Fall 2007

History of English Language Learners (ELLs) in the District: The Winton Woods City School district comprises one high school, one middle school and four grade-based elementary schools. The total student population is approximately 4000. The ELL population as of the 2007-08 school year was approximately 200. The ELL population as of the 2005-06 school year was approximately 140, comparable to the number the previous year. In 2003-04, the number was approximately 60, and in 2002-03, it was approximately 50. The trend is obviously toward growth.

The majority of ELLs are Latino, with Spanish speakers comprising approximately 67% of the total. Other languages represented in the district are Amharic, Arabic, Cambodian, French, Gujarati, Pohnpeian, Tigrinya and Vietnamese.

Mission Statement: Our goal is to provide high-quality instruction in the English language, as well as appropriate modifications and accommodations in the mainstream classroom, so that English Language Learners may develop the second language skills necessary to successfully achieve academically and socially in the United States.

Legal Bases: The Equal Educational Opportunity Act 1974; Lau v. Nichols 1974; Title VI, Civil Rights Act 1964; Title III, No Child Left Behind Act 2001 (modified 2004).

Educational Theory and Goals: Direct instruction in ESL is provided by certified teachers, following State Standards, using district-approved reading and grammar texts designed for second language learners. At the elementary and high schools, ESL is done on a pull-out or inclusion basis; at the Middle School it is scheduled as a separate class. Modifications and accommodations in the classroom are based upon recommendations from the State of Ohio, the Departments of Education of neighboring states (e.g., Indiana), and best practices elucidated on a variety of educational websites. Progress of ELLs is monitored through Progress Book and conferences with classroom teachers. A pass/fail system, emphasizing individual effort, participation and progress, is employed in place of letter grades for those ELLs who have attended U.S. schools for less than three years.

Definition of ELL (also known as Limited English Proficient): A child who is Limited English Proficient (LEP) is: between the ages of 3 and 21; enrolled in an elementary or secondary school; has a native/home language other than English, whether born in the U.S. or another country; and has such difficulty speaking, reading, writing or understanding English that the student may be unable to perform well enough in class or on state tests to meet expected state standards for achievement (Source: ODE Proficiency Rules).

General: The district follows state and federal guidelines in screening, classifying, servicing, testing, monitoring, and exiting students whose primary or home language is a language other than English.

Screening:

The parent/guardian of any newly enrolling student must complete a Home Language Survey form adapted from that provided on the Ohio Department of Education's Lau Center website. The form is available in both English and Spanish. This form becomes a part of the student's cumulative record. It is provided to the parents/guardians of every newly-enrolling student at the Enrollment Center. These forms are sent to the Department of Teaching and Learning.

If a language other than English is indicated on the HLS, the Department of Teaching and Learning forwards a copy of the HLS form to the District ESL Coordinator, who, in turn arranges for an initial screening of the student's English proficiency. If reliable records are produced in a timely manner (within 14 days of the student's enrollment), the student may be classified as LEP or non-LEP in accordance with those records. If such records are not available in a timely manner, the student will be given the appropriate Language Assessment Scales in Listening, Speaking, Reading and Writing to determine his or her levels of proficiency in those language domains, as well as in Comprehension (derived from Listening and Reading). The building ESL instructor administers the LAS tests. Results of the assessment are then communicated to the ESL Coordinator who, in turn, enters the data into the Master LEP Database spreadsheet for the district. This spreadsheet contains information on LEP students' native country and language, time in U.S. schools, English language proficiency levels, date of birth, ESL instructor, and so forth. It is accessible by the ESL Coordinator, the secretary to the associate superintendent, and the EMIS Coordinator. Criteria for classification as LEP are based on those issued by the State of Ohio in compliance with the No Child Left Behind Act. A student must score at the Proficient level in all five domains in order to be considered Non-LEP.

Parent Notification:

If a student is classified as Non-LEP, the parent/guardian is notified of test results by the responsible ESL instructor for that school and no further action is taken by the ESL department. If the student is classified as LEP, the ESL instructor will send the parent/guardian the test results, a description of the ESL program being offered, and the time recommended for ESL instruction each week. This information is available in both English and Spanish. The parent/guardian must sign and return a portion of this form, either giving or denying permission for their child to receive ESL services. This information (test results and permission) is kept in the student's cumulative file.

If permission is denied, the building ESL instructor will give the LEP student's classroom teachers an ESL Plan of suggested modifications and accommodations based on that student's levels of proficiency and time in the US. The student's progress may be monitored by the responsible ESL instructor and the student will take part in the annual spring assessment of English proficiency given to all LEP students (except those on Trail Mainstream).

Program of Services:

If permission is given, the LEP student's classroom teachers are given an ESL Plan (as above) and the student is scheduled for ESL instruction. Students are, to the extent practicable, grouped by ability level and scheduled for a greater or lesser amount of ESL instruction based upon their levels of proficiency. For example, a new or recent immigrant who is at the Pre-functional or Beginning level in all language domains will be scheduled for instruction four or five days a week, for 35 to 45 minutes per session. A student who has been in the U.S. for five or more years, who is proficient or advanced in, say, Listening, Speaking, and Reading, but who is Intermediate in Writing, and who has demonstrated consistent academic success in English-medium schools might be seen for the equivalent of only one or two periods a week.

All classroom teachers of ELLs, in addition to receiving the ESL Plan, are given materials to help them modify both instruction and assessment of these students. Copies of the book Fifty Strategies for Teaching English Language Learners are also provided to most content area teachers in the High School, Middle School and upper elementary grades. Training is provided throughout the year for classroom teachers to help them better modify instruction and assessment for LEP students.

Progress Book is monitored regularly to permit timely intervention if an LEP student is failing one or more classes. If necessary, the ESL instructor will meet with teachers to determine whether the reason for the failing grade is the result of a language barrier (in which case greater modification and accommodation may be necessary) or the result of student negligence (e.g., failure to turn in assigned work or follow other reasonable requests that take into account the student's level of proficiency in English).

Staffing:

Direct instruction in ESL is provided by licensed teachers with either TESOL endorsements or comparable training and experience, per state guidelines.

Staff training and development is provided through in-services and workshops during the year, as well as off-site conferences and workshops for ESL staff.

Resources:

Each school has an ESL resource room. Each room contains a variety of texts, fiction, games, maps and, where appropriate, realia. The texts are specifically designed for ESL students, teaching them how to read and write and about the fundamentals of English grammar.

The Four-Blocks literacy model is being employed in all of the district's elementary school as a way of helping all students achieve reading proficiency, including ELLs. Teachers have been trained in how to teach the Four-Blocks model and have been given the materials necessary to fully implement the model.

Transition:

All LEP students are given an annual assessment of English language proficiency. Currently, in the State of Ohio, LEP students in grades K-12 are given the Ohio Test of English Language Acquisition (OTELA). When LEP students achieve a composite score of Proficient (Level 5), they are transitioned to Trial Mainstream status. While still classified as Limited English Proficient, these students no longer receive ESL instruction. Their progress in the mainstream is monitored by their building's ESL instructor through quarterly reports prepared in conjunction with the appropriate classroom teachers. If the student is experiencing academic difficulty, the ESL instructor and classroom teacher(s) meet to determine if the problem(s) stem from lack of English, lack of knowledge or lack of effort. If the determination is made that lack of English is the cause, then the student is scheduled for ESL to address the deficits. The ESL instructor reports the results of this meeting to the ESL Coordinator.

Following state and federal law, the Trial Mainstream student retains this status for one academic year, at which point the fourth quarterly report is prepared. If the student has: attained a composite level of 5 on the subsequent administration of OTELA or attained a composite level of 4 and scored at the proficient level or higher on the most recent language arts achievement tests; and achieved satisfactory academic performance during the Trial Mainstream year, this information is communicated to the ESL Coordinator, who, in turn, communicates the change of status to the EMIS Coordinator. The student is then reclassified as Non-LEP.