (e. (c) (1) Any standardized tests that are given to a child— (i) Have been validated for the specific purpose for which they are used. including information provided by the parent. the qualifications of the person administering the test. the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure.C.S. manual.531 Initial Evaluation. 1414(a)(1)) Sec.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. (2) If an assessment is not conducted under standard conditions.

C. and (ii) Of the right of the parents to request an assessment to determine whether. as appropriate. 1412(a)(6)(B).000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.C. and input from the child's parents. if appropriate. if any. (c) Need for additional data. in the general curriculum. a group that includes the individuals described in §300.7. including— (i) Evaluations and information provided by the parents of the child.536. identify what additional data. for purposes of services under this part. As part of an initial evaluation (if appropriate) and as part of any reevaluation under Part B of the Act.531-300. are needed to determine (i) Whether the child has a particular category of disability. 1414(c)(1). vision. the child continues to be a child with a disability. communicative status. (Authority: 20 U.344. (ii) Current classroom-based assessments and observations.S.S. (Authority: 20 U. including. in addition to physical or developmental factors. (2) and (4)) C:\Documents and Settings\localuser. and (iv) Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate. academic performance. and (iii) Observations by teachers and related services providers. (h) In evaluating each child with a disability under §§300. The group described in paragraph (a) of this section may conduct its review without a meeting. (d) Requirements if additional data are not needed. (b) Conduct of review. general intelligence. the public agency shall notify the child's parents— (i) Of that determination and the reasons for it. (j) The public agency uses assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child. in case of a reevaluation of a child. (i) The public agency uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors.(g) The child is assessed in all areas related to the suspected disability. (a) Review of existing evaluation data.533 Determination of needed evaluation data. and (2) On the basis of that review. (2) The public agency is not required to conduct the assessment described in paragraph (d)(1)(ii) of this section unless requested to do so by the child's parents. (iii) Whether the child needs special education and related services. whether or not commonly linked to the disability category in which the child has been classified. (ii) The present levels of performance and educational needs of the child. or in the case of a reevaluation of a child. (1) If the determination under paragraph (a) of this section is that no additional data are needed to determine whether the child continues to be a child with a disability. The public agency shall administer tests and other evaluation materials as may be needed to produce the data identified under paragraph (a) of this section.doc Page 40 . hearing.REV. health. or. as described in §300. shall (1) Review existing evaluation data on the child. whether the child continues to have such a disability. and motor abilities. 1414(b)(2) and (3)) Sec. whether the child continues to need special education and related services. and other qualified professionals. social and emotional status. the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs. as appropriate. 300.

REV.533 before determining that the child is no longer a child with a disability.532 and 300.534 Determination of eligibility.7.C. (c)(5)) C:\Documents and Settings\localuser. (2) The evaluation described in paragraph (c)(1) of this section is not required before the termination of a student's eligibility under Part B of the Act due to graduation with a regular high school diploma.7(a). as defined in §300.Sec.doc Page 41 . (Authority: 20 U. 1414(b)(4) and (5). and (2) The child does not otherwise meet the eligibility criteria under §300. 300.S. (c) (1) A public agency must evaluate a child with a disability in accordance with §§300. (a) Upon completing the administration of tests and other evaluation materials (1) A group of qualified professionals and the parent of the child must determine whether the child is a child with a disability. (b) A child may not be determined to be eligible under this part if— (1) The determinant factor for that eligibility determination is— (i) Lack of instruction in reading or math.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. or (ii) Limited English proficiency . or exceeding the age eligibility for FAPE under State law. and (2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent.

eff. During the period in which a prior intervention is being provided. A 9-13-91.Appendix I: Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code NAC 388. 4. the process for monitoring progress and the methods for evaluating the effectiveness of the intervention. 2-16-2000) NAC 388.080. of Education by R085-99. C:\Documents and Settings\localuser. a parent of the pupil may ask for an initial evaluation of the pupil if the parent suspects that the pupil has a disability and may qualify for special services and programs of instruction pursuant to NAC 388. If the public agency suspects the pupil has a disability. If a pupil is experiencing an educational or behavioral difficulty but is not suspected of having a disability by the public agency.doc Page 42 .440. determine whether the pupil is suspected of having a disability and should be evaluated in accordance with NAC 388. inclusive. 7-14-88.440. or if the public agency determines that the prior intervention requires continued and substantial effort and may require the provision of special education and related services to be effective.330 Credentials required to administer or interpret assessment. the public agency may attempt to remediate such a difficulty through a prior intervention. Any test or other device for assessment used pursuant to NAC 388.520) Any person responsible for administering or interpreting an assessment pursuant to NAC 388. The public agency shall provide to the parent written notice of this refusal in accordance with NAC 388.532. 388. and as part of any reevaluation.R. and the parent may request mediation pursuant to NAC 388. 2-16-2000) NAC 388. (NRS 385.REV. inclusive.300. completing and evaluating the intervention. § 300. eff.520) 1.080. If the public agency determines that the educational difficulty or behavior of the pupil is resistant to the prior intervention.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. including. must comply with the procedures set forth in 34 C. without limitation: (a) Evaluations and information provided by the parents of the pupil.281. determination of need for additional data. must: 1. eff. Informed parental consent in accordance with subsection 1 of NAC 388.330 to 388. of Education.330 to 388. 11-23-93) NAC 388. inclusive.F.336 Review of evaluation data. (NRS 385.335 Tests and devices for assessment. (Added to NAC by Bd.080. 2. the public agency shall conduct an initial evaluation of the pupil to determine whether the pupil is eligible for special education.305 or a hearing pursuant to NAC 388. (b) Specify reasonable timelines for initiating. it may refuse to conduct an evaluation.325 Prior intervention. the public agency shall not refuse to conduct the initial evaluation or delay the initial evaluation until the prior intervention is completed. If the public agency disagrees with the parent and does not suspect the pupil has a disability.440.330 to 388. 3. (Added to NAC by Bd.520) As part of an initial evaluation if data is available. 7-14-88. The public agency shall: (a) Determine the type of intervention to be attempted. (Added to NAC by Bd. Conduct a review of data from existing evaluations. (NRS 385.440. 388. Possess a license or certificate in the area of the person’s professional discipline. of Education.300 to resolve the dispute. A by R085-99. and 2. and (c) Based in part on the results of the prior intervention. a group that includes the committee that developed or will develop the pupil’s individualized educational program pursuant to NAC 388.300 must be obtained before the public agency may conduct such an evaluation. the members of the eligibility team and any other qualified professionals appointed shall: 1. inclusive. 388. Be trained in the area of assessment in question.330 to 388.

eff. or adult pupil to submit to an evaluation. in the general curriculum. and (b) Based upon information from a variety of sources. and social or cultural background of the pupil. (b) Forty-five school days after the date of the decision of a hearing officer pursuant to NAC 388.330 to 388. 388. to be kept in the records of the pupil maintained by the public agency. 388.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. it shall conduct the initial evaluation within: (a) Forty-five school days after the parent. Upon the request of a public agency. that is required to determine: (a) Whether the pupil has a particular category of disability. inclusive. or in the case of a reevaluation of a pupil.(b) Current classroom-based assessments and observations.310 ordering the parent to allow. if any. adaptive skills. 3.520) 1.330 to 388. “school day” means any day in which pupils enrolled in a school are scheduled to be engaged in registration. other instructional activities or testing during the required minimum daily period for each grade or department. the superintendent may extend the deadline for conducting initial evaluations for not more than 15 school days. C:\Documents and Settings\localuser. whether the pupil continues to need special education and related services.337 Deadlines for conducting initial evaluations. or. and (c) Observations by teachers and related service providers. The public agency must evaluate a pupil with a disability pursuant to NAC 388.330 to 388. 3.440.doc Page 43 . (Added to NAC by Bd.340 Decisions concerning placement or eligibility. The interpretation of data obtained from an assessment and any decision concerning the placement of a pupil must be: (a) Made in light of the physical condition. inclusive. inclusive. Based upon the review and input from the pupil’s parents. (NRS 385.330 to 388. (b) The present levels of performance and educational needs of the pupil. inclusive.REV.330 to 388. such as the pupil. the pupil’s teacher or a test of aptitude or achievement. or pupil if the pupil is an adult. or (c) At any other time agreed upon in writing by the parent or adult pupil and the public agency. the pupil’s family.080. a pupil may not be determined to be a pupil with disability if the controlling factor for such a determination is the pupil’s lack of instruction in reading or math or limited proficiency in English. 4. of Education. and (d) Whether any additions or modifications to the special education and related services are needed to enable the pupil to meet the measurable annual goals set out in the individualized educational program of the pupil and to participate. For the purposes of this section. 2. when a public agency determines that good cause exists to evaluate a pupil pursuant to NAC 388.520) 1. (c) Whether the pupil needs special education and related services. No single test or other device for assessment may be used as the sole or controlling criterion for the placement of a pupil pursuant to NAC 388. must be justified in a written report.440. classes. as appropriate. The group may conduct its review without a meeting. 2-16-2000) NAC 388. identify the additional data. (Added to NAC by Bd. The public agency shall provide a copy of the report and any other documentation relating to the determination of the pupil’s eligibility pursuant to this section to the parents of the pupil. before determining that the pupil is no longer a pupil with a disability. Except as otherwise provided by subsection 2. whether the pupil continues to have such a disability.440. A by R085-99. Any decision of the eligibility team concerning the eligibility of a pupil for special services and programs of instruction pursuant to NAC 388.080.440. in case of a reevaluation of a pupil. 2-16-2000) NAC 388. provides informed written consent. (NRS 385.440. inclusive. 2. eff. In making a determination of the eligibility of the pupil for special services and programs of instruction pursuant to NAC 388. 11-23-93. of Education by R085-99. and 2.

if the social and emotional condition of a pupil with a disability is assessed. the procedure must be justified. 2. (d) Social skills. Any interpretation of an assessment of adaptive skills must be made by a person qualified to assess adaptive skills through the use of an adaptive behavior scale. (NRS 385. (b) Self-care. (c) Home living. and (3) A self-report inventory. A 11-23-93. of Education. 388. In the case of a pupil under the age of 6 years. 2. eff. eff. (f ) Self-direction. (b) An interview of the pupil or of any person having personal knowledge of the pupil. in the records of the pupil maintained by the public agency. 2-16-2000) NAC 388.350 Assessment of social and emotional condition. An individually administered. of Education. The assessment must include an assessment of any six or more of the following: (a) Communication. (Added to NAC by Bd.REV. (Added to NAC by Bd. any interpretation of an assessment of cognitive abilities must be made by a licensed school psychologist or licensed or certified psychologist.080. the assessment may include: (a) Observation of the pupil. (2) An adaptive behavior scale. Except as otherwise provided in this subsection. any such interpretation may be made by a licensed school psychologist or a licensed or certified psychologist with documented training in the assessment of preschool pupils with disabilities. A 11-23-93. 2-16-2000) NAC 388. A 11-23-93. (Added to NAC by Bd.520) 1. If the members of the eligibility team disagree about the determination of eligibility. standardized test of cognitive ability must be used in assessing the cognitive abilities of a pupil with a disability. If a score other than the total score of the pupil on such a test is used to assess the pupil’s cognitive abilities. R085-99. Any interpretation of an assessment of social and emotional condition must be made by a psychologist or another certified or licensed mental health professional. R085-99. eff.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. (e) Community use.5. 7-14-88. 2-16-2000) C:\Documents and Settings\localuser. If the adaptive skills of a pupil with a disability are assessed. (c) Projective testing of the social and emotional condition of the pupil. 7-14-88. 2. (NRS 385. on the basis of professionally recognized criteria.520) 1.420 and may be prepared in any other case. a minority report must be prepared if required by paragraph (h) of subsection 6 of NAC 388.080. 5-29-98. 388. R085-99. A 11-23-93. (Added to NAC by Bd. 388. R039-98.360 Assessment of adaptive skills. Except as otherwise provided in this subsection. R085-99. 7-14-88. 7-14-88. of Education. and (d) The use of: (1) A behavior rating scale. 2-16-2000) NAC 388. the person conducting the assessment must use a validated adaptive behavior scale.345 Assessment of cognitive abilities.520) 1. A pupil may not be identified as a pupil with serious emotional disturbance unless a variety of these techniques is used to assess the social and emotional condition of the pupil.doc Page 44 . of Education. eff. (h) Functional academics.080. (NRS 385. and (i) Leisure and work. (g) Health and safety.

388. speak. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend. speak. 3. 12-10-97) NAC 388. read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language. 12-10-97) NAC 388. reading and writing English. and (3) Allowed to participate in the determination of whether the pupil should be reclassified. but shall. notice of eligibility.405) 1.625 a bilingual program of instruction or a program of instruction that teaches English as a second language.650 Periodic reassessment of pupils with disabilities. A reassessment of a pupil’s proficiency to comprehend.NAC 388.625 and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by NAC 388. of Education by R063-97. eff. (Added to NAC by Bd. The reassessment must be C:\Documents and Settings\localuser. and (c) The school district administers to the pupil an examination selected by the district from a list of examinations approved by the department to assess the pupil’s proficiency to comprehend.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. at any time. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389. at least every 2 years. Except as otherwise provided in subsection 3. a school district may. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388. (NRS 385.REV.063 an examination to assess the pupil’s proficiency to read and write English. Such a pupil may not be reclassified pursuant to this section. read and write English must be administered by a person who is proficient in the language in which the examination is given and who has successfully completed training in the administration and scoring of the examination required for the reassessment.doc Page 45 . The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian. (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner. and (c) Produce results which indicate that the pupils in the program are acquiring English. standards. 388. (Added to NAC by Bd.640 Programs of instruction: Availability. (b) The parents or legal guardian of the pupil is: (1) Notified. 2. 3.080. 2.405) 1.645 Periodic reassessment of pupils. The school district shall notify the parents or legal guardian of such a pupil of the eligibility of the pupil to participate in such a program of instruction. speak.625 to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. eff. 388. A bilingual program of instruction or a program of instruction that teaches English as a second language must: (a) Be based on a sound educational theory for acquiring English.080. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388.405) 1. limitations on reclassification. (NRS 385. The notification must be given in the primary language of the parents or legal guardian of the pupil. in the primary language of the parents or legal guardian.080. that the pupil is being considered for reclassification. (NRS 385. as established by the publisher of the examination. reassess a pupil who is classified as an English language learner pursuant to NAC 388.645. 4. read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking. (2) Given an opportunity to review the data relating to the performance of the pupil. of Education by R063-97. consent for participation.

inclusive. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified.655 Waiver from certain provisions.650. in writing. of Education by R063-97.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV. eff. (Added to NAC by Bd. 3. 12-10-97) C:\Documents and Settings\localuser. of Education by R063-97. (Added to NAC by Bd. the department may grant a waiver from any of those provisions.281.625 to 388. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.doc Page 46 . speak. eff.080.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability. Upon a showing of good cause and circumstances that are unique to the district. to the department for a waiver from the provisions of NAC 388. 388. the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend. read and write English. 12-10-97) NAC 388.conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388. 2. (NRS 385.405) A school district may apply.

REV.doc Page 47 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix J: Current List of Bilingual and Dual Language Schools Bilingual Elementary Schools Bell ES (SW) Cortez ES (NE) Craig ES (NE) Herron ES (NE) Martinez ES (NE) Bilingual Elementary Schools (Edison) Cahlan ES (NE) Lincoln ES (NE) Dual Language Schools Harmon ES (SE) McDoniel ES (SE) Walker ES (SE) Wengert ES (E) * All other schools not listed deliver content-based ESL instruction C:\Documents and Settings\localuser.

doc Page 48 .Appendix K: Initial Testing Sheet C:\Documents and Settings\localuser.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

(b) options available for your child if you decline enrollment or would like another method of instruction. is attached. Although you may request to have your child exit the program at any time. C:\Documents and Settings\localuser. Additional information about your child’s program and other district language programs. Please contact the person below or if you would like to request: (a) immediate removal of your child from the English language development program. The goal of our English language development program is to help your child learn English so that he/she will be able to meet age appropriate academic standards for grade promotion and graduation. if available. or (c) assistance in selecting other district programs or instructional methods. we are pleased to inform you that your child will receive instruction in our district’s English language development program. Name: Telephone Number: Student ID# Student Name OFFICIAL USE ONLY Grade Level Birthdate Title: Itinerant Specialist School # School Name Home Language First Date Student Attended School in the U. if available. Your child’s level of English proficiency was measured using the following test(s): Language Assessment Scales English Oral Score* Reading Score* Writing Score* Level of English Proficiency: * Students participated only in scores indicated for initial placement.S. Your child’s program is not the district’s only English language development program. The method of instruction used in your child’s English language development program will be: ___________________________________________________________________ OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Transitional Bilingual (Bilingual Schools – Grades K–2): Instruction provided in both English and Spanish Transitional Bilingual (Bilingual Schools – Grades 3–5): Instruction provided mostly or all in English adapted to student’s level Content-based English Language Learner (ELL)/English as a Second Language (ESL)(All non-Bilingual Schools – All Grades): Instruction is provided in English only and adapted to student’s level Dual Language (Dual Language Schools): Instruction provided in both English and Spanish.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc Page 49 .Appendix L: Parent Notification Letter – English Clark County School District Notification of English Language Development Program Placement Initial Placement Name of Student: _____________________________ School Location: _____________________________ Dear Parents: Date: ______________________ Based on your child’s English proficiency test scores and level of academic achievement. students normally participate for a period of three to five years.

El nivel de dominio de conocimientos de inglés de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluación del Idioma Inglés Puntuación Oral* Puntuación de Lectura* Puntuación de Escritura* Nivel de Dominio de Conocimientos de Inglés *Los estudiantes únicamente participaron en las puntuaciones indicadas para la ubicación inicial.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Nombre: Número de Teléfono: Título: Especialista Itinerante C:\Documents and Settings\localuser. si está disponible. (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o le gustaría otro método de instrucción. los estudiantes normalmente participan durante un periodo de tres a cinco años. si se encuentran disponibles. nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del idioma inglés de nuestro distrito. o (c) ayuda en la selección de otros programas del distrito o métodos de instrucción. El programa de su hijo/a no es el único programa de desarrollo del idioma inglés en nuestro distrito.doc Page 50 .REV. se encontrará adjunta.Appendix L: Parent Notification Letter – Spanish Distrito Escolar Del Condado de Clark Notificación de Ubicación Del Programa De Desarrollo Del Idioma Inglés Como Segunda Lengua Ubicación Inicial Nombre del Estudiante: Ubicación de la Escuela: Queridos Padres: Fecha: Basados en los resultados de dominio de conocimientos y nivel de logros académicos de inglés de su hijo/a. El método de instrucción utilizado en el programa de desarrollo del idioma inglés de su hijo/a será: OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Transición Bilingüe (Escuelas Bilingües – Grados K-2): Instrucción proporcionada en inglés y español Transición Bilingüe (Escuelas Bilingües – Grados 3-5): Instrucción proporcionada mayormente o por completo en inglés adaptado al nivel del estudiante Contenido-basado en el Aprendizaje del Idioma Inglés (ELL)/Inglés como Segunda Lengua (ESL)(Todas las escuelas no-Bilingües – Todos los grados): Instrucción proporcionada únicamente en inglés y adaptada al nivel del estudiante. Por favor contacte con la persona indicada en la parte inferior o con si le gustaría solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del idioma inglés. Información adicional sobre el programa de su hijo/a y otros programas del distrito. El objetivo de nuestro programa de desarrollo del idioma inglés como segunda lengua es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estándares académicos apropiados para su edad para el ascenso a otros grados y graduación. Dos Idiomas (Escuelas de Dos Idiomas): Instrucción proporcionada en inglés y español. Aunque puede solicitar en cualquier momento que su hijo salga del programa.

or (c) assistance in selecting other district programs or instructional methods. Name: Telephone Number: Student ID# School # Student Name School Name OFFICIAL USE ONLY Grade Level Home Language Reading Total Language Total Core Total . Although you may request to have your child exit the program at any time. if available.Computation Title: Principal Birthdate First Date Student Attended School in the U. The goal of our English language development program is to help your child learn English so that he/she will be able to meet age appropriate academic standards for grade promotion and graduation. if available. (b) options available for your child if you decline enrollment or would like another method of instruction. Please contact the person below if you would like to request: (a) immediate removal of your child from the English language development program. Your child’s level of academic achievement was measured using the following test(s): Iowa Test of Basic Skills Level of Academic Achievement: The method of instruction used in your child’s English language development program will be: _________________________________________________________________ OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Transitional Bilingual (Bilingual Schools – Grades K–2): Instruction provided in both English and Spanish Transitional Bilingual (Bilingual Schools – Grades 3–5): Instruction provided mostly or all in English adapted to student’s level Content-based English Language Learner (ELL)/English as a Second Language (ESL)(All non-Bilingual Schools – All Grades): Instruction is provided in English only and adapted to student’s level Dual Language (Dual Language Schools . C:\Documents and Settings\localuser.S.Appendix L: Parent Notification Letter – Continuing Placement – English Clark County School District Notification of English Language Development Program Placement Continuing Placement Name of Student: _____________________________ School Location: _____________________________ Dear Parents: Based on your child’s English proficiency test scores and level of academic achievement. is attached. students normally participate for a period of three to five years.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Your child’s level of English proficiency was measured using the following test(s): Language Assessment Scales English Oral Score* Reading Score* Writing Score* Date: ______________________ Level of English Proficiency: * Students participated only in scores indicated for initial placement.REV. Your child’s program is not the district’s only English language development program.Grades K-2): Instruction provided in both English and Spanish. Additional information about your child’s program and other district language programs. we are pleased to inform you that your child will receive instruction in our district’s English language development program.doc Page 51 .

Aunque puede solicitar en cualquier momento que su hijo salga del programa. los estudiantes normalmente participan durante un periodo de tres a cinco años. Por favor contacte con la persona indicada en la parte inferior si le gustaría solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del idioma inglés. si se encuentran disponibles.doc Page 52 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. o (c) ayuda en la selección de otros programas del distrito o métodos de instrucción.Cómputo OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Transición Bilingüe (Escuelas Bilingües – Grados K-2): Instrucción proporcionada en inglés y español Transición Bilingüe (Escuelas Bilingües – Grados 3-5): Instrucción proporcionada mayormente o por completo en inglés adaptado al nivel del estudiante Contenido-basado en el Aprendizaje del Idioma Inglés (ELL)/Inglés como Segunda Lengua (ESL)(Todas las escuelas no-Bilingües – Todos los grados): Instrucción proporcionada únicamente en inglés y adaptada al nivel del estudiante.Appendix L: Parent Notification Letter – Continuing Placement – Spanish Distrito Escolar Del Condado de Clark Notificación de Ubicación Del Programa De Desarrollo Del Idioma Inglés Como Segunda Lengua Ubicación Continuada Nombre del Estudiante: Ubicación de la Escuela: Queridos Padres: Fecha: Basados en los resultados de dominio de conocimientos y nivel de logros académicos de inglés de su hijo/a. nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del idioma inglés de nuestro distrito.REV. El nivel de los logros académicos de su hijo/a fue medido utilizando el/los siguiente(s) test(s): Test Iowa de conocimientos Básicos Nivel de Logros Académicos: El método de instrucción utilizado en el programa de desarrollo del idioma inglés de su hijo/a será: Total en Lectura Total en Lenguaje Resultado Total . El objetivo de nuestro programa de desarrollo del idioma inglés como segunda lengua es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estándares académicos apropiados para su edad para el ascenso a otros grados y graduación. El nivel de dominio de conocimientos de inglés de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluación del Idioma Inglés Puntuación Oral* Puntuación de Lectura* Puntuación de Escritura* Nivel de Dominio de Conocimientos de Inglés *Los estudiantes únicamente participaron en las calificaciones indicadas para la ubicación inicial. Información adicional sobre el programa de su hijo/a y otros programas del distrito. (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o le gustaría otro método de instrucción. se encontrará adjunta. Dos Idiomas (Escuelas de Dos Idiomas – K-2): Instrucción proporcionada en inglés y español. si está disponible. El programa de su hijo/a no es el único programa de desarrollo del idioma inglés en nuestro distrito. C:\Documents and Settings\localuser.

Your child’s level of English proficiency was measured using the following test(s): Language Assessment Scales English Oral Score* Reading Score* Writing Score* Level of English Proficiency: * Students participated only in scores indicated for initial placement. Reading Total Language Total Core Total .REV. reading.Computation Name: Telephone Number: Student ID# Student Name OFFICIAL USE ONLY Grade Level Birthdate Title: Principal School # School Name Home Language First Date Student Attended School in the U. A reclassified student is monitored for academic progress for two school years to ensure his/her success.Reclassification and Monitoring Name of Student: _____________________________ School Location: _____________________________ Dear Parents: Date: ______________________ Based on your child’s English proficiency test scores and level of academic achievement. and writing skills are determined adequate for general education grade-level placement. Your child’s level of academic achievement was measured using the following test(s): Iowa Test of Basic Skills Level of Academic Achievement: Reclassification is an indicator of significant academic English language progress. If you have any questions or concerns about this process.English Clark County School District Notification of English Language Development Program Placement Continuing Placement . we are pleased to inform you that your child has met reclassification criteria from our district’s English language development program. please contact your child’s school for further assistance. C:\Documents and Settings\localuser.S. You and your child are to be congratulated for this achievement. This means that his/her English speaking.Appendix L: Parent Notification Letter .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc Page 53 . Reclassification is the result of language testing conducted by the English Language Learner Program.Reclassification and Monitoring .

Spanish Distrito Escolar Del Condado de Clark Notificación de Ubicación Del Programa De Desarrollo Del Idioma Inglés Como Segunda Lengua Ubicación Continuada – Reclasificación y Observación Nombre del Estudiante: Ubicación de la Escuela: Queridos Padres: Fecha: Basados en los resultados de dominio de conocimientos y nivel de logros académicos de inglés de su hijo/a. La reclasificación es el resultado de la evaluación de lenguaje conducida por el Programa de Aprendizaje del Idioma Inglés.Reclassification and Monitoring . Usted y su hijo/a deben ser felicitados por estos logros. Si usted tiene alguna pregunta o preocupación sobre este proceso. El nivel de los logros académicos de su hijo/a fue medido utilizando el/los siguiente(s) test(s): Test Iowa de conocimientos Básicos Total en Lectura Total en Lenguaje Resultado Total Cómputo Nivel de Logros Académicos: La reclasificación es una indicación de un progreso académico significante del idioma inglés.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix L: Parent Notification Letter . lectura y escritura de inglés son determinados adecuados para la ubicación en educación general del nivel de grado. por favor contacte con la escuela de su hijo para recibir más ayuda.doc Page 54 . El estudiante reclasificado es observado sobre el progreso académico durante dos años escolares para asegurar su éxito. nos agrada informarles que su hijo/a ha reunido el criterio de reclasificación del programa de desarrollo del idioma inglés de nuestro distrito.REV. El nivel de dominio de conocimientos de su hijo/a en inglés fue evaluado utilizando el/los siguiente(s) test(s): El nivel de dominio de conocimientos de inglés de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluación del Idioma Inglés Puntuación Oral* Puntuación de Lectura* Puntuación de Escritura* Nivel de Dominio de Conocimientos de Inglés *Los estudiantes únicamente participaron en las calificaciones indicadas para la ubicación inicial. Esto significa que sus conocimientos de habla. C:\Documents and Settings\localuser.

Appendix M: Student Assessment Portfolio C:\Documents and Settings\localuser.doc Page 55 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.

role-playing Have students describe personal experiences through language arts experiences/activities STAGE 1 Pre-Production Minimal comprehension with no verbal production STAGE 2 Early Production Limited comprehension with one/two word responses STAGE 3 Speech Emergent Good comprehension and makes simple sentences (with errors) • Identifies people. mime.doc Page 56 . expand. places and things • Understands the main idea of the message but may not understand each word • Repeats memorable/frequently used language • Lists and categorizes • Listens with greater understanding • Uses routing expressions independently • Mispronounces words (There is no need for correction unless the message is not understood. pictures. restate and enrich student language Use patterned and predictable books Support the use of content-area texts with retelling.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix N: Stages of Language Acquisition Teacher instruction as it relates to the Five Stages of Language Acquisition of the English Language Learner Stages of Language Acquisition Student Characteristics • May appear confused and/or hesitant • Begins to understand the message but does not focus on the language form • Nods to answer questions • Acquires passive vocabulary (recognizes but cannot yet use certain words) • Points to objects or print • Draws cartoons and pictures • Can move to show understanding • Can match words or objects • • • • • • • • • • • • • • • • • • • • • • • • Teacher Strategies Focus on commands through Total Physical Response (TPR) – Teacher models and student follows instructions Use gestures and body language to act out what is being used Emphasize listening skills and not expect or force the student to speak until he/she is ready Use visuals. and build on student prior knowledge Use predictable and patterned books Introduce dialogue journals Provide rich contextual listening opportunities Ask open-ended questions (how and why) Introduce rudimentary reading and writing Encourage any attempt to speak Encourage the importance of not making fun or discouraging attempts at language Model. but continue practicing previously learned vocabulary Implement shared reading with props. and music Ask yes/no. who what and where questions Begin a sentence and have the student complete it with a word Introduce new vocabulary. and other realia Provide listening opportunities Create a classroom full of language Use mixed ability groups Use physical movement Use art.) • Describes events and people • Recalls facts • Improves pronunciation and intonation • Expands vocabulary using words that are heard often and understood • Shifts the emphasis from language reception to language production • Explains some academic concepts • Retells information from texts • Compares and contrasts • Summarizes • Participates in games • Initiates conversation • Defines new vocabulary C:\Documents and Settings\localuser.

doc Page 57 . analysis. scaffolding and cooperative learning techniques Relate abstract concepts to the concrete Utilize the Internet C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and evaluation • Begins interacting extensively with native English speakers • Makes fewer grammatical errors • Has a high comprehension level but may not be advanced enough to understand all academic classroom language • Continues to learn new vocabulary • Produces written and oral language comparable to a native English speaker of the same chronological age • • • • • • • • • • • • • • • • • • • • Provide opportunities to use language in comfortable situations Engage students in activities which focus on speech production and not grammatical form or absolute correctness Provide the students opportunities to talk about themselves Structure group instruction Guide use of reference materials Provide more advanced literature Ask students to create narratives Introduce colloquialisms and idiomatic expressions Provide for a variety of realistic writing Publish student writings Employ thematic units and contentbased learning activities Implement research papers/activities Incorporate oral presentations/debate activities Continue the student’s development of language via the integration of language arts and content-area activities Begin grammar instruction Focus instruction on reading and writing skills Continue emphasis on vocabulary – extensive vocabulary development is still needed Use sheltered English.STAGE 4 Intermediate Fluency Excellent comprehension with few grammatical errors STAGE 5 Advanced Fluency Near English native speech • Gives opinions • Uses longer sentences and elaborate speech patterns more often • Makes errors as attempts are made to use new vocabulary and more complex grammatical structures • Begins to think in the new language rather than translating from the native language (L1) into the new language (L2) • Justifies views of behaviors • Negotiates with others • Debates with others • Defends actions and opinions • Persuades • Expresses results of synthesis.REV.

Methods and materials for teaching English as a second language. To receive an endorsement to teach English as a second language.doc Page 58 . b. Hold a master’s degree.Appendix O: TESL Endorsement Requirements ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL (Grade level appropriate to base license) 1.REV. b. Testing and evaluation of pupils studying English as a second language. secondary or special teaching license.237 Effective 7-1-02 C:\Documents and Settings\localuser. 2. Theories for the acquisition of a second language. a valid elementary.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. or 4. Developing a curriculum for pupils studying English as a second language. PROFESSIONAL ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL 1. a person must have: a. and Have 3 years of verified experience as a teacher NAC 391. 3. To receive an endorsement as a professional teacher of English as a second language. and have completed 12 semester hours of credit in the courses of study listed below: 1. a person must have completed the all requirements for an endorsement to teach English as a second language and: a.

and Have completed a bilingual program of preparation for teaching pupils who are identified as having limited proficiency in English which has been approved by the State Board of Education for this purpose.Appendix P: Bilingual Endorsement Requirements SPECIAL ENDORSEMENT TO TEACH A PROGRAM OF BILINGUAL EDUCATION 1. 3.REV. 4. 2. Hold a bachelor’s degree with a major in bilingual education or an elementary. science and social studies in the native language. Testing and evaluating pupils of a second language in English and the native language. Development of curriculum. philosophy and theory. To receive an endorsement to teach pupils in a program of bilingual education. a person must: A. Methods of teaching language arts or reading in the native language.242 Amended 9-6-96 C:\Documents and Settings\localuser. or Bilingual education. 5. C. Native language and culture. Methods of teaching math. B.doc Page 59 . NAC 391. history.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 6. or At least 12 semester hours of credit in a course of study which includes theories for the acquisition of a second language and at least 3 of the following other areas of study: 1. materials and teaching methods for bilingual education. secondary or special license.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc Page 60 .REV.Appendix Q: Transitional Bilingual Education Charts Clark County School District Bilingual Education Model for Non-Proficient Students Allocated Minutes Third Full Half Third 2nd Day Day 1st Fourth K K First Second Semester Semester 1) DAILY ALLOCATIONS 100 min 50 min 100 min 70 min 40 min 20 min 120 min 100 min 70 min 40 min 50 min 25 min 25 min 40 min 50 min 100% Sheltered English Instruction Subject Fifth Language Arts and Reading English Language Development 100% Sheltered English Instruction Mathematics with English Language Development 35 min 20 min 50 min 10 min 60 min 35 min 20 min 10 min 35 min 20 min 100% Sheltered English Instruction 100% Sheltered English Instruction WEEKLY ALLOCATIONS Science and Health with English Language Development 50 min 80 min 55 min 30 min 80 min 10 min 100 min 55 min 20 min 50 min 15 min 35 min 30 min 60 min 40 min 20 min 60 min 40 min 20 min 10 min 20 min Native language instruction English language development 100% Sheltered English Instruction 100% Sheltered English Instruction Social Studies with English Language Development 10 min 70 min 100% Sheltered English Instruction 100% Sheltered English Instruction Revised: 06/04 C:\Documents and Settings\localuser.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc Page 61 .REV.Appendix R: Suggested Secondary Course Offerings C:\Documents and Settings\localuser.

doc Page 62 .REV.I. REASONS FOR REFERRAL Reclassification: Reinstatement: Date of Birth First Sex (Circle) Grade: Yes No M.Appendix S: Referral for Reclassification/Reinstatement .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. STUDENT IDENTIFICATION INFORMATION: Student Name: Last Student Number School: Has student ever attended Special Education Classes? (circle) II.English Clark County School District English Language Learner Program Referral for Reclassification/Reinstatement Form I. M F Date of Referral: List specific circumstances which warrant the referral action (attain a continuation sheet if necessary): HIGHLIGHT THIS TEXT AND BEGIN TYPING CIRCUMSTANCES HERE Signature of Referral Licensed Personnel: Signature of English Language Learner Personnel: Signature of Site Administrator: Signature of Parent/Guardian: Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian C:\Documents and Settings\localuser.

Appendix S: Referral for Reclassification/Reinstatement .REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc . MOTIVO DE LA REFERENCIA Reclasificación: Reincorporación Enumere circunstancias específicas que justifican la acción de la referencia (endorse una hoja adicional si es necesario): Firma del Licenciado en la Referencia: Firma del personal de aprendizaje del idioma inglés: Firma del administrador del lugar: Firma del padre/Tutor: Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian Page 63 C:\Documents and Settings\localuser.Spanish Clark County School District Programa de Aprendizaje del Idioma Inglés Referencia para el impreso de Reclasificación/Reincorporación INFORMACIÓN SOBRE EL ESTUDIANTE: Nombre del Estudiante: Apellido Número del Estudiante Fecha de Nacimiento Fecha de Referencia: Nombre Sexo (circule uno) Inicial M F Escuela: Grado: Alguna vez asistió el estudiante a clases de Educación Especial ? (circule uno) Si No II.

REV.doc Page 64 .Appendix T: Update Testing Sheet C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

The data sources reviewed and the scores obtained by the student are indicated below. Data Source Language Assessment Scales (LAS) Reading Score Language Score Math Score Iowa Test of Basic Skills (ITBS) Nevada Proficiency Examination Program (CRT. Grades in Core Academic Content Areas.REV. NHSP) Curriculum-Based Assessment (CBAP)/Standards-Based Assessment (SBAP) Additional Data Sources (e.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix U: Combined Data Sources Form ENGLISH LANGUAGE LEARNER STUDENT RECLASSIFICATION USING COMBINED DATA SOURCES Student’s Name: School: Student Number: Date: Grade: We.g.. have reviewed a variety of data sources and have reached consensus that the student whose name appears above should be reclassified. 4th or 8th Grade Writing Proficiency.doc Page 65 . Teacher/Parent Recommendations Committee Participants: Position Printed Name Principal or Designee English Language Learner Itinerant Specialist Classroom Teacher (Indicate Grade or Subject: English) Classroom Teacher (Indicate Grade or Subject:__________) Classroom Teacher (Indicate Grade or Subject:__________) Classroom Teacher (Indicate Grade or Subject:__________) Other (Indicate Position: ________________________) Signature C:\Documents and Settings\localuser. the undersigned. exited from ELL program participation.

Elementary ENGLISH LANGUAGE LEARNER PROGRAM ELEMENTARY SCHOOL MONITORING FORM FOR RECLASSIFIED STUDENTS Student Name: Student #: Grade: School: Program Model: Monitoring Year: CCSD Entry Date: Days Absent this Grading Period: Teacher: Student is performing at a satisfactory academic level in all curricular areas.Appendix V: Monitoring Form for Reclassified Student .REV. Areas of Concern: English Science Test Scores Concerns and interventions: Reading Social Studies Participation Writing Behavior Preparation Math Homework Other: ____________________ Recommendations for continued academic progress: Teacher’s Initials Date: ELLP Specialist Date: School Administrator Date: C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc Page 66 . All academic grades are “C” or better.

Appendix V: Monitoring Form for Reclassified Student . HOMEWORK Satisfactory Unsat TEST SCORES Satisfactory Unsat PARTICIPATION Satisfactory Unsat PREPARATION Satisfactory Unsat BEHAVIOR Satisfactory Unsat Academic Concerns: Action to be taken: Teacher Signature: ELL Specialist Signature School Administrator Signature Date: Date: Date: Distribution: Original – ELL Portfolio Copy – Counselor C:\Documents and Settings\localuser. All academic grades are “C” or better.Secondary Secondary English Language Learner Monitoring Report CCSD Entry Date: SCHOOL: NAME: COURSE TITLE: PRESENT GRADE: CURRENT GRADING PERIOD: LOCATION# STUDENT #: TEACHER: ABSENCES: NHSP: R TARDIES W M Monitor Year GRADE: PERIOD: Student is performing at a satisfactory academic level in all curricular areas.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.doc Page 67 .

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix W: Pupil Release and Transfer Form .REV.doc Page 68 .Elementary C:\Documents and Settings\localuser.

REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Secondary C:\Documents and Settings\localuser.doc Page 69 .Appendix W: Pupil Release and Transfer Form .

LEP. Students are appropriately identified as NEP.). parent and student satisfaction with services. Schools have provided appropriate textbooks. GATE. Written documents given to parents are translated into their native language whenever possible or verbally explained to parents in their native language. ASSESSMENT. The students have demonstrated competencies in core curricular areas and achievement comparable to that of their peers. and supplemental resources recommended by ELLP and which are aligned with CCSD curricula. Program evaluation data is maintained (evidence of needs assessment.. etc. Revised 09/30/03 YES NO C:\Documents and Settings\localuser. Verbal communication is conducted in the parent’s native language. monitoring form.. Students who exit the ELL program have received remediation in language or academic deficiencies. ELL INSTRUCTIONAL PROGRAM MODELS AND EFFECTIVE ELL PRACTICES Students are placed in an appropriate instructional program with one of the following models: Transitional Bilingual (K-3). Students who exit the ELL program are monitored for 2 years to ensure success in the general education program.). success in program.e.Appendix X: ELL Compliance Checklist IDENTIFICATION. ELL students are exited from the program based on criteria from ELLP and the state of Nevada. ELL students have received educational services that are comparable to those of non-ELL peers and are held to the same standards. The Student Intervention/Multiple Disciplinary Team has considered student language proficiency prior to initiating intervention strategies or referral for special education evaluation.doc Page 70 . Test results are maintained in individual ELL assessment portfolio within the cumulative folder. letter of placement. Students who are identified as PA (Pending Assessment) are tested within 30 calendar days. LAS test protocols. as necessary PROGRAM REVIEW/EVALUATION Individual student success data is maintained (language proficiency. Staff members are encouraged to participate in training sessions and acquire TESL endorsement. Staff members who administer the LAS have been appropriately trained. Content-Based ESL or the Intensive English program. Dual Language. REASSESSMENT/RECLASSIFICATION/MONITORING ELL students are tested annually to determine their level of English proficiency. instructional materials. or FEP according to their most recent English proficiency assessment. success in mainstream class. ELL students currently participating in special education programs have documentation in their records that ELL status was not a factor in the initial referral. initial intake/update sheet. ELL students are provided equal access/opportunity to participate in programs (i. AP).REV. exit rates documentation of implementation of services. Parents who do not want their child to receive services have signed a waiver after consultation with ELL Itinerant Specialist or Coordinator and site administrator. AND PLACEMENT OF STUDENTS CCF-705 Home Language Survey (3 questions) is completed for each student who registers. and letter of reclassification and notification. Bilingual program teachers are appropriately certified by the state or through Alternative Route to Licensure with a bilingual endorsement. birth certificate. staff participation in training.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. ELL student exit portfolios are reviewed and should contain: CCF-705.

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