ELLP Handbook 2004 05 | English As A Second Or Foreign Language | Educational Assessment

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

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

(See Appendix B for District Policy 6165. 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. 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 fundamental principles of the OCR policy are: 1.) 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Programs designed to serve LEP students must be based on sound educational theory. 2. (See Appendix A. 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 Board of School Trustees has adopted District Policy 6165. or national origin in programs that receive federal financial assistance.) B. Legal Parameters Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race. color. Since 1970. Under OCR policy. To carry out this commitment and these beliefs.doc Page 1 . while acquiring English language proficiency as rapidly as possible. C:\Documents and Settings\localuser. 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. Pickard (5th Cir. Casteñeda v.SECTION I: PROGRAM OVERVIEW A. In addition. 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. districts are obligated to ensure that LEP students are afforded an equal educational opportunity to meaningfully benefit from the district’s educational program. Second Language Program (English Language Learner Program). 1981). 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. The comprehensive policy of the OCR regarding services for LEP students reflects an overall approach drawn from a major court decision in this area. This commitment is codified in District Policy 0100. 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.REV. The OCR does not mandate that any particular theory be employed. Statement of Educational Principles.

3. the district has continued to expand and modify its ELL programs to meet the needs of increasing numbers of students. Content-Based Integrated ESL. Services for the ELL student population are now provided by using the following approaches at the elementary level: Transitional Bilingual Education.doc Page 2 . 4.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. State Board regulations are included in Appendix C. whose native language is Spanish. Dual Language. The district expanded services to limited English speaking students in 1970 with the initiation of an English as a Second Language (ESL) program model. 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. The State Board of Education’s regulations are consistent with federal law and the OCR principles for LEP programs.REV. Thus. CCSD began serving Hispanic students who lacked adequate English language skills through a federally funded ESEA Title VII Bilingual Language Development program. See Section III for a description of Transitional Bilingual Education. the term English Language Learners or ELL will be used to refer to students who are non-English proficient or limited English proficient. for example. 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 of Education has established a program to teach LEP students and has adopted regulations to carry out this program. and Content-Based Self-Contained ESL. In 1968. 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. Programs for LEP students must effectively implement the educational theory that the district has adopted. and the district must provide the necessary resources to implement the program. As required by state law. in selected elementary schools. The district provides Transitional Bilingual Education for students in kindergarten through third grade. Since the early 1970’s. English Language Learner Program To assist the district in ensuring that ELL students are provided the necessary services. and ESL program models. C. D. Pursuant to the Nevada Revised Statutes. ESL program models are implemented at all schools in the district where ELL students are enrolled. At the secondary level. the district first initiated its Transitional Bilingual Education program model. In 1973. throughout the remainder of this handbook. 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. Dual Language. The State Board regulations refer to LEP students as English Language Learners. the Board established the English Language Learner Program (ELLP). History of English Language Learner Program Models in CCSD Since the 1960’s. the approaches are Intensive English Instruction and Sheltered Content ESL Instruction. classroom teachers. It is the mission of the ELLP to work with site-based administrators.

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

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

the district has translated the HLS into Spanish.SECTION II: IDENTIFICATION.) The HLS asks parents or guardians to answer three questions about the primary language of students.” Once the registration process is completed. or the language most often spoken by the pupil is not English.REV. INITIAL ASSESSMENT AND PROGRAM PLACEMENT A. C:\Documents and Settings\localuser.” EE is assigned if all of the questions on the HLS are answered with “English. 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. The HLS is included on the top section of the School Registration Form Worksheet . 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. To assist parents. At the secondary level. 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. (See Appendix E.620. If the parent or guardian needs help in completing the HLS or any other part of the registration process.) Based on the responses of the parents or guardians on the Home Language Survey.” To meet the State Board requirements. (See Appendix E. the primary language spoken in the home of the pupil is not English. (See NAC 388.doc Page 5 . 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.) According to the regulations. the counselor will ensure that all students are assigned to classes regardless of their EPS code. Pending Assessment is assigned if any one of the HLS questions is answered with “Other.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the designated office staff shall seek assistance from other staff in the school or shall contact the ELLP for assistance.Revised (CCF-705). The person responsible for registration shall be referred to as “designated office staff” throughout this manual. 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. Appendix C. The District shall not deny students registration and class assignment while the language proficiency assessment is pending. 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). The questions are used to determine whether students potentially need ELL services. REGISTRATION.

REV. 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. If the Itinerant Tester cannot complete the assessment within the 30 calendar day deadline.Pending Assessment”.Pending Assessment” file in the front office for convenient access by the ELL Specialist and Itinerant Tester. The designated office staff must ensure that either PA or EE is entered into the master file as part of the registration process. including placing the appropriate language letter code in the Language box (see Appendix E). as required by the Student Accounting Manual. request school records from the parent. 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. 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. d. When an EE is assigned.625. or previous school district. the designated office staff member shall: a. previous school. complete the registration form (CCF-705) by writing PA in the EPS box.) 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. copy the CCF-705 and the birth certificate and place the CCF-705 and the birth certificate copies in a file labeled “ELL Students . maintain the “ELL Students . b.d. the Itinerant Tester may request assistance from the ELLP.a and 3302. Initial Assessment of ELL Students 1. the designated office staff shall maintain the original EPS. the designated office staff should check to see if there is already an EPS code for that student. Appendix C. The assessment shall take place at the school where the child is enrolled.” (See NAC 388. and g.When a PA is assigned.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the designated office staff will mark an English (EE) code in the Language box of the CCF-705. See NCLB Title III. e.doc Page 6 . B. If another code is already posted. place the original of the CCF-705 in the student’s cumulative folder. enter the PA code in EPS Field on page two of SASI student atom when other registration information is entered. Sections 3302. Pending Assessment students enrolling after the start of the school year must be tested within two weeks of enrollment. 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. complete Comprehensive Educational Summary and file in ELL student portfolio (see Appendix F). When entering a code for a student in the computer database. and f. c.

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.) Where this occurs. Appendix C. and the scores to be used in CCSD for determining fluency in English. are outlined below. for students in kindergarten through grade three in designated elementary schools. 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. 2. (See Appendix J for current list of selected elementary schools. b.” (See NAC 388. ) As explained in Section III. 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. 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. (http://www. Appendix C. C:\Documents and Settings\localuser. Initial Assessment of Students with Disabilities As required by the state regulation.405.doc Page 7 .” For details of the assessment of students with disabilities. CCSD “must assess the proficiency of the pupil to comprehend. Appendix C. Special Rule Applicable During School Year If a child is pending assessment at the time of placement.” See NAC 388.) The tests to be administered. read and write his primary language. 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.computerized reports. the parents will be apprised of the student’s language proficiency status and program placement within two weeks of testing.1.625. see the Student Support Services Division Procedures Manual for additional information and procedures. Additional Initial Assessment Required for Students Enrolled in Transitional Bilingual Education. the district provides Transitional Bilingual Education. a. The ELLP shall provide a weekly update of those students with a PA code on the ELLP website. (See NAC 388.405.) Elementary schools offering Transitional Bilingual Education and Dual Language Programs are responsible for administering the primary language assessment to students enrolled in these programs. If a student is deemed eligible for ELL services and is enrolled in a bilingual program of instruction. (See Appendix H. the ELL Specialist “shall cooperate with the multidisciplinary team to determine the classification of the pupil.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.net/ellp/) In conducting an initial assessment. that student shall be referred for assessment as provided under the Individual with Disabilities Education Act (IDEA) and the Nevada Administrative Code.ccsd. as defined by state regulations. speak.REV.

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

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

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

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

” (See NAC 388.students shall implement Self-Contained ESL classrooms or Integrated ESL Classrooms. SelfContained classes shall include ELL students only. Appendix O. for teachers who teach ELL students. In the Transitional Bilingual Education model. 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. All teachers assigned to Self-Contained classrooms shall hold a TESL or Bilingual Education endorsement. 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. the CCSD shall ensure that training opportunities are available on effective strategies for ELL students.doc Page 12 . Appendix C.237. Staff resources include ELLP administrative and support staff and the ELL Specialist (if applicable). 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. (5) Staff Qualifications All ELL Specialists shall hold either an endorsement to teach English as Second Language (TESL) pursuant to NAC 391. (See Appendix O for TESL endorsement and Appendix P for Bilingual endorsement requirements. staff resources and supplementary curricular materials. (4) Resources The resources provided for ESL programs fall into two categories. b. ELL students “are taught the English language and the content of other courses of study is taught using the pupil’s primary language. but who are not assigned to a Self-Contained or Integrated classroom.REV. or an endorsement to teach a program of bilingual education pursuant to NAC 391.242. Transitional Bilingual Education Model (1) Description As defined by state regulations. (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.) C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.605.) In addition. Appendix P.

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

if such an examination is available.) The State of Nevada does not require principals of transitional bilingual schools to hold a TESL or a bilingual endorsement. 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. 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. (See Appendix P. (See Section II. to be in compliance with state regulations. however.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.) (4) Resources The resources provided for Transitional Bilingual Education fall into two categories. Staff resources include ELLP administrative and support staff. the CCSD requires teachers who teach in a Transitional Bilingual Education program to hold an endorsement to teach bilingual education pursuant to Section 391.doc Page 14 . and Section IV.REV. In selecting principals for transitional bilingual schools. Appendix P. Therefore.237 or a bilingual endorsement pursuant to NAC 391.242. (See Appendix P for bilingual endorsement requirements.242.242 of the Nevada Administrative Code.” See NAC 391. 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. pass an examination approved by the commission which demonstrates oral and written proficiency in the native language. c. staff and supplementary curricular resources.The District gives priority for placement in Transitional Bilingual Education to students classified as non-English proficient. with second priority given to students classified as limited-English proficient. (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. 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. and the ELL Specialist (if applicable).) All of the ELL Specialists at schools offering the TBE model shall hold either a TESL endorsement pursuant to NAC 391.

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

two ELL approaches are recommended — Intensive English Model and Sheltered Content Model. and literacy concepts. The State of Nevada does not require principals of Dual Language Schools to hold a Bilingual or TESL endorsement. At the high school level. and the ELL Specialist (if applicable).doc . Bilingual Education. however. reading and writing skills. 2. The Intensive English Model includes extended periods of English instruction using a variety of materials. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. or TESL and/or an interest in working in a school offering such programs. Secondary At the secondary level. (See Appendix R for suggested secondary course offerings.) Page 16 C:\Documents and Settings\localuser. (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.resources include ELLP administrative and support staff. learning strategies. the CCSD shall take into account whether the candidates have training regarding Dual Language Programs. These materials focus on English grammar. 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 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. The eight components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students.REV. In selecting principals for dual language schools. 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. students are able to earn credit toward graduation in required core subject areas.

REV. At the high school level. schools using this model shall utilize appropriate texts and instructional resources as recommended by ELLP. Secondary ELL students have a limited time to become academically proficient in English. the Associate Superintendent of Student Support Services. The goal of the integrated Sheltered Content Instruction Model is for ELL students to develop English language skills in content classes. This model is implemented at the secondary level in both self-contained and integrated classrooms.doc Page 17 . Sheltered Content ESL Instruction (1) Description The Sheltered Content ESL Instruction Model is an integrated content language approach. and be classified as non-English or limited-English proficient. The purpose of the language development component is to teach English language learners to communicate (listen. demonstrations. students must be enrolled in one of the schools offering the Intensive English Model. 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. they must learn both English and academic content as quickly as possible. C:\Documents and Settings\localuser. the Director of ELLP.(2) Availability The Region Superintendent or designee. (4) Resources Along with the staff and curricular resources provided to all schools. read. modeling and sheltered vocabulary. A self-contained classroom consists of only ELL students grouped together for instruction. this model also allows students to earn credit toward graduation in required core subject areas. hands-on activities. (3) Entry Criteria To be eligible for this program. speak. (5) Staff Qualifications Teachers using the Intensive English Model must have a TESL or bilingual endorsement. and the principal of the school shall determine if a school is one that shall offer the Intensive English Model. and write) in English. visuals. Emphasis is on cooperative learning. An integrated classroom consists of students who need ELL services and native English speakers.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Therefore. English is taught through content areas by including a strong language development component. 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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doc . Reading and Writing score of 241 or greater. 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.B.) The school shall monitor a student reclassified as fluent-English proficient for at least two years. While the student is considered fluent-English proficient. 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. Thus. ELLP may reclassify students in grades 2 through 12 using the LAS with a combined Oral. the CCSD has determined that ELL students may be reclassified using the recommended language proficiency assessment or by other methods.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.D. (See Section IV. and the student will remain eligible for ELL services. 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.) 2. 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. ELLP may reclassify a student coded limited-English proficient who obtains a combined standard score of 241 or higher as fully English proficient.) b. (See Section IV. Methods for Reclassification Consistent with State regulations. (See Section IV.C. below for required monitoring for students reclassified as fluent-English proficient. 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. c. the CCSD has determined that reclassification may occur if a combination of the following criteria are met: a. the student will be reclassified as limited English proficient. above regarding notification to parents prior to reclassification. with monitoring. 1.D. C:\Documents and Settings\localuser. 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). If a student classified nonEnglish or limited-English proficient scores 82 or higher on the Pre-LAS Oral. below for required monitoring of these students. writing.REV. Students in Page 21 b. Reclassification Using LAS: ELLP may reclassify a student using the Language Assessment Scales (LAS) based on the criteria below: a. the student will be reclassified as fluent-English proficient with monitoring. and math portions of the Nevada High School Proficiency Examination. Each of these methods is described below.

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

C:\Documents and Settings\localuser.the student is determined to be academically unsuccessful. (See Appendix W. E. the school and the appropriate teachers will seek out other services for the student in order to address any academic deficiencies.) Withdrawal of ELL Students If a student is withdrawing and transferring to a school outside the district. 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). the ELLP designee and the principal’s designee shall meet with the parents to discuss the recommended changes. Prior to making any changes.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 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.doc Page 23 . F.REV.

As part of the annual program self-evaluation. • Consistent with identified instructional methodologies that. below. The district shall identify specific goals that relate directly to the program components listed above. services. B. and • Procedures for exiting students from the program and for monitoring their progress in English-only classes. will coordinate the program review. as required by the ELLP Procedures Manual. 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. 1. • Recognized as educationally sound. as they enroll in the Clark County School District for the first time. 4. • An adaptation of the existing district curriculum and designed to meet stateadopted content and performance standards. 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. 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. instructional methodologies and resources.REV. C:\Documents and Settings\localuser.SECTION V: A. have been found to be effective. The Associate Superintendent of Student Support Services Division. 3. • Qualifications and training of program staff.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Section B below outlines the goals that will be assessed in the program review. 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.doc . All 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. • Of sufficient scope and quality to meet the English language development needs of the students. will have a Home Language Survey completed by the students’ parents or guardians. • Initial and on-going assessment of English language proficiency and student progress. and • Utilizing appropriate resources to meet both the English language development needs and the curriculum content. through research. the CCSD will review the goal statements for possible modifications. All instructional staff teaching in Transitional Bilingual Education classrooms will possess the necessary certification endorsements as required by state statutes. in cooperation with the ELLP staff. • Identification of the students eligible for services.

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.REV. 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. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 8. All students who. This data will include. For each year after the 1999-2000 school year. 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). Each program review team will gather both objective and empirical data. 11. 7. and small populations of ELL students. at four middle schools. and will immediately be enrolled in school and assigned to a classroom(s) at the time of registration. 9. Schools were selected to represent sites with large populations. 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 at four high schools. a procedure will be put in place to ensure that the students who have fully exited the program are maintaining academic success. • Records of staff development activities. the ELLP shall select 16 schools to participate in the program review process. or within a range of five percentage points. 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. or within a range of five percentage points. D. moderate populations. C:\Documents and Settings\localuser. but will not be limited to: • Teacher certification records. At least ten percent of the students reassessed each year will be eligible to exit the program and will be monitored for two years.5. 10. will be assessed for English language proficiency and placed in the appropriate ELL Program setting within 30 calendar days of enrollment. Ninety-five percent of ELL students enrolled during the testing period in grades 3-10. 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. 6. C. 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. the graduation rate for the school as a whole. Information Collection Methods The Director of ELLP . Twelfth grade students. the promotion rate of CCSD as a whole. Following monitoring. 12. • Student enrollment worksheets. services.doc Page 25 . in cooperation with the Instruction Unit and Student Support Services. as a result of the responses on the Home Language Survey may need ELL services. will select program review teams.

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

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.

outlines. visuals. demonstrations. et. leveled study guides. jigsaw text reading. marginal notes) 5. Allyn and Bacon. taped text. multimedia.doc Page 28 . Making Content Comprehensible for English Language Learners. demonstrations. Lesson Preparation • • Content Objectives and Language Objectives Supplementary materials for clarity and meaning (hands-on manipulatives. adapted text. Comprehensible Input • • • Appropriate speech Explanation of tasks Techniques (modeling. modeling. opinions. hands-on. 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. group response) 4. 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. gestures. pictures. Interaction • • • • • Questioning to elicit ideas. ISBN 0-205-29017-5 haj 10-02 C:\Documents and Settings\localuser. realia. 2000. related literature. Jana. Building Background • • • Concepts linked to the student’s background Links between past learning and new concepts Explicit teaching of key vocabulary 6. Strategies • • • Metacognitive – matching. defining Procedural – explicit teaching. highlighted text. think alouds.REV. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. practice with others. small groups Wait time for student response Varied grouping configurations that support the language and content objectives of the lesson • 2.Appendix A: Effective ELL Practices SHELTERED INSTRUCTION 1. adapted text. al. clarifying Cognitive – individual mental or physical manipulation of material for learning Social/Affective – Interaction with a group 8. body language) 7. visuals. graphic organizers) Adaptation of content (graphic organizers. problem-solving. answers and to encourage elaboration Balance of talk between teacher and students Talk among students – pairs. independent application From: Echevarria.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. b. The principal. The English Language Learner Program Department shall develop procedures to implement this policy. shall determine the services and programs to be offered at a school. d. and placed in programs.Appendix B: District Policy-6165 CLARK COUNTY SCHOOL DISTRICT POLICY 6165 PROGRAMS AND SERVICES FOR ENGLISH LANGUAGE LEARNER STUDENTS a. c. the program shall be: aligned with the District curriculum. speaking. taught using the content strategies and thinking processes that students encounter as they pursue an education in the District.doc Page 29 . reading and writing English. 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.REV. the Clark County School District (“District”) shall implement a range of services and programs. e. In addition. assessed. reading and writing English. The program offered at each school shall be based on research and shall provide ageappropriate levels of English proficiency. and each school shall have the qualified staff and the appropriate resources necessary to provide programs and services to ELL students. 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. All ELL students shall be appropriately identified. and reflect the many cultural and linguistic backgrounds represented by ELL students enrolled in the District. Students whose primary language is other than English cannot effectively participate in general education instruction until they have developed proficiency in listening. Any school that has ELL students enrolled shall offer the appropriate services and programs to ELL students. in consultation with the English Language Learner Program and the Division of Instruction. To assist these English Language Learner (“ELL”) students in gaining English proficiency. speaking.

unless the context otherwise requires.REV. 12-10-97) NAC 388. 388.605 “Bilingual program of instruction” defined. inclusive. 388. (Added to NAC by Bd. (b) The primary language spoken in the home of the pupil is not English. (Added to NAC by Bd. of Education by R063-97. Incorporates the cultural aspects of the pupil’s experiences in his instruction.625 Assessment of pupil’s proficiency in English. (NRS 385. of Education by R063-97.615 have the meanings ascribed to them in those sections. 12-10-97) NAC 388. Primary language is not English.600 to 388.080. 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. eff. of Education by R063-97.Appendix C: Nevada Administrative Code Instruction of Certain Pupils Whose Primary Language Is Not English NAC 388. (NRS 385.605. (Added to NAC by Bd. C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 12-10-97) NAC 388. an oral examination approved by the department to assess the proficiency of the pupil to speak and comprehend English. the words and terms defined in NAC 388. (NRS 385.405) 1.080.doc Page 30 .080. (Added to NAC by Bd. as established by the publisher of the examination.620 Determination of primary language of pupil.600 Definitions.080. and 3. eff. (NRS 385. 388. eff.610 and 388.080. 388. eff. 388. 388.610 “English language learner” defined. and 2. 2. or (c) The language most often spoken by the pupil is not English. 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. inclusive.615 “Program of instruction that teaches English as a second language” defined. (Added to NAC by Bd. 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. Provides instruction in the English language and other courses of study using teaching techniques for acquiring English.405) As used in NAC 388. 388.405) 1.405) “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. 12-10-97) NAC 388. (NRS 385. of Education by R063-97. of Education by R063-97.655. 12-10-97) NAC 388. Each school district shall identify the primary language of each pupil who enrolls in a school within the district for the first time. Proficiency in English is below the average proficiency of pupils at the same age or grade level whose primary language is English. eff.405) “Program of instruction that teaches English as a second language” means a program of instruction for an English language learner which: 1. (NRS 385.405) “English language learner” means a pupil whose: 1. 2. 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.080.

Except as otherwise provided in this subsection. inclusive. 2. read and write English and his primary language. (NRS 385.630. as established by the publisher of the examination.doc Page 31 . 388.080. 388. speak. An assessment of a pupil’s proficiency to comprehend. 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. 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. 3. each school district shall administer to a pupil who is classified as an English language learner pursuant to NAC 388.625 and 388. 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. 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. the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend. 12-10-97) C:\Documents and Settings\localuser. 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.635 Assessment of proficiency in English and primary language of pupils with disabilities. speak. 2.(b) Any grade from grade 2 to 12. 2.405) 1. 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 388.405) 1. read and write English and his primary language.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.625 and 388. inclusive. If the multidisciplinary team that is determining the eligibility of the pupil pursuant to NAC 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. of Education by R063-97. of Education by R063-97.080. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.630 Assessment of pupil’s proficiency in his primary language. (Added to NAC by Bd. speak. speak. read and write his primary language. eff. (Added to NAC by Bd. the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend. determines that the procedures for the assessments administered pursuant to NAC 388. 12-10-97) NAC 388. in the manner required by NAC 388. 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.440. speak. An assessment of a pupil’s proficiency to comprehend. eff.330 to 388.440. The person administering the assessment shall cooperate with the committee to determine the classification of the pupil.REV. (Added to NAC by Bd.625 and 388.330 to 388. an examination approved by the department to assess the proficiency of the pupil to read and write English. of Education by R063-97. (NRS 385.281 determines that the procedures for the assessments are inappropriate because of the nature of the pupil’s disability. inclusive. The person administering the assessment shall cooperate with the multidisciplinary team to determine the classification of the pupil.630.630 are inappropriate because of the nature of the pupil’s disability. eff. 3. 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. 12-10-97) NAC 388.

(Added to NAC by Bd. reassess a pupil who is classified as an English language learner pursuant to NAC 388. (Added to NAC by Bd. that the pupil is being considered for reclassification. at any time. limitations on reclassification. of Education by R063-97. at least every 2 years. 12-10-97) NAC 388. The notification must be given in the primary language of the parents or legal guardian of the pupil.405) 1. 3. reading and writing English.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.640 Programs of instruction: Availability.650 Periodic reassessment of pupils with disabilities.405) 1. (b) The parents or legal guardian of the pupil is: (1) Notified.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. A reassessment of a pupil’s proficiency to comprehend. (NRS 385. 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.080. consent for participation. eff. 388. speak. and (c) Produce results which indicate that the pupils in the program are acquiring English. (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner. eff.NAC 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.doc Page 32 . Except as otherwise provided in subsection 3. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388.080. in the primary language of the parents or legal guardian.REV. (NRS 385.625 and who is receiving special services and programs of instruction for C:\Documents and Settings\localuser. as established by the publisher of the examination.080. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388. (2) Given an opportunity to review the data relating to the performance of the pupil.405) 1. 4. standards. 2. 2. of Education by R063-97. 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. notice of eligibility. 388.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. 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. 388. (NRS 385. 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. a school district may. and (3) Allowed to participate in the determination of whether the pupil should be reclassified. 12-10-97) NAC 388. speak. 3. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian.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. but shall. speak.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

read and write English. the department may grant a waiver from any of those provisions. Upon a showing of good cause and circumstances that are unique to the district.080.405) A school district may apply.REV. 12-10-97) NAC 388.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability. speak. 2. The reassessment must be conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388.655 Waiver from certain provisions. eff.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend. eff. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. 12-10-97) C:\Documents and Settings\localuser. of Education by R063-97. (Added to NAC by Bd. (NRS 385. (Added to NAC by Bd.650. of Education by R063-97. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.pupils with disabilities in the manner required by NAC 388. 3.281. to the department for a waiver from the provisions of NAC 388. in writing. 388.625 to 388. inclusive.doc Page 33 .645.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.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.REV.Elementary P.doc Page 34 .Appendix D: English Language Learner Program Organizational Chart ENGLISH LANGUAGE LEARNER PROGRAM ORGANIZATIONAL CHART Melba Madrid-Parra DIRECTOR II Nancy Alamo DIRECTOR I . Gail Welch Coordinator III Dual Language Programs Jane Parsons DIRECTOR I .

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

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

KIND OF SCHOOL = The United States system of education has 3 levels: Elementary.e. write what your child’s level of school is/was called: (i.. and High School. Gymnasium).e. GRADE = Your country’s designation of what that year in school is/was called (i. Secundaria.doc Page 37 . Other: Column 6: Column 7: Column 8: 1 School Year 3 Year in School 4 Grade Desig nation 5 Kind of School (Primaria..000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. YEAR IN SCHOOL = Total number of years completed. Standard 1. Primaria. Grade 1.. Form 1./Sept. It can be written in your language. SCHOOL LOCATION = Write the city and country where your child attended school. FULL NAME OF SCHOOL = Write the name of the school your child attended. Middle School.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. etc. 2 Age Birthdate Aug.e. In this column. 1993-1994) STUDENT AGE = The student’s age when the school year started. LANGUAGE OF INSTRUCTION = Write the language used in your child’s school.) 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.REV. 1 Secundaria). Do not include the specialized classes in English.

doc Page 38 . 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). English Proficiency Status (EPS) Codes indicate eligibility and determine the extent of specialized language service to be provided for ELL students.REV. EPS codes are revised as the result of initial language assessment and annual language reevaluation.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 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.Appendix G: English Proficiency Status (EPS) Codes ENGLISH PROFICIENCY STATUS (EPS) CODES In the CCSD.

(e) Tests are selected and administered so as best to ensure that if a test is administered to a child with impaired sensory. C:\Documents and Settings\localuser. in accordance with §§300.531 Initial Evaluation. and information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child.532 Evaluation procedures. the qualifications of the person administering the test.7. (c) (1) Any standardized tests that are given to a child— (i) Have been validated for the specific purpose for which they are used. Each public agency shall ensure. or the method of test administration) must be included in the evaluation report..g. to participate in appropriate activities).S. (b) A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child. 300. 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.C. including information provided by the parent. and (ii) Are administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the tests. and (2) The content of the child’s IEP. a description of the extent to which it varied from standard conditions (e. manual.REV. (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. unless it is clearly not feasible to do so.532 and 300. 1414(a)(1)) Sec.doc Page 39 . or speaking skills (unless those skills are the factors that the test purports to measure).000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. that may assist in determining— (1) Whether the child is a child with a disability under §300. or speaking skills.533. the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure. (Authority: 20 U. Each public agency shall conduct a full and individual initial evaluation. 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. 300. at a minimum. (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. rather than measuring the child's English language skills. before the initial provision of special education and related services to a child with a disability under Part B of the Act. manual. (2) If an assessment is not conducted under standard conditions.Appendix H: Individual with Disabilities Education Act and the Nevada Administrative Code Sec. rather than reflecting the child's impaired sensory. and (ii) Are provided and administered in the child's native language or other mode of communication.

C.REV. (d) Requirements if additional data are not needed. 1414(b)(2) and (3)) Sec. whether the child continues to need special education and related services. if any. if appropriate. (Authority: 20 U. including— (i) Evaluations and information provided by the parents of the child. or in the case of a reevaluation of a child. a group that includes the individuals described in §300. (iii) Whether the child needs special education and related services.533 Determination of needed evaluation data. vision.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the public agency shall notify the child's parents— (i) Of that determination and the reasons for it. the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs. (a) Review of existing evaluation data. (Authority: 20 U.S. as described in §300. whether or not commonly linked to the disability category in which the child has been classified. social and emotional status. as appropriate. (h) In evaluating each child with a disability under §§300. and other qualified professionals. (2) and (4)) C:\Documents and Settings\localuser. general intelligence.doc Page 40 . and motor abilities. 1412(a)(6)(B). (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. (ii) Current classroom-based assessments and observations.344. the child continues to be a child with a disability. As part of an initial evaluation (if appropriate) and as part of any reevaluation under Part B of the Act. health. hearing. 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. in the general curriculum. are needed to determine (i) Whether the child has a particular category of disability.S. and (2) On the basis of that review.531-300. and input from the child's parents. as appropriate. (i) The public agency uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors.C. 1414(c)(1). including. or. (c) Need for additional data. (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. in addition to physical or developmental factors. The group described in paragraph (a) of this section may conduct its review without a meeting. (b) Conduct of review. (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. academic performance.7. shall (1) Review existing evaluation data on the child. communicative status.536.(g) The child is assessed in all areas related to the suspected disability. 300. 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. (ii) The present levels of performance and educational needs of the child. and (ii) Of the right of the parents to request an assessment to determine whether. and (iii) Observations by teachers and related services providers. for purposes of services under this part. in case of a reevaluation of a child. identify what additional data. whether the child continues to have such a disability.

(c)(5)) C:\Documents and Settings\localuser.Sec. and (2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent. (Authority: 20 U. (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.533 before determining that the child is no longer a child with a disability. 300. (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. or exceeding the age eligibility for FAPE under State law. and (2) The child does not otherwise meet the eligibility criteria under §300. as defined in §300.C.doc Page 41 .532 and 300.534 Determination of eligibility.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.7(a). or (ii) Limited English proficiency .S. (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.REV. (c) (1) A public agency must evaluate a child with a disability in accordance with §§300.7. 1414(b)(4) and (5).

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. eff. The public agency shall provide to the parent written notice of this refusal in accordance with NAC 388. During the period in which a prior intervention is being provided. 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. inclusive.520) Any person responsible for administering or interpreting an assessment pursuant to NAC 388. inclusive.R.520) As part of an initial evaluation if data is available. inclusive.330 to 388. A by R085-99. of Education by R085-99. 7-14-88. the members of the eligibility team and any other qualified professionals appointed shall: 1. (b) Specify reasonable timelines for initiating. and as part of any reevaluation.305 or a hearing pursuant to NAC 388. and 2. determine whether the pupil is suspected of having a disability and should be evaluated in accordance with NAC 388.335 Tests and devices for assessment.330 to 388.300 to resolve the dispute. completing and evaluating the intervention.080. and (c) Based in part on the results of the prior intervention. If the public agency disagrees with the parent and does not suspect the pupil has a disability.080. a group that includes the committee that developed or will develop the pupil’s individualized educational program pursuant to NAC 388. 2-16-2000) NAC 388.520) 1. 388. eff. (Added to NAC by Bd.300 must be obtained before the public agency may conduct such an evaluation.080. 11-23-93) NAC 388.doc Page 42 . If a pupil is experiencing an educational or behavioral difficulty but is not suspected of having a disability by the public agency. Conduct a review of data from existing evaluations. 388. of Education.336 Review of evaluation data. eff. Any test or other device for assessment used pursuant to NAC 388. must: 1. Possess a license or certificate in the area of the person’s professional discipline. § 300. (Added to NAC by Bd.F. the process for monitoring progress and the methods for evaluating the effectiveness of the intervention.325 Prior intervention. (NRS 385.281. of Education. must comply with the procedures set forth in 34 C.532. A 9-13-91. the public agency shall conduct an initial evaluation of the pupil to determine whether the pupil is eligible for special education. C:\Documents and Settings\localuser. (NRS 385.440. The public agency shall: (a) Determine the type of intervention to be attempted. the public agency shall not refuse to conduct the initial evaluation or delay the initial evaluation until the prior intervention is completed.330 to 388. Be trained in the area of assessment in question. 2-16-2000) NAC 388. (NRS 385.Appendix I: Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code NAC 388. 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. determination of need for additional data. and the parent may request mediation pursuant to NAC 388.440. (Added to NAC by Bd. without limitation: (a) Evaluations and information provided by the parents of the pupil. If the public agency suspects the pupil has a disability. 7-14-88.300. including. 4. If the public agency determines that the educational difficulty or behavior of the pupil is resistant to the prior intervention.440. 3. 388.440. 2.330 Credentials required to administer or interpret assessment. Informed parental consent in accordance with subsection 1 of NAC 388. the public agency may attempt to remediate such a difficulty through a prior intervention. inclusive. it may refuse to conduct an evaluation.REV.330 to 388.

adaptive skills.520) 1.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 2. Any decision of the eligibility team concerning the eligibility of a pupil for special services and programs of instruction pursuant to NAC 388.520) 1. (b) Forty-five school days after the date of the decision of a hearing officer pursuant to NAC 388. whether the pupil continues to have such a disability. 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. or in the case of a reevaluation of a pupil. as appropriate.330 to 388. in case of a reevaluation of a pupil. inclusive. the pupil’s family. 2. A by R085-99.doc Page 43 . inclusive.330 to 388. eff. (Added to NAC by Bd. provides informed written consent.(b) Current classroom-based assessments and observations. the superintendent may extend the deadline for conducting initial evaluations for not more than 15 school days. when a public agency determines that good cause exists to evaluate a pupil pursuant to NAC 388. inclusive. 11-23-93. For the purposes of this section.330 to 388.440. of Education. (NRS 385. such as the pupil. or (c) At any other time agreed upon in writing by the parent or adult pupil and the public agency. Based upon the review and input from the pupil’s parents. classes.080. identify the additional data. 2-16-2000) NAC 388. 388. in the general curriculum. eff. and (b) Based upon information from a variety of sources. the pupil’s teacher or a test of aptitude or achievement. or adult pupil to submit to an evaluation. In making a determination of the eligibility of the pupil for special services and programs of instruction pursuant to NAC 388. (Added to NAC by Bd.REV. whether the pupil continues to need special education and related services. 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. (c) Whether the pupil needs special education and related services. if any. Upon the request of a public agency. 4. to be kept in the records of the pupil maintained by the public agency. inclusive. or.340 Decisions concerning placement or eligibility. that is required to determine: (a) Whether the pupil has a particular category of disability. 3. inclusive. and social or cultural background of the pupil. it shall conduct the initial evaluation within: (a) Forty-five school days after the parent.440. 2-16-2000) NAC 388. “school day” means any day in which pupils enrolled in a school are scheduled to be engaged in registration. before determining that the pupil is no longer a pupil with a disability. The group may conduct its review without a meeting.330 to 388. of Education by R085-99.330 to 388.440. 388. and 2. other instructional activities or testing during the required minimum daily period for each grade or department.440. must be justified in a written report. The public agency must evaluate a pupil with a disability pursuant to NAC 388. (NRS 385. 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. and (c) Observations by teachers and related service providers.310 ordering the parent to allow. (b) The present levels of performance and educational needs of the pupil.080. or pupil if the pupil is an adult. C:\Documents and Settings\localuser.337 Deadlines for conducting initial evaluations. 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. 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. 3.440. Except as otherwise provided by subsection 2.

on the basis of professionally recognized criteria. (Added to NAC by Bd. if the social and emotional condition of a pupil with a disability is assessed.080.080. (NRS 385. 2-16-2000) NAC 388. (g) Health and safety. (Added to NAC by Bd. R085-99. 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. Except as otherwise provided in this subsection. and (d) The use of: (1) A behavior rating scale. (Added to NAC by Bd. (2) An adaptive behavior scale.360 Assessment of adaptive skills. (h) Functional academics. If a score other than the total score of the pupil on such a test is used to assess the pupil’s cognitive abilities. (c) Home living. (b) Self-care. the procedure must be justified. 2. (b) An interview of the pupil or of any person having personal knowledge of the pupil. eff.345 Assessment of cognitive abilities. 7-14-88.5. R039-98.520) 1. (e) Community use. In the case of a pupil under the age of 6 years. of Education.080. and (3) A self-report inventory. 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. Any interpretation of an assessment of social and emotional condition must be made by a psychologist or another certified or licensed mental health professional. (NRS 385.350 Assessment of social and emotional condition. A 11-23-93. standardized test of cognitive ability must be used in assessing the cognitive abilities of a pupil with a disability. of Education. 7-14-88. (NRS 385. of Education. (c) Projective testing of the social and emotional condition of the pupil. eff. An individually administered.520) 1. in the records of the pupil maintained by the public agency. 388. eff. a minority report must be prepared if required by paragraph (h) of subsection 6 of NAC 388. (f ) Self-direction.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. eff. 388. (d) Social skills. 2-16-2000) NAC 388. any interpretation of an assessment of cognitive abilities must be made by a licensed school psychologist or licensed or certified psychologist. the person conducting the assessment must use a validated adaptive behavior scale. 388. A 11-23-93.520) 1. 2-16-2000) NAC 388.doc Page 44 . 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. 2. the assessment may include: (a) Observation of the pupil. 5-29-98. If the members of the eligibility team disagree about the determination of eligibility. R085-99. R085-99. and (i) Leisure and work. (Added to NAC by Bd. of Education.420 and may be prepared in any other case. A 11-23-93. 7-14-88. 7-14-88. If the adaptive skills of a pupil with a disability are assessed. The assessment must include an assessment of any six or more of the following: (a) Communication. 2.REV. Except as otherwise provided in this subsection. 2-16-2000) C:\Documents and Settings\localuser. R085-99.

at any time. 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. 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. eff. 2.080. at least every 2 years. Except as otherwise provided in subsection 3. a school district may. speak.650 Periodic reassessment of pupils with disabilities. A reassessment of a pupil’s proficiency to comprehend.063 an examination to assess the pupil’s proficiency to read and write English. speak. standards. in the primary language of the parents or legal guardian. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388.625 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. 4.080. (NRS 385. speak. Such a pupil may not be reclassified pursuant to this section. eff. reassess a pupil who is classified as an English language learner pursuant to NAC 388. (Added to NAC by Bd. of Education by R063-97. as established by the publisher of the examination. 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. reading and writing English. The reassessment must be C:\Documents and Settings\localuser. (NRS 385.640 Programs of instruction: Availability. of Education by R063-97. 388. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388. and (3) Allowed to participate in the determination of whether the pupil should be reclassified.doc Page 45 .080. 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. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend. that the pupil is being considered for reclassification. 2. notice of eligibility.645. consent for participation.405) 1. 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. 388.REV. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389. 3. and (c) Produce results which indicate that the pupils in the program are acquiring English. 12-10-97) NAC 388. 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. (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner. 3. 388. (b) The parents or legal guardian of the pupil is: (1) Notified.405) 1. but shall. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian.625 a bilingual program of instruction or a program of instruction that teaches English as a second language.405) 1. (NRS 385. (Added to NAC by Bd.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. (2) Given an opportunity to review the data relating to the performance of the pupil. limitations on reclassification. The notification must be given in the primary language of the parents or legal guardian of the pupil. 12-10-97) NAC 388.645 Periodic reassessment of pupils.NAC 388.625 and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by NAC 388.

12-10-97) C:\Documents and Settings\localuser. eff. to the department for a waiver from the provisions of NAC 388.650.405) A school district may apply. Upon a showing of good cause and circumstances that are unique to the district.625 to 388. 3.655 Waiver from certain provisions. (Added to NAC by Bd. in writing. of Education by R063-97. 2. read and write English.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability. eff.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. (Added to NAC by Bd. the department may grant a waiver from any of those provisions. inclusive.REV. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388. of Education by R063-97.281. the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend.080.conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388. speak.doc Page 46 . (NRS 385. 388. 12-10-97) NAC 388.

REV.doc Page 47 .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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

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

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. 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. 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. students normally participate for a period of three to five years. C:\Documents and Settings\localuser.doc Page 49 . Additional information about your child’s program and other district language programs. is attached. if available. Although you may request to have your child exit the program at any time.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.S.REV. 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. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Please contact the person below or if you would like to request: (a) immediate removal of your child from the English language development program. (b) options available for your child if you decline enrollment or would like another method of instruction.

doc Page 50 . 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. los estudiantes normalmente participan durante un periodo de tres a cinco años.REV. El programa de su hijo/a no es el único programa de desarrollo del idioma inglés en nuestro distrito. nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del idioma inglés de nuestro distrito. (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o le gustaría otro método de instrucción. Nombre: Número de Teléfono: Título: Especialista Itinerante C:\Documents and Settings\localuser. 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. o (c) ayuda en la selección de otros programas del distrito o métodos de instrucción. si se encuentran disponibles. 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 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. Dos Idiomas (Escuelas de Dos Idiomas): Instrucción proporcionada en inglés y español.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Aunque puede solicitar en cualquier momento que su hijo salga del programa. Información adicional sobre el programa de su hijo/a y otros programas del distrito. 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. si está disponible.

Please contact the person below if you would like to request: (a) immediate removal of your child from the English language development program. (b) options available for your child if you decline enrollment or would like another method of instruction.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.S.doc Page 51 . we are pleased to inform you that your child will receive instruction in our district’s English language development program.Grades K-2): Instruction provided in both English and Spanish. 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.REV. Name: Telephone Number: Student ID# School # Student Name School Name OFFICIAL USE ONLY Grade Level Home Language Reading Total Language Total Core Total . is attached. C:\Documents and Settings\localuser. Your child’s program is not the district’s only English language development program. if available. or (c) assistance in selecting other district programs or instructional methods. Additional information about your child’s program and other district language programs. 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 .Computation Title: Principal Birthdate First Date Student Attended School in the U. 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. students normally participate for a period of three to five years. Although you may request to have your child exit the program at any time.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. if available.

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. si está disponible. los estudiantes normalmente participan durante un periodo de tres a cinco años.doc Page 52 . Aunque puede solicitar en cualquier momento que su hijo salga del programa. 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. C:\Documents and Settings\localuser. (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o le gustaría otro método de instrucción. El programa de su hijo/a no es el único programa de desarrollo del idioma inglés en nuestro distrito.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV. si se encuentran disponibles. nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del idioma inglés de nuestro distrito.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. Dos Idiomas (Escuelas de Dos Idiomas – K-2): Instrucción proporcionada en inglés y español. 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 . Información adicional sobre el programa de su hijo/a y otros programas del distrito.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. 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. se encontrará adjunta. o (c) ayuda en la selección de otros programas del distrito o métodos de instrucción.

You and your child are to be congratulated for this achievement. This means that his/her English speaking. 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.Reclassification and Monitoring .REV. reading.Appendix L: Parent Notification Letter . we are pleased to inform you that your child has met reclassification criteria from our district’s English language development program.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 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. please contact your child’s school for further assistance.S. 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.English Clark County School District Notification of English Language Development Program Placement Continuing Placement . and writing skills are determined adequate for general education grade-level placement.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. C:\Documents and Settings\localuser.doc Page 53 . Reading Total Language Total Core Total . If you have any questions or concerns about this process. Reclassification is the result of language testing conducted by the English Language Learner Program.

lectura y escritura de inglés son determinados adecuados para la ubicación en educación general del nivel de grado.doc Page 54 . nos agrada informarles que su hijo/a ha reunido el criterio de reclasificación del programa de desarrollo del idioma inglés de nuestro distrito. 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. 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. C:\Documents and Settings\localuser. por favor contacte con la escuela de su hijo para recibir más ayuda.Appendix L: Parent Notification Letter .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Reclassification and Monitoring . La reclasificación es el resultado de la evaluación de lenguaje conducida por el Programa de Aprendizaje del Idioma Inglés.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. El estudiante reclasificado es observado sobre el progreso académico durante dos años escolares para asegurar su éxito. Si usted tiene alguna pregunta o preocupación sobre este proceso.REV. Usted y su hijo/a deben ser felicitados por estos logros. Esto significa que sus conocimientos de habla.

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

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. and music Ask yes/no.doc Page 56 .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. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. pictures. expand.REV.) • 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. mime. but continue practicing previously learned vocabulary Implement shared reading with props. 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. restate and enrich student language Use patterned and predictable books Support the use of content-area texts with retelling. 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.

REV. scaffolding and cooperative learning techniques Relate abstract concepts to the concrete Utilize the Internet C:\Documents and Settings\localuser.doc Page 57 . 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. analysis.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.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.

and have completed 12 semester hours of credit in the courses of study listed below: 1. secondary or special teaching license. To receive an endorsement to teach English as a second language. b.REV. b. Testing and evaluation of pupils studying English as a second language. or 4. Theories for the acquisition of a second language.doc Page 58 .Appendix O: TESL Endorsement Requirements ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL (Grade level appropriate to base license) 1. Developing a curriculum for pupils studying English as a second language. Hold a master’s degree. To receive an endorsement as a professional teacher of English as a second language.237 Effective 7-1-02 C:\Documents and Settings\localuser. a person must have completed the all requirements for an endorsement to teach English as a second language and: a. Methods and materials for teaching English as a second language. and Have 3 years of verified experience as a teacher NAC 391. 2. PROFESSIONAL ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL 1.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 3. a person must have: a. a valid elementary.

history. 4. 3. 2. Development of curriculum. materials and teaching methods for bilingual education.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. NAC 391. 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. B. a person must: A. secondary or special license.242 Amended 9-6-96 C:\Documents and Settings\localuser. To receive an endorsement to teach pupils in a program of bilingual education. or Bilingual education. C.doc Page 59 .Appendix P: Bilingual Endorsement Requirements SPECIAL ENDORSEMENT TO TEACH A PROGRAM OF BILINGUAL EDUCATION 1. Testing and evaluating pupils of a second language in English and the native language. Methods of teaching language arts or reading in the native language. Methods of teaching math. philosophy and theory. Native language and culture.REV. 5. Hold a bachelor’s degree with a major in bilingual education or an elementary. 6. science and social studies in the native language. 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.

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.doc Page 60 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.

Appendix R: Suggested Secondary Course Offerings C:\Documents and Settings\localuser.doc Page 61 .REV.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.doc Page 62 .Appendix S: Referral for Reclassification/Reinstatement .REV. REASONS FOR REFERRAL Reclassification: Reinstatement: Date of Birth First Sex (Circle) Grade: Yes No M.I.English Clark County School District English Language Learner Program Referral for Reclassification/Reinstatement Form I.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 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.

REV.Appendix S: Referral for Reclassification/Reinstatement .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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 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.doc .

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

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

Appendix V: Monitoring Form for Reclassified Student .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.doc Page 66 . 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.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. All academic grades are “C” or better.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. All academic grades are “C” or better. 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.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.doc Page 67 .REV.Appendix V: Monitoring Form for Reclassified Student .

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

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

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

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