ESL

English as a Second Language

Handbook
Sylvester Small, Ed.D Superintendent Akron Public Schools Akron, Ohio

Acknowledgements
The development of this ESL Handbook was the result of the collaboration of the following members of the Akron Public Schools ESL staff:

Paula Shafer ESL Coordinator 330-761-3114

Committee Members Debbie Fulkman Ron Koly Becky Moss Annie Pearce

English as a Second Language Handbook

Table of Contents
Introduction ........................................................................................................................ Enrollment ........................................................................................................................... Language Acquisition.......................................................................................................... Strategies ............................................................................................................................ ESL Assessment................................................................................................................. Classroom Assessment ...................................................................................................... Exit Criteria ......................................................................................................................... Plans ................................................................................................................................ Procedures Sign In/Out .................................................................................................................... Payroll Procedures ........................................................................................................ Absence Procedures ..................................................................................................... Mileage.......................................................................................................................... Pony Mail ...................................................................................................................... E-Mail ............................................................................................................................ ESL Materials ................................................................................................................ Legal Information ................................................................................................................ Board Policies ..................................................................................................................... Community Resources ........................................................................................................ Culture ................................................................................................................................ Appendix Home Language Survey ............................................................................................... ESL Student Information ............................................................................................... Enrollment Checklist ..................................................................................................... How to Grade an ESL Student ...................................................................................... Reading on Grade Level Matrix .................................................................................... Mainstream/Exit Forms ................................................................................................. Fifth Grade Transition ................................................................................................... Parent Letter for Jennings ............................................................................................. Mileage.......................................................................................................................... Tutor Schedule Form .................................................................................................... Credits ........................................................................................................................... State Proficiency Tests ................................................................................................. 62 63 64 67 68 69 73 74 76 77 78 79 42 42 44 46 47 47 47 48 51 58 59 1 4 9 18 27 33 39 41

Introduction
This handbook is intended for Akron Public School personnel working with students who are learning English as a Second Language. (ESL) A variety of sources were used to develop this handbook. The sources used include the following: English as a Second Language Starter Kit - Compiled by members of the joint Miami Valley ESL Administrators Committee English as a Second Language Teachers Guide - Produced by Louisiana Public Broadcasting Company Karen Sakash, Midwest Multifunctional Resource Center, Des Plaines, Illinois English as a Second Language/Dialect Resource Book for K-12 - Province of British Columbia, Ministry of Education The How and Why of Identifying Students Reading Below Grade Level - Curriculum and Instruction, Akron Public Schools, Spring 2000 State of Ohio Health Dept., City of Akron Health Department, APS Student Services/Security Manual, February, 1999.

Why is the ESL Program Required?

LAU Lau v. Nichols was the landmark court decision regarding LEP students. Lau v. Nichols [414 US> 563 (1974)] was a class-action suit filed on behalf of Chinese-speaking public school students against the San Francisco Unified School District in 1970. In question was whether non-English speaking students receive an equal educational opportunity when instructed in a language they cannot understand. In 1974, the U.S. Supreme Court ruled that the failure of the San Francisco school system to provide English language instruction to approximately 1,800 students of Chinese ancestry who do not speak English denied them a meaningful opportunity to participate in the public educational program. This denial violated the Civil Rights Act of 1964, which banned discrimination based "on the grounds of race, color, or national origin" in any program or activity receiving federal financial assistance. The actual decision stated that: "there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education [414 U.S. 563 (1974)]." The Court went on to uphold the 1970 memorandum issued by the DHEW which stated that: "Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to open its instructional program to these students (35 FED. Reg., 11595).

Common Abbreviations
BICS CALP ELDA ELL ESL FEP FES HLS I-94 IDEA LAS LEP LES MAC II NEP NES NOM OTELA PHLOTE TESOL TPR Basic Interpersonal Communicative Skills Cognitive Academic Language Proficiency English Language Development Assessment English Language Learner English as a Second Language Fluent English Proficient Fluent English Speaker Home Language Survey Immigration Card Individualized Developmental English Activities Language Assessment Scales Limited English Proficient Limited English Speaker Maculaitis Assessment of Competencies Non English Proficient Non English Speaker National Origin Minority Ohio Test of English Language Acquisition Person's Home Language Other Than English Teacher of English to Speaker of Other Language Total Physical Response

Enrollment
1. Who is eligible for ESL Services? Individuals who were not born in the United States or whose native language is a language other than English. 2. What are the procedures for enrollment? a. Establish grade level placement b. Fill out the Home Language Survey (Appendix A). Place original in student's permanent file and send a copy to the ESL office at the Ott SDC. c. 3. Fill out Student Information Sheet (Appendix A). Send to ESL office at Ott SDC.

How is eligibility for ESL services determined? a. Testing timeline - Within 30 days of enrollment, students who are identified as potentially eligible on the Home Language Survey must be assessed to determine if they are ELL (English Language Learners). Assessment will examine a students language skills in reading, writing, listening, speaking, and comprehending English. Every effort will be made to complete the screening in a timely manner. b. Testing instruments - The district-supported instrument for English language proficiency is a screen which consists of the following: Grades K-5 Grades 6-12 IDEA Proficiency Test - Oral, Reading, Writing MAC II test of English Language Proficiency - Listening, Speaking, Reading, Writing

c. Administration of the assessment - Trained ESL staff are responsible for administering the identification test for service. d. Records of testing - ESL screening scores will be maintained on the ESL student information file as part of the individual students record. The ESL Test Results sheet will be kept in the students ESL file at the Ott SDC. 4. How is grade level placement determined? Assignment to the appropriate grade level will take into account the following factors:

a. Educational history b. Student's age c. English language experiences d. Parent/guardian preference e. Six-year old without kindergarten experience

5.

Is it permissible for an ESL student to be serviced in more than one program? Yes, it is permissible for an ESL student to be serviced by more than one program.

6.

What if an interpreter is needed? a. Interpreters may be needed at the time of enrollment and at other times throughout the year. b. Every language may not be represented by an ESL interpreter. Those interpreters who are available may come to the schools on a limited basis. c. Please call the ESL supervisor to request their services. Teachers and tutors are not to contact them directly.

7.

What are the enrollment requirements? All students of school age are entitled to a public education in their district of residence. Requirements for handicapped and nonhandicapped students differ. State law defines both school age and district of residence. a. School age for all children is between ages five and twenty-one. Students are only eligible for Kindergarten if they are five-years-old on or before September 30. Children turning five after September 30 and before January 1 may be referred to Child Study if the parent wishes testing for early entry. (330-848-2069). b. Some parents wish to keep their five-year-old home one more year; this is fine as long as the parents understand that their child will still go to Kindergarten the next year. A six-year-old must enroll in Kindergarten, as six is the compulsory school age. c. By State law, a child must complete Kindergarten before entering first grade. If parents insist on placing their child in first grade without attending Kindergarten, they must apply for a waiver, which would be considered by a committee. d. For students less than 18, their district of residence is the one in which their parent or legal guardian resides. For students over eighteen, the district in which the student resides is the district of residence. e. A person who has completed high school (diploma) in another country is not eligible to enroll in the Akron Public Schools. Such a person could go directly to the university. A person over the age of twenty is eligible for many programs. Traditional day school is not one of them. f. Three items are needed for enrollment to take place: acceptable proof of both date and place of birth, proof of residence, and immunization records.

8.

What if the student is married and under eighteen? A person who is married and under eighteen must attend school in the district where he or she resides. The residence of the parent is not relevant and the married person may enroll, unaccompanied, directly at the building. A copy of the marriage license must be provided in addition to the usual required items (i.e., birth certificate, proof of residence, immunization records). If the person is claiming common law status or is unable to provide the marriage license, refer to Student Services (330-761-2735). The adult spouse of the enrollee may sign and submit papers normally reserved for the parent such as field trip authorization, emergency card information, or work permit. If both the perspective enrollee and spouse are less than eighteen, please refer them to Student Services prior to completing enrollment.

9.

What if there is a pending change in guardianship? Students less than eighteen years of age must attend school in the district where their parent or legal guardian resides. The Ohio Revised Code allows a school to enroll a student tuition-free for sixty days when legal proceedings for a change in custody have been initiated by an adult resident of the district. The following conditions and procedures apply with regard to granting custody change special permits. The person attempting to secure custody must submit three items to Student Services. 1. Proof of residence in the Akron City School District for the person attempting to obtain custody. 2. A sworn statement from the adult resident who is attempting to secure custody which states that legal proceedings for the change have been initiated. 3. A written statement from an attorney stating that legal proceedings for the change in custody have been initiated or a time-stamped copy of a motion submitted to a court asking that the change in custody be granted. The sixty-day count is based on calendar days and begins when the special permit is issued by the Office of Pupil Services. By the close of the sixtieth day, a time-stamped court order stating that custody change has been granted to the applicant must be submitted at the Office of Pupil Services. If this is done, the student may continue to attend so long as the person holding custody is a resident of the district.

Enrollment Checklist See Appendix A for additional information to consider when enrolling new students.

Grade Level Placement

The assignment of entering limited English proficiency (LEP) students to the appropriate grade level shall be made by a representative of the English as a Second Language (ESL) program, the building principal, and the students parent(s)/guardian. Assignment to the appropriate grade level will take into account the following factors: educational history, students age, English language experiences, parental/guardian preference. Where appropriate, every effort will be made to have an interpreter present when assignments are made. Students aged five or six entering school will be placed in kindergarten or first grade as appropriate to their educational experience and age. Six-year-olds may be placed in kindergarten if a review of the above factors indicates that such a placement would be more beneficial to the childs cognitive, social, and cultural development. No student may be placed in kindergarten if his/her seventh birthday falls before October first of that school year. Students entering the school district who are aged seven or above will be placed at a grade level upon assessment of the factors detailed above. Those with sufficient educational background will be placed at a grade level appropriate to their age; those with limited educational experiences may be placed in a grade no more than one year below their ageappropriate level. This applies to grades K through 8. Students who have been placed in grade levels below that of their appropriate age placement in grades kindergarten through six may not repeat more than one grade before completing the eighth grade. Upon enrollment in the district, an educational history form will be completed for each LEP student. Where available, documentation of prior education will be accepted and credited toward graduation. Where unavailable, every effort will be made to ascertain the extent of prior education applicable toward high school graduation requirements and credit may be given. Such determination will be made by the divisions executive assistant.

Immunization Requirements/Tips
(Effective August, 2000)

DPT (DyaP, DT, Td) - four doses (possible five) Minimum four doses required. If the fourth dose was given before the fourth birthday, a fifth dose is required.

Polio - four doses For polio vaccines to be valid, one of the following schedules must be met: 1. A sequential schedule requires four doses in any combination of OPV/IPV. 2. A schedule of four doses of all OPV or all IPV: three doses are required, but if third dose was given before the fourth birthday, a fourth dose is required.

Hepatitis B - three doses For Hepatitis B vaccines to be valid, three doses are required. The second dose must have been given at least 28 days after the first dose, and the third dose at least two months after the second dose and not less than six months of age.

MMR - two doses The first dose of MMR vaccine must be given on or after the first birthday. The second dose of MMR must be given at least 28 days after the first. The second dose of MMR is now mandatory for entry into Kindergarten as well as students entering seventh through twelfth grade.

Chicken Pox - one dose One dose of Chicken Pox vaccine must be given no earlier than four days prior to the first birthday or approximate month and year of chicken pox disease.

All students, both regular and special education, will receive a 14-calendar day grace period in which to bring their immunizations up to date. Immunizations may be scheduled with family physician or at one of the Akron Health Departments walk-in clinics:

Merriman Clinic (66 Merriman Road) - Mondays, Tuesdays, and Thursdays from 8:15 a.m. to 3:30 p.m.; closed for lunch from 11:30 a.m. to 12:30 p.m. No appointment is necessary. Shots cost $7.00 each. Mobile Health Van (Odom Branch Library, 600 Vernon Odom Blvd.) - May 3, June 7, July 5, August 2, September 6, and October 4, 2006; 12:30 to 3:30 p.m. Shots cost $7.00 each.

No one will be denied services due to an inability to pay. Children must be accompanied by a parent or guardian along with immunization record. Please contact Student Services (330-761-2735) with any questions.

Language Acquisition
1. How long does it take to acquire English? There are many factors which influence a student's academic achievement in a second language. a. Research indicates limited English proficient (LEP) students need two to three years to develop their basic communication skills and six to seven years to develop academic learning skills.(Jim Cummings - linguist) b. Young arrivals without a firm foundation in their first language may take seven to ten years to acquire academic language proficiency in English. 2. How is a second language acquired? There are recognized states of language development. a. Preproduction - Students communicate with gestures and actions. b. Early production - Students speak using short phrases. c. Speech emergence - Students speak in longer phrases and complete sentences. d. Intermediate fluency - Students engage in conversations and produce connected narrative. 3. When will the student begin speaking in English? The "preproductive or silent stage" is most important because listening strategies are developed. This stage may last for an extended period of time, based on individual development, background knowledge, and experiences. 4. What is the best age for acquiring a second language? Age is not always a factor. a. Research in second language acquisition has shown us that the development of one's first language is a significant influence on the development of one's second language. b. Researches have found that the optimum age for beginning second language acquisition is between the ages of eight and 12, provided there is solid schooling in their first language.

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5.

How does conversational language differ from the language needed for academics? a. The language needed for school is very complex and subject dependent. It is not the same language that is typically used during social interaction. School language becomes increasingly complex and less connected to contextual clues as students move into higher grades. b. Teachers frequently assume that a LEP child who can carry on a native-like conversation has attained native-like proficiency. Cummins' research has shown that this is not true.

6.

Why is the student having academic difficulty? Often the development of a LEP student's first language ceases at school age and is replaced by English, the second language. The lack of continued first language cognitive development may lead to lowered proficiency levels in the second language and impair a child's academic growth.

7.

Should the student be expected to master phonetics and semantics before he can read and write? No, research demonstrates that a student can profitably engage in reading and writing in their second language well before they have gained full control over the phonological, syntactic, and semantic systems of English.

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ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR LEP STUDENTS

Listening Standards in English for LEP Students 1. LEP students will develop the English language listening skills required to achieve academically as well as to communicate in socially and culturally appropriate ways. 1.1 1.2 1.3 1.4 1.5 Comprehend spoken instructions Identify main ideas and supporting details of spoken English Determine speaker attitude and point of view Comprehend meaning of academic/specialized vocabulary used by speakers Make inferences and predictions when listening to speakers

Speaking Standards in English for LEP Students 2. LEP students will develop the English language speaking skills required to achieve academically as well as to communicate in socially and culturally appropriate ways. 2.1 2.2 2.3 Speak fluently using clear pronunciation with appropriate intonation and stress Speak using appropriate grammar and vocabulary Speak for varied purposes, both formal and informal, with focus, relevance and cohesion

Reading Standards in English for LEP Students 3. LEP students will develop the English language reading skills required to achieve academically as well as to communicate in socially and culturally appropriate ways. 3.1 3.2 3.3 3.4 Demonstrate reading strategies Identify meaning of written vocabulary Read with comprehension Read for varied purposes

Writing Standards in English for LEP Students 4. LEP students will develop the English language writing skills required to achieve academically as well as to communicate in socially and culturally appropriate ways. 4.1 4.2 4.3 4.4 Write using appropriate conventions and grammar Write for varied purposes and audiences, with appropriate tone and voice Write following the writing process Write using a range of vocabulary, sentence structures, and verb tenses

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Knowledge and Competencies Related to American School Culture

Knowledge of American school facilities and their functions
Restrooms Lockers Drinking fountains Cafeteria Library Gym Student services (nurse, librarian, counselor, buses)

Understanding of American school policies and procedures

Class schedules Reports cards Grades Clothing and equipment for physical education classes Tornado and fire drills Variety and purposes of tests Test-taking techniques Rules relating to plagiarism and cheating

Understanding of expressions of respect in American Schools

How to take turns appropriately How to interrupt appropriately Respect for others possessions (e.g., do not touch or remove things from teacher's desk or from others without permission) Appropriate time for silence in different school settings Appropriate ways to get teachers attention in class Appropriate ways to demonstrate appreciation of others Appropriate ways to demonstrate respect for other speakers Norms of personal space

Understanding of expected classroom behavior in American schools

Use eye contact during oral communication with others Make effort to actively participate in class discussions Raise hand to speak Ask and answer questions appropriately Follow seating arrangements (may be assigned by teacher) Follow procedures for moving about in the classroom, sharpening pencils, etc. Follow teachers directions; ask for clarification if needed Use materials appropriately; follow clean-up procedures Ask permission to leave the classroom Follow procedures for lining up

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Understanding of expected out-of-classroom behavior in American schools

Follow hallway rules (e.g., pass through hall quietly, keep hands to self, pass through halls in expected time, use pass if required) Follow cafeteria procedures for lining up, ordering food, eating etiquette, cleaning up Use restroom appropriately (turn off faucets, keep clean) Follow bell schedule Follow procedures for tardiness and absence Follow rules for taking the bus (e.g., be at appropriate pick-up spot, be on time, follow bus behavior guidelines, follow procedures when bus is missed) Demonstrate appropriate playground behavior (e.g., Show appropriate norms for competition, interaction with fellow players)

Basic Academic Knowledge for Effective Communication in American School Settings

In addition to making sure that LEP students have the cultural/social knowledge that serve as a prerequisite for achieving English proficiency in American schools, teachers also need to make sure that LEP students have basic background knowledge required to achieve English proficiency in American academic settings. For example, students who are new to U.S. schools may need help in gaining an understanding of the following: U.S. system of measurements (e.g., time, money, distance) American holidays and holiday customs Famous American historical and literary figures Grade-appropriate knowledge of American icons, American poems, and other literature U.S. history Local, state, and national systems of government Local, state, and national geography American fauna and flora

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ESL Pupils Need Two to Three Years to Develop Basic Communication

By Cynthia Laughman, ESL Coordinator, USD #305, Salina, Kansas

Studies by Jim Cummins, from the Modern Language Centre at the Ontario Institute for Studies in Education, indicate limited-English speaking students need two to three years to develop their basic interpersonal communicative skills (BICS) and six to seven years to develop their cognitive academic learning skills (CALP). Just because the student has acquired communicative proficiency in English, it does not mean he has acquired academic language proficiency in English. There is a difference between acquiring a second language and learning a second language. When acquiring a second language the student will pick up the language from comprehensive input. It is subconscious learning done through natural and meaningful interaction with native language speakers. Learning a second language results from deliberate, structured, conscious attempts to learn "about" the language through drills and repetition. Students should be allowed time for interaction with each other and with the teacher rather than constant drilling. The more opportunities the student has to use the language, the faster he will acquire it. To acquire a second language students will go through several stages. The "pre-production or silent state," is the most important because listening strategies are developed that form the basis for later production. The student develops the ability to extract meanings from sounds, relies on contextual clues to understand key words and communicates nonverbally. This stage may last several weeks or several months and is very frustrating for the teacher. The student begins to speak naturally at the "simple production stage." Mispronunciation of words and errors of omission will occur, but all attempts to communicate should be encouraged. Do not criticize nor correct all his mistakes. The student will produce what he hears, such as common nouns, adjectives, and verbs but will not produce articles, prepositions, auxiliary verbs or pronouns. These are abstract ideas and have no meaning for him. In the "early production stage" words are gradually communicated starting with stock phrases the student hears daily. He generates simple sentences but errors of omission are still common. If the student says "man is running," the teacher should say "Yes, the man is running." Grammar is not acquired until it is heard. During the "speech emergence stage" original thoughts and sentences are produced. Interaction with native speakers takes place and the teacher can start providing cognitive skills and introduce reading and writing. The length of time for each of these stages depends on the student and his background. Elementary students progress through these stages much more quickly than the secondary students because of the constant interaction between the student and his peers.

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ESL/Language Acquisition Things to Remember

Language is not acquired by practicing structures. Natural language opportunities are more likely to be retained. Speech should not be forced. It emerges naturally after a silent period. Silent periods may last an hour or a year. To acquire language, a student must have comprehensible input. Use concrete references to help teach students. Language lessons do not need to be sequenced grammatically. Students do not need to master present tense before being introduced to past or future tenses. Repetition of dialogues does not teach language. Error correction helps only conscious learning which is less important than subconscious language acquisition. Language is best acquired in low anxiety environments. Excessive error correction causes high anxiety.

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Social vs. Academic Language

Social Language

Academic Language

Simpler language (shorter sentences, simpler vocabulary and grammar Usually face-to-face, small number of people, informal settings. Precise understanding is seldom required Usually simpler, familiar topics (movies, friends, daily life)

Technical vocabulary; written material has longer sentences and more complex grammar Often lecture-style communication or reading a textbook; little situational context Precise understanding and precise description/explanation is required; higher-order thinking New and more difficult to understand topics; knowledge is often abstract; cognitively complex; student often has less background knowledge to build on Fewer clues, most clues are language clues such as further explanation More difficult to clarify

Many clues from expressions, gestures, social context Many opportunities to clarify (look puzzled, ask questions, etc.)

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Length of Time Required to Achieve Age-Appropriate Levels of Social and Academic Language Proficiency

Native English Speakers

ESL Learners

Level of Proficiency

Level of Proficiency

2 Years

5-7 years

Social Language

Academic Language

Source:

James Cummins Enhancing English Language Learning in Elementary Classrooms Presentation Section 3: Language Acquisition

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Strategies
How can a teacher make it easier for a student to learn English? 1. Be friendly and empathetic to the student's needs. Your attitude will influence the attitude of your entire class. If you regard the arrival of a student from an unfamiliar background as an enriching experience from which everyone can learn, it will be just that. 2. Introduce speaking activities when the student feels comfortable expressing his thoughts orally. 3. Expect errors in a student's speech and consider them as indicators of progress in the language acquisition process. Model correct grammar patterns but don't overtly correct a student's errors. Respond to the intended meanings a student is attempting to communicate. 4. Encourage a student to ask for clarification when she doesn't understand. Reduce a student's anxiety while she negotiates meaning through oral communication. 5. Use vocabulary and concepts which are comprehensible to your student. Use synonyms, gestures, facial expressions, intonation or any other extra linguistic cues to clarify your messages. 6. Encourage academic interaction as well as social interaction with English proficient peers. Organize classroom activities or games which include opportunities for students to work in pairs or in small groups. 7. Read aloud to young children using books with large colorful illustrations and repetitive story structures. Folktales, songs, and rhymes are good choices. Reinforce concepts and vocabulary through illustrations and discussion. Encourage students to chant along with oral reading as they become familiar with the language. 8. Don't put a student on the spot. There is a comfort zone that a second language learner needs to attain before he can feel comfortable actively using oral language.

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Questioning for Understanding

Explanation
What is the key idea in What are examples of What are the characteristics/parts of How did this come about? Why is this so? What caused ? What are the effects of How might we prove/confirm/justify How is connected to What might happen if ? ? ? ? ? ? ?

Quick Checks for Understanding

Hand Signals
Ask students to display designated hand signals to indicate their understanding of a designated concept, principle, or process: 1. I understand (e.g., thumbs up) 2. I do not yet understand (e.g., thumbs down) 3. Im not completely sure about (e.g., hand wave) ? ? ? ? ? and can explain it. . .

Interpretation
What is the meaning of What are the implications of reveal about What does How is like (analogy/metaphor) relate to me/us How does So what? Why does it matter?

Index Card Summaries/Questions

Periodically, distribute index cards and ask students to complete as follows: Side 1 - Based on our study of (unit topic), list a big idea that you understand in the form of a summary statement. Side 2 - Identify something about (unit topic) that you do not yet fully understand (as a statement or a question).

Application
How and when can we use this (knowledge/process) ? How is applied in the larger world ? help us to ? How might How could we use to overcome ?

Question Box/Board
Establish a location (e.g., question box, bulleting board, e-mail address) where students may leave or post questions about concepts, principles, processes that they do not understand. (This technique may be helpful to those students who are uncomfortable admitting publicly that they do not understand.

Perspective
What are different points of view about s perspective How might this look from How is similar to/different from What are other possible reactions to What are the strengths and weaknesses of What are the limits of What is the evidence for Is the evidence reliable? sufficient? ? ? ? ? ? ? ?

Analogy Prompt
Periodically, present students with an analogy prompt: (designated concept, principle, or process) is like because

Empathy
shoes What would it be like to walk in How might feel about How might we reach an understanding about What was trying to make us feel/see ? ? ? ?

Web/Concept Map
Ask students to create a web or concept map to show the elements or components of a topic or process. This technique is especially effective in revealing if students understand the relationships among the elements.

Self-Knowledge
How do I know What are the limits of my knowledge about What are my blind spots about How can I best show How are my views about shaped by (experiences, habits, prejudices, style) What are my strengths and weaknesses in ? ? ? ? ? ?

Misconception Check
Present students with common or predictable misconceptions about a designated concept, principle, or process. Ask them to agree to disagree and explain their response. (The misconception check can also be presented in the form of a multiplechoice or true/false quiz.)

Source: Grant Wiggins and Jay McTighe, 1998

Source: Grant Wiggins and Jay McTighe, 1998

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Questioning for Understanding

Explanation
What is the key idea in What are examples of What are the characteristics/parts of How did this come about? Why is this so? What caused ? What are the effects of How might we prove/confirm/justify How is connected to What might happen if ? ? ? ? ? ? ?

Strategies to Extend Thinking

Remember wait time 1 and 2 Provide at least five seconds of thinking time after a question and after a response. Use probes and follow-ups. e.g., Why? Can you explain? Do you agree? How do you know? Will you give an example? Cue responses to open-ended questions.

Interpretation
What is the meaning of What are the implications of reveal about What does How is like (analogy/metaphor) relate to me/us How does So what? Why does it matter? ? ? ? ? ?

e.g., There is not a single correct answer to this question. I want you to consider alternatives. Use think-pair-share. Allow individual thinking time, discussion with a partner, and then open up for class discussion. Call on students randomly.

Application
How and when can we use this (knowledge/process) ? How is applied in the larger world ? help us to ? How might How could we use to overcome ?

Avoid the pattern of only calling on those students with raised hands. Ask students to unpack their thinking. e.g., Describe how you arrived at your answer.

Perspective
What are different points of view about s perspective How might this look from How is similar to/different from What are other possible reactions to What are the strengths and weaknesses of What are the limits of What is the evidence for Is the evidence reliable? sufficient? ? ? ? ? ? ? ?

Periodically, ask for summaries. e.g., Could you please summarize the key points of (the text, the speaker, the film, our discussion) thus far? Play devils advocate. Require students to defend their reasoning against different points of view.

Empathy
shoes What would it be like to walk in How might feel about How might we reach an understanding about What was trying to make us feel/see ? ? ? ?

Survey the class. e.g., How many people agree with (this idea, the authors point of view, that conclusion)? Pose metacognitive/reflective questions.

Self-Knowledge
How do I know What are the limits of my knowledge about What are my blind spots about How can I best show How are my views about shaped by (experiences, habits, prejudices, style) What are my strengths and weaknesses in ? ? ? ? ? ?

e.g., How do you know what you know? How did you come to understand this? How might you show that you understand? Encourage student questioning. Provide opportunities for students to generate their own questions.
Source: Grant Wiggins and Jay McTighe, 1998

Source: Grant Wiggins and Jay McTighe, 1998

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Ideas for Working with LEP Students

Seat the LEP student in the middle of the classroom so that he/she can see what other students are doing. Assign a peer tutor to explain what's going on. If there is a peer that speaks the native language, let them translate things such as word problems in math and new concepts. Try to use a consistent vocabulary and use visuals. Let the LEP student sit in and follow along during reading group time. Don't put the child in the lowest reading group. Don't give a grade for something that was not taught. If the child did not understand any of the instruction in social studies for example, what did you teach him or her? A "P" or an "H", for audit, would be an appropriate grade. Use cooperative groupings in your classroom and assign the LEP student a task in the group. Prepare a list of vocabulary words you will be using in class and give them to the ESL tutor to teach the LEP student(s) BEFORE you begin a new unit. Use the resources of the learning center/library in your school: computers, picture books, language master, tape recorder, etc. Borrow materials from the special education teacher, since they often have materials at lower readability levels. Make the LEP student a part of the class as much as possible. Have the LEP student teach you and their classmates a few words in his/her language. Teach the class a lesson about the LEP student's country. Have a peer take the LEP student on a tour of the school. Make sure the LEP student's physical needs are met. Does the child know where the washroom is? Does she/he need to bring a lunch? Do the parents know which supplies are needed? Teach survival language first. Conduct frequent "verbal reviews" in small groups for the whole class to reflect on what happened and was learned in lessons.

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Help LEP students to verbalize an answer or statement they know but are having problems communicating in English. Verbalize each step of any problem, so that LEP students can deal with each element individually. Employ "hands on" experiential activities in science and other areas, relying less on academic language. Respond with appropriate language to LEP students' answers. Don't over-praise or criticize, just keep the focus on the task. Use the same language and level for LEP as you do for nonLEP students. Use repetition, understanding responses, or other clarification techniques to check on teacher comprehension of LEP statements. Paraphrase and model correct grammar for LEP students' responses. Unless it's the lesson objective, do not point out grammatical mistakes. Maximize cooperation in the classroom in learning school behavior and culture by demonstrating appropriate non-verbal behavior and communication, but not by criticizing LEP students in class. Instruct the class in question-asking strategies, and role-play-asking in various situations. Have cooperative groups do asking and answering of questions, then use the technique in class. Let the LEP student use native language and pictures in his/her journal and with other selected writing work. Have small groups brainstorm what they know about some topic' and share that with the class, categorizing all the words and ideas. Do projects on the community, and have peers teach LEP students about the area. Give the LEP student the opportunity to describe their previous home and any differences they can see. Have the class talk about families and find out how LEP and non-LEP families are similar or are different. Spend time on a storytelling unit. Ask LEP students to share stories from their culture. Share multicultural books with the entire class.

Suggestions were taken from a list compiled by Clara Basch and James Fenelon from the Midwest Multifunctional Resource Center

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Suggestions for Working with Beginning Level LEP Students

I. Adapting Instruction A. Limit the amount of time spent on lecturing. However, when presenting/lecturing: Strategies: 1. Simplify your English using simple sentence structure and simple vocabulary. 2. Keep terminology constant. 3. Speak clearly and a little slower. 4. When questioning a student, begin with yes/no questions; then proceed to "wh" questions. 5. Use actions or body language to reinforce oral statements (check acceptable non-verbal behavior). 6. Present information in small, discrete and sequential steps. Simplify directions. 7. Check student's comprehension on a regular and frequent basis (e.g., ask questions, have them repeat or paraphrase directions or have them demonstrate their understanding). B. To increase comprehension use multi-sensory teaching techniques: Strategies: 1. Increase "doing" or hands-on activities for students that do not involve reading or writing. 2. Use as many different kinds of media as are available to get a concept across (e.g., slides, films, overheads, visuals). 3. Increase use of demonstrations. 4. Include both verbal and non-verbal activities in each lesson. 5. Provide oral and written instructions for each day's assignment. 6. Encourage group projects so that peer modeling and instruction can be utilized. C. Provide bilingual assistance to students: Strategies: 1. Pair a bilingual student with a limited-English speaker of the same language background. 2. Arrange for a bilingual tutor (community volunteer, paraprofessional, student, etc.) to give assistance after class.

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D.

Help students develop his/her English language skills: Strategies: 1. Build an oral and written inventory of key vocabulary and language structures to be taught/used in lessons. The following may be helpful a. Student created dictionary/pictionary b. Flash cards c. Manipulatives (essential tools, materials) d. Language master 2. Label important classroom materials and areas. 3. Clarify proper use of English on individual basis when makes a fatal error. Help student avoid embarrassment.

E.

Help students understand cultural differences/similarities in education and the world of work. Strategies: 1. Orient students to your procedures, classroom and instructional expectations. The daily consistent, repetition of procedures will be helpful. 2. Acquaint students with school resources. The library, main office, computer labs, counseling office, restrooms, cafeteria, and bus stops are essential areas for the student to know.

II.

Adapting Materials A. Supplement reading materials (texts): Strategies: 1. Provide other activities to teach or reinforce concepts presented in text. 2. Provide additional visuals to illustrate concepts. 3. Provide brief outlines or student guides in simplified English or in native language. B. Highlight key points and language in material: Strategies: 1. Teach students to use index, graphs, chapter headings and other skim content and identify salient concepts. 2. Circle, underline or mark important words and statements. 3. Utilize cloze type assignments using content and concepts from open-book completion). books (allow resources to

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C.

Adapt or rewrite materials when possible, into simpler English: Strategies: 1. Use simple sentences; only one clause--four to six words when possible. 2. Use only simple tenses and avoid passive tense. 3. Use only one concept per sentence. 4. Eliminate unnecessary description. 5. Substitute short, common synonyms for words that may be unfamiliar to students. 6. Use symbols instead of words when possible.

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Adapting Content Area Writing for LEP Students

Selected Activities
1. Controlled copying activities are helpful. They should involve material which has been studied and understood by the student. 2. It is appropriate to give spelling, dictation, and pronunciation activities to LEP students in content areas. However, these should be limited in number and also the items which the student understands orally. 3. Have students do completion activities of graphs, charts and maps to provide controlled successful writing activities. 4. Vocabulary matching and fill-in the blank exercises (with the word list present), are additional activities to include. Later, use fill-ins without the list present. 5. Assist LEP students by having them order steps of an experiment or sequences of an historical event rather than write each step or sequence from memory. 6. Control writing activities by using questions that require short (one or two word) answers. 7. Ask several questions in sequence and have students write a paragraph supplying the requested information. 8. Have students write descriptions of a procedure, process, demonstration, experiment or explanation. Give questions to guide responses. 9. Using the language experience approach--have students write about their experiences with the concepts being studied. 10. Paraphrasing, synthesizing and summarizing are difficult tasks for LEP students. Practice these before requesting such tasks. 11. Write a definition in language the student will understand. Use words introduced in a sentence. 12. Explanation and discussion type questions are difficult for LEP students. Questions at the beginning of the chapter are easier to answer than the questions at the end of the chapter.

These activities listed above (1-12) are listed in order of their increasing levels of difficulty. Dennis Terdy, ESL/Adult Education Service Center

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ESL Assessment
Home Language Survey (HLS) All students are given at the time of enrollment a Home Language Survey. The HLS can identify students whose native language is not English or students who come from a home where the dominant language is not English. Once students are identified as having the potential to be limited in their English language proficiency, additional assessment takes place. IDEA: Oral Language Proficiency Test Students who may be Limited English Proficient (LEP) are given the IDEA Oral Language Proficiency Test. The IDEA tests four basic areas of English oral language proficiency: Vocabulary, Comprehension, Syntax, and Verbal Expression, which include Articulation. Students either advance by levels until the test is completed or stop at the proficiency level as indicated by information provided in the score box found at the end of each level. Upon the completion of the test, the student could show mastery. The results of the test can be used to determine a student's proficiency as either on, limited, or fluent English proficient (NEP, LEP, FEP). A score in the fluent to mastery range is expected before a student exits the program. NEP = Non-English Proficient LEP = Limited English Proficient FEP = Fluent English Proficient Ohio Test of English Language Acquisition (OTELA) State and Federal law require an annual assessment of K-12 Limited English Proficient (LEP) students to measure their English language proficiency. The Ohio Test of English Language Acquisition (OTELA) is the assessment used for testing English language proficiency for Ohio LEP students in Grades 3-12. The English Language Development Assessment (ELDA) is used for the same purpose for Ohio LEP students in Grades K-2. The ELDA is a test product for English language proficiency assessment developed through the Council of Chief State School Officers (CCSSO). Ohio was one member of a multi-state collaborative effort to develop and field test the ELDA. Field tests of ELDA items and forms were conducted in 2004 and 2005. In 2005, Ohio conducted a statewide census field test of the ELDA in grades 3-12. Ohio will conduct a statewide census field test of the ELDA in grades K-2 in 2006. The ELDA Grades K-2 assessment is a set of teacher inventories for each tested domain. The OTELA is based on the test item banks and scales from the English Language Development Assessment (ELDA), which was used in Ohio Grades 3-12 in 2005. The OTELA differs from ELDA in that it is comprised of shorter forms (fewer test items) for each tested domain. These shorter OTELA forms will still address the same English Language Proficiency standards and will be of comparable reliability. ODE estimates that the overall test administration time required for the OTELA forms will be 1/3 of that required for the 2005 ELDA test forms.

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IDEA Proficiency Test Summary

Level A students know less than 50% of skills listed in level B Level B students can: 1. 2. 3. 4. 5. 6. tell name and age. identify family and common school personnel, classroom objects, basic body parts, common pets and fruits. use present tense verb "to be." use regular plurals. answer simple "yes/no" questions appropriately. follow simple directions involving basic positions in space.

Level C students can: 1. 2. 3. 4. 5. 6. identify common occupations, clothing, farm animals, and foods. express himself using the present progressive tense (he is working) of common verbs. use conjunctions and negatives correctly. follow the teacher's directions related to identifying positions on a page. repeat simple sentences correctly. comprehend and remember major facts of a simple story.

Level D students can: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. identify common modes of transportation and household items. name the days of the week. describe common weather conditions. use irregular plurals and possessive pronouns correctly. ask simple future tense questions. understand and express comparative and quantitative concepts. understand and name opposites of key words. follow directions of teacher involving movement in space. repeat complex sentences correctly. understand and identify moods in a simple story. express himself using the present and future tense.

Level E students can: 1. 2. 3. 4. 5. 6. identify money, marine animals, and common tools. use superlative and past tense correctly. understand and name opposites of key words. ask past tense questions. discriminate differences in closely-paired words. describe and organize the main properties of common objects.

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Level F students can: 1. 2. 3. 4. 5. 6. identify the seasons and unusual occupations and animals. use conditional and past perfect tenses of verbs. discriminate fine differences in closely-paired words. express himself using past tense correctly. comprehend and predict the outcome of a story. recall and retell the main facts of a story.

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Levels of English Language Proficiency

As LEP students work toward achieving the standards indicated above, they proceed through different stages or levels of English proficiency. Ohio has established five proficiency levels to categorize LEP students at different stages of their English development:

Pre-functional Beginning Intermediate Advanced Proficient/Trial-mainstream

The following paragraphs provide a summary description of each of the five levels. It should be recognized that within each of these levels, students may represent a certain range of proficiencies (low, mid, high). Pre-functional Students at this level may understand some isolated words (particularly school and social environment vocabulary), some high frequency social conventions, and simple (single word or short phrase) directions, commands, and questions. They rely on non-verbal cues such as gestures and facial expressions and require frequent repetition and rephrasing to understand spoken language.. In conversations, they may be able to provide some basic information in response to requests and questions. They can ask one- or two-word questions without regard to structure and intonation. Regarding reading and pre-reading skills, students at this level may demonstrate an understanding of concepts of print (e.g., front-to-back, top to-bottom, left-to-right) and begin to track print. They may be able to distinguish letters from other symbolic representations. They can imitate the act of reading (e.g., holding a book and turning pages); however, they get meaning mainly through pictures. Students at this level participate in writing activities by drawing pictures. They may be able to copy letters or form them from memory and may be able to copy some words. They can imitate the act of writing (e.g., scribbling); however, their text does not transmit a message. They may attempt to apply some writing conventions but do so inappropriately or do so correctly only when copying. Beginning As LEP students oral comprehension increases, they begin to imitate the verbalizations of others by using single words or simple phrases and begin to use English spontaneously. They gradually construct more meaning from the words themselves, but the construction is often incomplete. They are able to generate simple texts that reflect their knowledge level of syntax. These texts may include a significant amount of non-conventional features, such as invented spelling, some grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the native language (i.e., ways of structuring text from native cultural and language).

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Intermediate At this level, students understand more complex speech, but still may require some repetition. They acquire a vocabulary of stock words and phrases covering daily situations. They use English spontaneously, but may have difficulty expressing all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate but which are frequently marked by grammatical errors. They may have some trouble comprehending and producing complex structures and academic language. Proficiency in reading may vary considerably, depending upon the learners familiarity and prior experience with themes, concepts, genre, characters and so on. They are most successful constructing meaning from texts for which they have background knowledge upon which to build. They are able to generate more complex texts, a wider variety of texts, and more coherent texts than beginners. Texts still have considerable numbers of non-conventional features. Advanced At this level, students language skills are adequate for most day-to-day communication needs. Occasional structural and lexical errors occur. Students may have difficulty understanding and using some idioms, figures of speech and words with multiple meanings. They communicate in English in new or unfamiliar settings, but have occasional difficulty with complex structures and abstract academic concepts. Students at this level may read with considerable fluency and are able to locate and identify the specific facts with the text. However, they may not understand texts in which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is abstract. They can read independently, but may have occasional comprehension problems. They produce texts independently for personal and academic purposes. Structure, vocabulary and overall organization approximate the writing of native speakers of English. However, errors may persist in one or more of these domains. Source of the above proficiency level descriptions Beginning to Advanced: Teachers of English to Speakers of Other Languages (TESOL), Inc., 1997, pp. 20-21. Proficient/Trial-mainstream At this final stage, students usually can participate in academic topical conversations without difficulty. In most cases, they can follow complex and multi-level directions without assistance, and they can understand oral information provided via electronic audio and video media. Students at this level usually speak English fluently in social and grade-level academic settings, and they control age-appropriate syntax and vocabulary in their speech. Generally, students read and understand factual information in non-technical prose as well as discussions on concrete topics related to special events. They comprehend standard newspaper items addressed to the general reader, correspondence reports and technical materials. At this level, they can write short papers and clearly express statements of position, points of view and arguments. In their writing, they usually show control of varied sentence structures, spelling and vocabulary, expressing well-developed thoughts. The chart on the next page indicates the different proficiency levels for each of the five communication domains: listening, speaking, reading and writing.

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Ohio English Language Proficiency Levels Overview

Language domains Levels
Has zero to very limited ability in understanding spoken English Relies on non-verbal cues such as gestures and facial expressions, and requires frequent repetition/rephrasing to understand spoken language May understand some isolated words, some social conventions, and simple directions, commands and questions Understands simple, short statements and questions on a well-known topic within a familiar context Can follow simple multi-step directions Can identify the main idea and some details of short conversations or simple orally-delivered text on a familiar topic May still need repetition and rephrasing Shows understanding simple questions and statements on familiar topics Often requires restatements in graphic terms or at a lower rate Can follow many simple directions Shows appropriate responses when read or told a story (example laughs at humor) Has difficulty comprehending academic-related Understands conversations in most school/social settings Understands main ideas and significant relevant details of extended discussions or presentations on familiar and relevant academic topics May ask for clarification on oral information related to academic content Understands multiple meanings of words and can use context clues to understand messages Shows understanding of most grade-level content-area and school/social speech Can understand main ideas and relevant details of extended discussions and presentation Can make interpretations of spoken communications Shows understanding of broad range of spoken vocabulary, including idiomatic expressions Shows understanding of oral information provided via electronic media Has zero to very limited ability in speaking English May say or repeat common phrases, words and formulaic language May be able to provide some basic information in response to requests and questions Can ask one or two-word questions without regard to structure and intonation Has zero to very limited ability in reading English May demonstrate some basic concepts of print (frontto-back, top to-bottom, leftto-right) May distinguish letters from other symbolic representations May follow one-step directions depicted graphically Has zero to very limited ability in writing English Can participate in writing activities by drawing pictures May be able to copy letters or form them from memory May be able to copy some words May attempt to apply some writing conventions, but often does so inappropriately

Listening

Speaking

Reading

Writing

Level I Prefunctional

Level II Beginning

Predominantly uses formulaic patterns and memorized phrases Uses language that is often marked by the lack of tense, number, and agreement Uses school-social vocabulary that is limited to key words and has little or no academic vocabulary Responds to questions usually with one or two-word answers Can communicate ideas and feelings in English, but with some difficulty Speaks coherently, but with hesitations and with grammatical and syntactic errors Can retell a simple story, but detail may be lacking Can respond appropriately to many questions, but with errors in grammar and vocabulary Speaks in coherent, fluent sentences, but with occasional errors in vocabulary and syntax Demonstrates sufficient vocabulary to communicate in non-academic settings and most academic ones Can respond appropriately to many questions in classroom settings grammatical structures Begins to use language to connect, tell, expand on a topic and reason Speaks English fluently in social and grade-level academic settings Produces speech that include a variety of grammatical structures Participates in classroom discussions without difficulty Shows flexibility, creativity, and spontaneity in speech in a variety of settings Can use language effectively to connect, tell, expand, and reason

Begins to identify the names of both upper and lower case letters of the alphabet Can identify where words begin and end Can follow multi-step directions depicted graphically During read aloud, gets meaning primarily from pictures and the teachers tone of voice and gestures Reads simple printed material within a familiar context Understands short discourse on familiar topics. Has a small repertoire of high frequency words Partially uses details to extract meaning Partially perceives the feeling and tone in a poem or story Has some weaknesses in predicting from details Can read familiar text with little teacher or visual support; still needs those supports when reading to comprehend unfamiliar text Has oral fluency and uses self-monitoring and selfcorrection strategies when necessary Can identify main idea of many reading passages Able to identify most specific facts within a text May have some difficulty using details to make predictions Reads for different purposes across a variety of text types Understands multiple word meanings Shows understanding of the main idea Understands figurative language in a poem Can make connections between a written text and personal experiences or tasks Participates in reading activities with little or no teacher support

Level III Intermediate

Produces writing that is marked by the lack of tense, number, and agreement Makes frequent errors in mechanics such as punctuation and capitalization Writes most effectively when supported by a visual, a shared experience, or scaffolding Can begin to revise or edit own writing with teacher support Composes short paragraphs that are mostly intelligible Begins to edit for sentencelevel structure, spelling and mechanics and revises for content, organization and vocabulary, usually with the support of the teacher Writes with less dependency on visual supports, shared experiences, and scaffolding Participates in writing activities with minimal teacher support Can write mostly coherent, unified and appropriately sequenced sentences Produces writing that meets creative demands of most social and academic situations May make some errors in modality, tense, agreement and other areas of grammar Produces writing that generally expresses complete thoughts Participates in writing activities with no teacher support Shows good control of sentence structure, spelling, and vocabulary Can write effectively for different audiences and purposes Edits for sentence-level structure, spelling, and mechanics and revise for content, organization and vocabulary

Level IV Advanced

Level V Proficient Trial Mainstream

Source: The State Collaborative on Assessment and Student Standards (SCASS) for Assessing Limited English Proficient Students and American Institutes for Research (AIR), 2006

Students will be monitored for a two-year period.

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Classroom Assessment
Teachers need to hold realistic expectations for a student's performance and assign tasks which, while challenging, are also achievable. Asking a student who is not proficient in English to perform as a native-speaker is unrealistic. An ESL student is in a time of transition. During this time, school administrators and teachers need to be flexible, understanding and encouraging. 1. How do I grade ESL students? a. If a student is working at grade level in a particular subject area, it is appropriate to give her/him an A, B, or C. An ESL student should not be given the letter D or F. b. When a LEP student is assigned to print-oriented classes, he should be given the grade of "P". c. A "P" indicates the student has made enough progress to receive credit, but not enough progress to receive a letter grade in the class. 2. How do we record an ESL student's progress? As of September 2000, elementary schools may choose from the following report cards: a. Primary Progress Report Cards

P = work meets a standard of excellence S = work meets acceptable standard *N = work needs improvement *H = work does not meet acceptable standard If an ESL student has not made enough progress to receive a "P", then an "N" or "H" may be the appropriate mark.

b. Grade Report Cards (Letter grades "A-F")

If an ESL student has not made enough progress to receive a grade "A-C", then a "P" may be the appropriate mark. A "P" indicates the student has made enough progress to receive credit, but not enough progress to receive a letter grade in the class. You might consider the grade "P" to hold a student's place in class. (The teacher needs to mark this notation at the bottom of the computerized sheet. "P" = holding a place for ESL student.)

*See Appendix A - handout for classroom teachers "How to Grade an ESL Student"

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3.

What is the appropriate placement for a student who is not working at grade level? Promotion or placement recommendations may be made by the teacher to the building administrator. Retention based solely on English language proficiency is discriminatory and will not be supported in the Akron Public Schools System. Student placement should be age appropriate.

4.

How do I explain moving an ESL student on to the next grade level? At the beginning of the year, the student came to you with less than grade level skills. The student benefited from your teaching and acquired new skills. Growth will continue, but not at a skill level competitive with his peers.

5.

Do we need to identify students who are reading below grade level? Senate Bill 55 requires districts to identify students who are reading below grade level, and then notify parents of those identified students.

6.

What happens once students reading below grade level are identified? A letter will be sent home to notify parents. Teachers in grades 1, 2, and 3 will be asked to identify below grade-level readers and this information from the teachers will be used to generate a mailing. In some cases, invitations to a reading-based summer intervention program will be sent. For further information regarding students reading below grade level, see Appendix A.

Grading LEP students may be scheduled into any class where they can be reasonably expected to succeed. Students can be reasonably successful, with limited English proficiency, in classes such as mathematics, art, music, physical education, and typing. When LEP students are assigned to print-oriented classes, they should be given the grade of "H" or "P". An "H" indicates the student has audited the class. No credit is given for a grade of "H". A "P" indicates the student has made enough progress to receive credit, but not enough progress to receive a letter grade in the class. You might consider the grade "P" to hold a student's place in class. Failure of Required Courses According to Akron Board of Education policy, any high school student who fails required subjects in English and social studies must repeat these courses in summer school and/or night school before graduation. Summer school students may earn a maximum of one credit each year. Regular summer/night school sessions are available for all students; however; there are no provisions for ESL classes. If an ESL student fails the required courses, he/she will repeat those courses the following year.

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Retention Retention based solely on English language proficiency is discriminatory and will not be supported in the Akron Public School System. Decisions regarding the promotion or retention of LEP students may be made by a team consisting of the ESL teacher and the mainstream teacher(s) in consultation with an ESL supervisor. Approval of recommendations for retention must be given by the principal. Criteria for retention will take into account student's educational history (both in their country and the United States), age, and progress in English. Included in the team's assessment of the student will be an evaluation of the student's progress to date and levels of cognitive and social development. The latter factors will be reviewed with regard to the demands which will be placed on the student should assignment in the next grade be made.

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Frequently Asked Questions (FAQ)

Students with Limited English Proficiency and State Testing, 2004-05 All students are required to take the statewide achievement tests, including Limited English Proficient (LEP) students - those students whose primary language is not English. LEP students are required to be taught the same academic content in the core subject areas (math, science, and social studies) as their classmates, at the same time they are learning English. This is to ensure that LEP students do not fall behind in the other content areas as they are learning English. What about LEP students who have very recently enrolled in US schools? LEP students who have been enrolled In U.S. schools for the first time on or after the first day of school during the 2004-2005 school year are exempted from taking the language arts (reading and writing) tests but must take an English Language Proficiency test to measure how well they are learning English. All LEP students continue taking the English Language Proficiency test until they demonstrate proficiency in English. These recently arrived must take other state tests in mathematics, science, citizenship/social studies, however. These recently arrived LEP students may meet criteria to receive additional accommodations for these state tests (see below). What accommodations are available for all Limited English Proficient (LEP) students? The allowable accommodations for all LEP students are the use of dictionaries and extended time. For LEP students who meet certain eligibility criteria, additional accommodations are available. What are the eligibility criteria for these additional accommodations for LEP students? These are LEP students who meet a series of very specific guidelines. Student who meet these guidelines are eligible for additional accommodations on certain state assessments in 2005. The specific guidelines are as follows: 1. Has the LEP student been enrolled in U.S. schools more than three full years (i.e., 534+ days of enrollment)? a. If Yes - Student is not eligible for additional accommodations; the student must participate in statewide assessments with allowable accommodations for all LEP students (use of dictionary and extended time). b. If No - Review the results of the most recent assessment of the student's English Language Proficiency tests. 2. Does (or did) the student score at the advanced or proficient level in either the reading: or writing: domain? a. If Yes - Then the student is not eligible for additional accommodations; the student must participate in statewide assessments with allowable accommodations for all LEP students (use of dictionary and extended time).

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b. If No - Then the student is eligible for additional accommodations. All LEP students may be given accommodations on the tests - the use of a dictionary and extended time to complete the tests. In addition, LEP students who meet the criteria above are allowed one of the following accommodations:

An oral interpreter who speaks in the student's native language; A pre-recorded oral translation of the test. For Grades 3-8 (see list of specific tests for 2004-2005 below), pre-recorded translations are available in Spanish, Arabic, Somali, Japanese and Russian. For the Ohio Graduation Tests pre-recorded translations are available in Spanish, Arabic, Somali, Korean, and Mandarin Chinese. These languages are based upon oral translation request data from the March 2004 test administration. A version translated into written Spanish (for grades 3-8 achievement tests only); or An oral reading in English.

The above accommodations are available for all portions of the tests with the exception of the reading passages on the reading tests. Students who have been enrolled in U.S. schools for the first time on or after the first day of school during the 2004-2005 school year are exempted from taking the language arts (reading and writing) tests but must take an English Language Proficiency test to measure how well they are learning English. All LEP students continue taking the English Language Proficiency test until they demonstrate proficiency in English.

For what tests are these additional accommodations available? What are these additional accommodations for eligible LEP Students? 1. LEP students who meet certain eligibility criteria above are allowed one of the following accommodations: a. An oral interpreter who speaks in the student's native language; b. A pre-recorded oral translation of the test.

For Grades 3-8, pre-recorded translations are available in Spanish, Arabic, Somali, Japanese and Russian. For the Ohio Graduation Tests pre-recorded translations are available in Spanish, Arabic, Somali, Korean, and Mandarin Chinese. These languages are based upon oral translation request data from the March 2004 test administration.

c. A version translated into written Spanish (for grades 3-8 achievement tests only); or

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d. An oral reading of allowable parts of the test in English (a CD ROM format of the test recorded in English is available. This test fomat is known as the English audio recording). The above accommodations are available for all portions of the tests with the exception of the reading passages on the reading tests. 2. Districts have the option of selecting which accommodation is most appropriate for each of their eligible students. The Ohio Deparh11ent of Education (ODE) will provide resources through its test contractors to support accommodation options 2a, 2b, 2c, and 2d above. Source: Ohio Department of Education Office of Assessment January 11, 2005

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Exit Criteria
Students enter the program based on the results of the HLS and the entrance evaluation. In order to be exited from LEP programs in Ohio, students need to demonstrate the ability to understand, speak, read, and write the English language at a level in which they are able to: 1. achieve successfully in classrooms where the language of instruction is in English, 2. meaningfully participate in academic assessments in English, and 3. participate fully in society in the United States The following criteria will be used to indicate that a student has attained the required level of English proficiency to be exited from a districts LEP program. 1. Achievement at the proficient level in Ohios approved English language proficiency test in all language domains: listening, speaking, reading, writing, and comprehension; and 2. Two years of successful participation in classrooms where the language of instruction is in English (the trial mainstreaming period, which begins after the student has met the first exit criteria above), and 3. Attainment of proficient or above in the States Language Arts assessments (reading and writing) during the students trial mainstream period. In addition the following information is required. Criteria: IDEA/MAC II/ELDA/OTELA State Assessments Student Observation form from Teacher Student Observation form from Tutor When the student is exited from the program, copies of the completed exit forms (Appendix A) are placed in his/her permanent record file at the school building and copies are sent to the ESL office. Student Transfer If a student moves out of the Akron Public School district or relocates to another Akron school, notify the ESL office.

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Fifth Grade Transition (Jennings) At the end of the school year, fifth grade ESL students who have not met exit criteria have the opportunity to attend Jennings Middle School in the fall. The parents of these students will be given a form (see appendix A) to complete that will allow the students to continue with ESL support at Jennings Middle School The ESL tutor will list these students on the fifth grade transition form (see appendix A) at the end of the year. This list must be sent to the ESL office.

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Plans
Course of Study An English as a Second Language K-12 course of study has been developed and Ohio's minimum standards state, "Daily lesson plans shall give direction for implementation of courses of study." The K-12 ESL Course of Study defines what is to be taught by indicating the educational goals for the program and the objectives for student mastery. Expectations for Lesson Plans

Each lesson must have an objective Objectives for ESL instruction must come from the ESL course of study. Incorporate Akron Public Schools benchmarks when applicable to ESL Graded Course of Study. Objectives for the lesson must correlate with the student's grade level and proficiency level. A teacher/tutor is expected to have a lesson plan for every group.

Students Students will be absent during the course of the school year. If you serve a single student in a building and if that building is not your first building of your day, then perhaps the school secretary may be able to call and alert you to the student's absence. There is no need to travel to a school when your student is absent. Your time is better spent with students at another school. A secretary will probably be too busy to call you the first day of a student's absence. You may find it helpful to call the school the day after an absence to determine whether or not the student has returned. If a student who is tutored individually is absent, then arrange to work with another student during that time period. That time may be used for planning and/or record keeping. If a session is the last session of the day, you may not leave early unless you wish to shorten your paid hours.

42

Procedures
Sign-in, Sign-out All Board employees must register with the main office. Tutors and Interpreters must sign in and sign out of their assigned schools. This must be done on a daily basis. Payroll Procedures Time cards are to be completed by each hourly employee every two weeks. The dates time cards are due into the ESL office are indicated on the payroll sheet. Payroll cannot be processed unless a time card, signed by the ESL supervisor, is on file in the ESL office.

A holiday is paid only if the day is a normally scheduled workday and is included in the approved APS tutors payroll schedule. Snow days are paid only when they occur on a normally scheduled workday. Tutors working a regular four-day week are typically paid for a 30-minute lunch and 30minute planning slot daily. See samples on next page.

43

Sample payroll sheet with no absences:

Sample payroll sheet with absence:

These areas remain the same even if you are absent.

Write the date and number of hours missed under the appropriate reason for absence (i.e., personal illness, family illness, personal leave, etc.).

44

Absence Procedures Whenever an hourly employee is absent, the ESL office and the school(s) to which that employee is assigned must be notified. Notification must come prior to, or at the start of, the employee's workday. Notification is the responsibility of the employee. Attendance Variation Forms (S-2j) must be completed within two (2) working days of the date the employee returns to work. Forms are available from the school secretary. A complete explanation of the rules and regulations regarding S-2j forms is contained on the back of the form. The tutor must sign the completed S-2j form. The entire form (all colored copies kept in tact) is sent to the ESL supervisor for signature. The ESL supervisor handles the S-2j form NOT the building principal. Then, it will be sent to the proper office for processing. After processing, a pink copy will be sent to the tutor. When filling out this form, be sure to write number of hours missed, not days. Also, effective July 1, 2005 you must include your employee identification number on the Social Security Number line (check one of your pay stubs for this number). If there is no Social Security Number line, put the employee identification number next to your name. (See following S-2j sample)

45

Sample S-2j

46

Mileage Tutors assigned to serve more than one building a day are paid mileage to travel between buildings. Employees are not paid mileage to arrive at their first school or mileage from their last school to their homes. Mileage is only paid between assigned buildings. The amount of mileage paid is determined by using the Akron Public Schools official mileage chart. When calculating the mileage, using this chart, find your school on the left and move to the right. In order to be paid for mileage, a mileage form must be completed, totaled, and signed by the tutor. Send the original form (not a copy) to the ESL office at the end of each month. Mileage is not paid when an employee is absent. If school is closed due to holiday or calamity day, then mileage is not paid for the days the school is closed. A separate check is issued.

Mileage Report

47
Beginning
Day Day

9/1/2005
From From From From

and ending

9/30/2005
Windemere
Miles Miles Miles

Skip a line between each week

Day Day

Day Day Day

Ditto marks may be used to repeat schools

Day Day

Day Day Day Day Day

Miles must be written for each day

Day

Day Day Day Day Day Day

Day Day Day Day Day Day

9/1/2005 9/2/2005 0 9/6/2005 5.8 9/7/2005 9/8/2005 9/9/2005 0 9/12/2005 5.8 9/13/2005 9/14/2005 9/15/2005 9/16/2005 0 9/19/2005 5.8 9/20/2005 9/21/2005 9/22/2005 9/23/2005 0 9/26/2005 5.8 9/27/2005 9/28/2005 9/29/2005 9/30/2005 0

Lincoln - Leggett To To
To

5.8 5.8
Miles

Lincoln - Leggett To
To To To To

Windemere

Miles Miles Miles Miles

From From From From From

5.8 5.8 5.8

Miles

Lincoln - Leggett To
To To To To To

Windemere

Miles Miles Miles Miles Miles

From From From From From From

5.8 5.8 5.8 5.8

Miles

Lincoln - Leggett To
To To To To To

Windemere

Miles Miles Miles Miles Miles

From From From From From From

5.8 5.8 5.8 5.8

Miles

Lincoln - Leggett To
To To To To To To

Windemere

Miles Miles Miles Miles Miles Miles

From From From From From From

5.8 5.8 5.8 5.8

Page Total

121.8
Mileage must be totaled

Name:

ESL Employees Signature

Forms must be signed in ink

48

Pony Mail There is a mail service system within the district. Mail deliveries and pickups are made daily through the district mail (pony) system. Check with the school secretary for pickup and delivery times for your school building(s). Tutors and Interpreters will receive pony mail at their majority school (home school). Employees may access the system from any school building, not just the majority school building. Pony mail should be placed into pony envelopes, when appropriate, and deposited into a school's pony bag. The school secretary will help you access the pony system. E-Mail There is an e-mail system with the Akron Public School district. In order to access this system, a password is needed. See your building principal for the necessary forms. ESL Materials ESL materials are stored at the Ott SDC and can be checked out. They include trade books, reference books, books on tape, wordbooks, games, TPR kits, and other instructional aids. These resources are limited, so it is important to sign the check out card. Place this card behind your name in the file box. If a card is not provided, fill out a new one with title/name of item and your signature. These materials are the property of the ESL department. Fire/Tornado Drill Familiarize yourself with the drill procedures for your building(s). Although some drill procedures may be unique to each school, there are procedures common to all schools. Teachers, tutors, and interpreters are expected to lead students out of the building during fire drills and lead students to designated areas during Tornado drills. Never leave students unsupervised. Account for all students before, during, and after drills. Silence is essential during drills. Students should be familiar with drill procedures for classroom and ESL room. Drill directions must be displayed near each classroom door. Medication Akron Public School policy states that all students' medication (including aspirin) be administered by a parent at home. Under exceptional circumstances, if the student needs to take medication during school hours in order to assure full participation in the school program, medication may be administered by school personnel in accordance with the appropriate administrative regulations. Do not give any medications! Medication is to be given under the direction of the Principal or Counselor only with written physician's instructions. Forms are available from the school's office.

49

Legal Information
Title VII definition of limited English proficiency Section 7003 of the Bilingual Education Act defines LEP as: a) individuals who were not born in the United States or whose native language is a language other than English. individuals who come from environments where a language other than English is dominant; and individuals who are American Indian and Alaska Natives and who come from environments where a language other than English has had a significant impact on their level of English language proficiency; and who, by reason thereof, have sufficient difficulty speaking, reading, writing or understanding the English language to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in society.

b)

c)

Summary of Federal Mandates for the Provision of Equal Educational Opportunity to National Origin Minority Students 1. No discrimination or exclusion from benefits on the ground of race, color or national origin. Title VI, Civil Rights Act of 1964 (1964) 20 U.S.C. sec. 2000d. No denial of access to participation in school programs because of language. No segregation by tracking, ability grouping and assignment to special education. No exclusion of parents from school information. Pottinger, J.S. (Director, OCR/DHEW) (1970) memorandum to School Districts With More Than five Percent National Origin-Minority Group Children regarding identification of Discrimination and Denial of Services on the Basis of National Origin. 35 Federal Register 11595. 3. No discrimination of exclusion from benefits solely on the basis of a handicapping condition. Rehabilitation Act of 1973 (1973) sec. 504,29 U.S.C. sec. 794 Take affirmative steps to provide LEP students special instruction designed to overcome their English language deficiency. There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. Lau v. Nichols (1974) 414 U.S. 563. No unlawful denial of equal educational opportunity to NOM individuals. Districts must take appropriate action to overcome language barriers that impede equal participation. Equal Educational Opportunities Act of 1974 (1974) 20 U.S.C. sec. 1703(f).

2.

4.

5.

50

6.

Use the home language as needed for home school communication and parent involvement. An IEP may provide that instruction be carried out bilingually. Education for All Handicapped Children Act (1975) 20 U.S.C. sec.1401. LEP exceptional students have a right to receive bilingual services. Jose P. v. Ambach (1979) EHLR 3 551: 245 (E.D.N.Y.) Y.S., et al., v. School District of Philadelphia (1986) C.A. 85-6924 (E.D. PA) An appropriate program is based on a sound theory, allocates sufficient resources to the program to implement the theory, and can demonstrate effectiveness in teaching English and other subject areas, leading to parity of participation in the standard instructional program. States must establish standards and guidelines for service to NOM students and monitor school districts for compliance with those standards. Idaho Migrant Council v. Board of Education (1981) 647 F. 2nd 69 (9th Cir). Gomez v. Illinois State Board of Education (1987) 811 F. 2nd 1030 (7th Cir). Foreign-born NOM students have constitutional protection. Plyer v. Doe (1982) 457 U.S. 202. All staff members serving LEP students must be trained and linguistically qualified. Both oral and written skills of LEP students must be assessed for program entry and exit purposes. Districts must monitor the progress of students after exit. An appropriate program enables LEP students to ultimately compete academically with English speaking peers. Keyes v. School District No. 1 (1983) 576 F. Supp. 1503 (D. Colorado).

7.

8.

9.

10.

11.

Summary of Major Responsibilities of School Districts to National Origin Minority Students 1. 2. 3. 4. Identify NOM students. Assess NOM students to identify LEP students. Establish criteria for entry into, exit from, and reclassification into the alternative program for LEP students. Diagnose instructional needs and provide an alternative program which meets LEP students' special needs for English language instruction, for understandable instruction in other content areas, and for positive self-concept and identification with their cultural heritages. Provide appropriate and comparable instructional materials and staff training opportunities. Provide qualified teachers. Provide equal access to other district programs and services. Provide for parental involvement. Monitor the progress of students after program exit and reclassify students as needed. Evaluate the alternative program and revise as needed. Maintain student records.

5. 6. 7. 8. 9. 10. 11.

English As a Second Language Teacher's Guide, Louisiana Public Broadcasting, 1990, Baton Rouge, Louisiana Spring, 1991 - New Voices

51

School Alert
Immigrant Students' Right of Access In 1982, the U.S. Supreme Court filed in Plyler v. Doe that undocumented children and young adults have the same right to attend public primary and secondary schools as to U.S. citizens and permanent residents. As a result of this ruling, public schools are prohibited from:

Denying admission to school on the basis of a student's undocumented status; Treating undocumented students differently on the basis of their undocumented status when determining their residency; Engaging in any practice that may "chill" the right of access to public schools as established by Plyler v. Doe, such as allowing Immigration and Naturalization Service (INS) personnel on or within the vicinity of school property; Requiring students or parents to disclose or document their immigration status; Making inquiries of students or parents which may reveal their undocumented status; Requiring social security numbers of all students, which may reveal the undocumented status of students or parents.

If a child's school file should contain information revealing the student's undocumented status, the Family Educational Rights and Privacy Act (FERPA) and various state privacy acts prohibit schools from providing any outside agency - including the INS - with such information without first acquiring permission from the student's parents. In summary, public schools and their personnel are prohibited under Plyer v. Doe from adopting policies or taking actions that either deny or result in the denial of access of undocumented students to public schools on the basis of their undocumented status. Additionally, school personnel - especially building principals and those involved with student intake activities should be informed by the school superintendent that they are under no legal obligation to enforce U.S. immigration laws.

52

Board Policies
Child Abuse Under the provisions of Section 2151.421 of the Ohio Revised Code, teachers and other school personnel are required to report suspected cases of child abuse and neglect to the proper authorities. The requirement covers all children under the age of 18 and all handicapped children under the age of 21. The process for reporting suspected cases of child abuse and neglect is detailed in an administrative bulletin dated January, 1985, and distributed by the Director of Pupil Services. These rules and regulations shall be in strict compliance with the requirements of the Ohio Revised Code. Section 2151.421. Reporting Suspected Child Abuse and Neglect I. Child Abuse Neglect Statement The Akron Board of Education recognizes that child abuse and neglect are serious and growing problems nationally and in Summit County. The Akron School Board recognizes the legal mandate (Ohio Revised Code 2151.421) for all school personnel/authorities to report child abuse and neglect. Schools are and should continue to be safe places for children to learn and grow. Educators and other school employees are in a key position to identify when a child's safety is threatened and development impeded due to child abuse or neglect. Prompt and informed action on the part of school personnel may minimize damage to the bused or neglected child. The Akron School Board requires all professional and support personnel (teachers, counselors, secretaries, aides, custodians, administrators, psychologists, etc.) to report child abuse and neglect as outlined in this bulletin. II. Legal Requirements So that the problem of child abuse and neglect is handled effectively, everyone must report situations of child abuse and neglect. Ohio law encourages all persons to report such cases to Children Services Board or the appropriate law enforcement agency. However, the law specifically requires certain professionals to report. Among these are school teachers and school authorities. Section 2151.421 of the Ohio Revised Code states in part: "Any attorney, physician, including a hospital intern or resident, dentist, podiatrist, practitioner or a limited branch of medicine or surgery as defined in Section 4731.15 of the Revised Code, registered or licensed psychologist, speech pathologist, or audiologist, coroner, administrator or employee of a child day care center, or administrator or employee of a certified child care agency or other public or private children services agency, School Teacher, or School Authority, or social worker or person rendering spiritual treatment through prayer in accordance with the tenets of a well recognized religion, acting in his official or professional capability, having reason to believe that a child of less than 18

53

years of age or any crippled child under 21 years of age has suffered any wound, injury, disability, or condition of such a nature as to reasonably indicate abuse or neglect of such child, shall immediately report or cause reports to be made of such information to the Children Services Board or the County Department of Welfare exercising the Children Services function, or a municipal or county peace officer in the county in which the child resides or in which the abuse or neglect is occurring." III. Procedures for Reporting A. Any school employee who reasonably believes that a child has been abused or neglected shall report this fact immediately to the building principal or designee. However, teachers and other professional staff have a direct duty under the law to assure that a report is made directly to either the Children Services Board or to the Akron Police Department. If the teacher and the principal, to whom the teacher reports, agree that the case is one where there is a reasonable basis for belief that a child has been abused or neglected, then the teacher is justified in relying upon the report to be made by the principal, but only if the principal reports back to the teacher that he/she has a reasonable belief that the child has been abused or neglected and cannot rely upon an opinion of the building principal to the contrary. The building principal in such case must advise the Superintendent's designee immediately who is authorized to seek legal advice. Such advice, if obtained, will be shared with both principal and teacher. B. The principal or his designee shell immediately report abuse or neglect to the Children Services Board (379-1880) or to the Akron Police Department (375-2181). This report should be made by phone or in person and shall be made as soon as the abuse or neglect is brought to his/her attention. The following should be reported to law enforcement agencies first: 1. All incidents involving child sexual assault by non-related perpetrators not residing in the child's household. When a child is in imminent danger as a result of the sexual assault or detection thereof. Any incidents where there is suspicion that the child is being exploited for pornographic purposes or for prostitution.

2.

3.

Those cases to be reported to Children Services Board first include: Any cases where sexual contact involving a child has occurred and the incidents do not suggest immediate danger to the child. C. Cases of child abuse or neglect should also be reported to the Director of Student Services (330-761-2740). State law does not require the person reporting child abuse or neglect to have proof that abuse or neglect has occurred before reporting. In fact, waiting for proof may involve grave risk to the child. A report of child abuse or neglect indicates only that a

54

child may be an abused child, not that the parents are the abusers. Proof of abuse is not required from the reporter. Proving a case is properly left in the hands of police officials or Children Services Board investigators. Any doubt about reporting a suspected situation is to be resolved in favor of the child and the report made immediately. In the event that the school official is uncertain as to whether to report a case of child abuse or neglect because of unusual circumstances, a call should be placed to the Assistant to the Superintendent for Student Services who will assist in the final determination. The Assistant to the Children Services Board, Akron Police Department, and one of the Student Services Attendance Coordinators will be especially trained in matters of child abuse and neglect and will be available to consult with building principals or other school officials. Reports of abuse and neglect should contain sufficient information, oral or written, to locate the child and assess his/her safety. The report shall include: 1. Names and addresses of child, child's parents and/or person(s) having custody of child; Child's age and brief description of neglect and injuries, including any evidence of previous injuries, abuse, or neglect; The reporter's name and location' Any other information helpful to an investigation;

2.

3. 4.

A Child Abuse Report Form is to be completed and copies sent to the Children Services Board, the Akron Police Department, the Student Services Department, and one copy is to be kept at the school. Report forms are available in the school office. IV Immunity, Criminal Penalty, Privileged Communication, Confidentiality A. Immunity Section 2151.421 provides immunity to any person who reports in good faith and as required under the law from all civil or criminal liability for reporting. The law provides: "Anyone or any hospital, institution, school, health department or agency participating in the making of such reports, or anyone participating in judicial proceeding resulting from such reports shall be immune from any civil or criminal liability that might otherwise be incurred or imposed as a result of such actions." A report can be based on second-hand information if such information is reliable. The statute's intent is to promote reporting whenever there is a reasonable belief of danger to a child's well being, physical or mental. Any person making a report is protected from liability for reporting so long as the report is in good faith and the basis therefore is reasonable.

55

B.

Criminal Liability for Failure to Report Any person required to report is subject to criminal penalties under the Ohio Revised Code for failure to do so. Failure to report may result in a charge of a misdemeanor of the fourth degree. With this charge there is a penalty of a maximum of thirty (30) days imprisonment and/or maximum fine of $250.

C.

Confidentiality Ohio law requires that reports of child abuse or neglect be held confidential. No party to the investigation will make, permit or encourage the dissemination of any of the contents of any such report except to those official parties who are conducting the investigation.

V.

Definitions of Child Abuse and Neglect Neglected Section 2151.03 describes the neglected child as any child: A. B. Who is abandoned by his parents, guardian, or custodian; Who lacks proper parental care because of the faults or habits of his parents, guardian, or custodian; Whose parents, guardian, or custodian neglects or refuses to provide him with the proper or necessary subsistence, education, medical or surgical care, or other care necessary for his health, morals or well-being; Whose parents, guardian, or custodian neglects or refuses to provide the special care made necessary by his mental condition; Whose parents, legal guardian, or custodian have placed or attempted to place such child in violation of Section 5103.16 and Section 5103.17 of the Ohio Revised Code. A child who, in lieu of medical or surgical care of treatment for a wound, injury, disability, or physical or mental condition, is under spiritual treatment through prayer in accordance with the tenets and practices of a well-recognized religion is not a neglected child for this reason alone.

C.

D.

E.

56

Abused Section 2151.031 describes the abused child as any child who: A. Is the victim of "sexual activity" as defined under Chapter 2907 of the revised Code, where such activity would constitute an offense under the chapter, except that the court need not find that any person has been convicted of the offense in order to find that the child is an abused child; Is endangered as defined n Section 2919.22 of the Revised Code, except that the court need not find that any person has been convicted under that section in order to find that the child is an abused child; Exhibits evidence of any injury or death inflected other than by accidental means, or an injury or death which is at variance with the history given of it, except that a child exhibiting evidence of corporal punishment or other physical disciplinary measure by a parent, guardian, custodian, person having custody or control, or person in loco parentis of a child is not an abused child under this division if the measure is not prohibited under Section 2919.22 of the Revised Code.

B.

C.

VI.

Children Services Responsibilities Children Services Board caseworkers have the authority to investigate and interview children at school who are suspected of having been neglected or abused because of neglect or maltreatment at home. They can interview the child without parental permission. It is the caseworker's responsibility to inform the natural parents of the investigation. The source of the complaint is kept confidential. At the discretion of the caseworker, a school person whom the child identifies as a trusted adult may "sit in" on the interview. Children will not be removed from school by Children Services Board caseworkers unless the agency holds custody of the child or has received parental permission to do so. It will occasionally be necessary to remove children to prevent intimidation or further abuse by the perpetrator and/or the family. The Children Services Board caseworker may take pictures in order to document the neglect or abuse. Anyone requiring to report may take, or cause photographs to be taken, of areas of trauma visible on a child. When the school makes a written report to the Children Services Board, the Children Services Board shall complete an investigation of the situation and within two (2) weeks shall report directly back to the designated school person (usually the building principal) the status of the investigation.

VII. Akron Police Department The Akron police have the authority to investigate and interview children at school who are suspected of having been neglected or abused. This authority exists separately and independently from that of the Children Services Board. In such cases, an Akron police officer is free to question the child. An administrator or teacher should be present during such interview.

57

VIII. The Scope of Cases Concerning Suspected Child Abuse and Neglect The law requiring report of child abuse and the responsibility of the Children Services Board and the Akron police to investigate such reports is most easily understood in the context of the abuse of young children. Young children cannot be expected to defend themselves against abuse particularly where it arises in a home setting. It is for this reason that the law has extended unusual authority to those most likely to detect such abuse through the visible signs that accompany it. The educator in such cases acts as the child's protector and for the reason that the child's parent is unable or unwilling to provide such protection. This is not to say that a child who has reached his fifteenth birthday cannot be abused or neglected within the meaning of the law. However, in such cases, the abuse is probably attributable to the same criminal conduct that would apply in the case of an adult victim. Notwithstanding the duty to report child abuse, when the abuse has occurred in the case of a child old enough to understand that he is entitled to the protection of the law, then the right to question him becomes doubtful. Thus, in the case of a child who has reached his 15th birthday, the question of a right to interrogate based upon the authority to prevent child abuse may be doubtful. In such cases, the Superintendent or his designee must be consulted beforehand. IX. Further Information A thorough analysis of the law in this area has been prepared by counsel and should be reviewed and retained by each school principal in the office file.

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Sample Child abuse report form (obtain original from school office)

59

Community Resources
1. What resources are available to us?

Contact district ESL personnel International Institute 207 East Tallmadge Avenue Akron, OH 44310 330-376-5106 Dan Fleck, Consultant Ohio Department of Educational *Lau Resource Center Ohio Department Building 65 S Front St 6th floor Columbus, OH 43215 614-466-4109

* What Services Does The Lau Resource Center Provide? The purpose of the Lau Resource Center, a section of the Student Development Division, is to provide training and technical assistance to school districts enrolling limited English proficient (LEP) students.

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Culture
Cultural differences often cause interference, interruptions, and misunderstandings in American classrooms. There are cultural implications we need to be aware of in order to help the student succeed in the school environment. A Teachers Resource Guide of Language Transfer Issues for English Language Learners (Rigby, 2004) and other cultural materials are included in the ESL Handbook or are available through the ESL office for internet users. Cultural Differences In a multi-cultural setting a variety of behaviors may be manifested:

Some students may refuse to eat with their peers because they are not accustomed to eating with anyone but members of their own family. Some students may not feel comfortable eating with knives and forks since they are not accustomed to them. Some students wear clothing that differs from the style of the majority. Some students may have preference for certain foods and beverages. Others may have been taught not to touch certain foods or drinks because of religious commitments or family traditions. Some students will avoid direct eye contact with their teachers since in their culture the act of looking people directly in the eye may have a meaning other than an acknowledgement of listening. Some students tend to smile even when they are in disagreement with whatever is being communicated to them or when they are being reprimanded, since in their culture a smile is a gesture of respect that children are obliged to show their superiors. Some students may nod their heads to signify "Yes, I know that you are talking to me," but this does not necessarily mean "Yes, I understand what you are saying." Some students refuse, for cultural reasons, to participate in activities which require physical contact. Some students may not participate in extra-curricular activities or in P.E. classes (swimming, skating, track and field, etc.) since in their culture these activities are not considered part of learning. Some students will not answer unless they know the correct answer. An incorrect answer, a guess, means "losing face." Some students may not participate, or put up their hands voluntarily, but will respond willingly when invited to, since they come from a system where student participation has to be initiated by the teacher. Some students come from an exam-oriented system. They feel that their daily work is not important since the final exam will be their form of evaluation.

61

Some students may be absent from school on occasions when education appears to be secondary to other expectations of the family. For example, babysitting or attendance at ethnic festivals not recognized by the school system may be the reason behind a student's absence. Some students may frequently arrive late. Their attitude to time may be different from that of the school. Different behavioral patterns manifested by these students may be an indication of the trauma they are experiencing. Some students may appear uninterested or tired when they first enter the school system. This may be due to environmental adjustment, time, or system change. It may also be because they lack the skills of communication in English. Some students may be very quiet and cooperative in the classroom because their previous training has taught them to be cooperative and respectful to the teachers. This does not indicate that these students do not require additional help or attention from the teacher. Some students may be able to read a passage from the chalkboard when directed by the teacher but may not be able to read independently the same content on the printed page. This may be due to the fact that in their native language they have been taught to read from right to left or from top to bottom instead of from left to right as in English. Some students perceive the meaning of reading differently from others. For example, some students believe that reading is essentially an oral activity and will therefore read aloud automatically. Some students feel that written work is the most important part of the learning process. They pay little attention to the oral or related learning activities since they believe that learning involves copying and memorizing printed words from a text. Some students may not benefit initially when audio-visual equipment (Language Master, tape recorder, etc.) is used in the classroom. Until they have been shown the learning potential of such equipment they may feel that this material is more for play than for learning. Some students may behave somewhat aggressively on the playground. This could be the result of a misunderstanding that springs from the fact that they have not yet acquired language skills in English to allow them to understand or be understood.

Source: English as a Second Language/Dialect Resource Book for K-12. Province of British Columbia Ministry of Education.

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Appendix

63

School:

Akron Public Schools - Home Language Survey

Instructional programs for non-English or limited-English speaking students are available within the Akron City Schools. Information about the language background of each student is necessary to determine the possible need for language development assistance. When new students are enrolled, please have parents complete this form. Return the completed form to your teacher. Thank you.

Student Name: Date of Birth: Home Address: Home Phone:

Last

First

Middle

Grade: Sex: Male Female

Month

Day

Year

Age:

Work Phone: Yes No If NO, stop here.

Is there a language other than English spoken in the home? APS Student Number 1. 2. 3. 4. 5. 6. What was the first language spoken by your child? What language do the adults at home most often speak? Do you or your spouse read English? What other language(s) can you read? Student's place of birth:
City

Other language(s) spoken:

Yes

No

State

Country

Has the child attended school? (a) (b)

Country

Yes

No
City

Where?
State

How Long? How Long?

U.S.

City

State

7.

Has the child studied English? Yes No How many years? Where?
Country City State

8.

Is there information about your child's educational/medical history that you feel the school should

know about?

9.

Date first entered USA:

10. Date first entered English Speaking School: 11. Date first entered Akron Public Schools:

Parent or Guardian Signature

Date

64

ESL Student Information

Today's Date: School: Tutor: Student's Name: Last Student Number: Birth Country: Home Language: Sex: Mother: Siblings: Male Female First Date of Birth: Date first entered USA: Date first enrolled into APS: Date first entered English-Speaking School: Father: School: School: School: Middle Grade:

Special Education/Speech Referral? IEP? Yes No

Yes

No

Date:

Has the Student Been Retained?

Yes

No

Date: (revised 8/8/2005)

Return this form to the ESL Office, Ott SDC. Thank you.

ESL Student Information

Today's Date: School: Tutor: Student's Name: Last Student Number: Birth Country: Home Language: Sex: Mother: Siblings: Male Female First Date of Birth: Date first entered USA: Date first enrolled into APS: Date first entered English-Speaking School: Father: School: School: School: Middle Grade:

Special Education/Speech Referral? IEP? Yes No

Yes

No

Date:

Has the Student Been Retained?

Yes

No

Date: (revised 8/8/2005)

Return this form to the ESL Office, Ott SDC. Thank you.

65

ESL Enrollment Checklist

Current Date: Date of Birth: Students Name: Fathers Name: Home Address: Mothers Name:

Home Language: I-94 #

Proof of Address Immunization Records I-94 (or other proof of birth) School Records (if applicable) Emergency Card Lunch Application Home Language Survey Program Permission Physical Education Clothing Proficiency Test Waiver

School Time Schedule Code of Student Behavior Illness/Number to Call Office/Principal/Secretary/Counselor Others of Same Language Classroom Restrooms Building Tour Bus Pass Locker/Lock

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Previous Educational Experience:

Languages: Read Read Math Knowledge: Write Write Speak Years Studied: Speak Years Studied:

Dominant Language: Language(s) spoken at home: Is the student able to participate in Physical Education class? Will the student be returning to his/her native country? Yes Siblings (names and ages): Yes No

No If Yes, When?

Others within the home (name and relationship):

What hobbies does the student enjoy?

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Describe the lifestyle in the students native country (rural/urban/size of city/transportation systems/communication systems:

What are the students future plans (college/job/combination)?

Is there anything else the school should know?

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How to Grade an ESL Student

If an ESL student has not earned an A, B, or C; then the appropriate marking for that student is a P. P has been designated as the letter used for an ESL student. Teachers: When using the mark P for your ESL student, please write in the following notation: P = holding place for an ESL student until he/she is at the standard for this grade

Reading on Grade Level

Text
one word (labeling) Familiar object is cued by obvious picture. Sentence pattern repeats. Only one word changes per page. Initial consonants. Matches words with text. Pattern that repeats with one or two changes per page. First sight words (25-40). Initial consonants. Less pattern support. Basic sight words (30-60). Blends. Little or no pattern support. Simple story. Basic sight words (50-100) Rhyming/word families. Longer stories. Large type. Pictures still tell much of story. Compound words, endings.

Reader category

Text Support

Comparable Texts
taken from kindergarten list (Rigby Alphabet Starters) taken from kindergarten list (My Mama)

K
one phrase or sentence per page one or two sentences per page

Emergent DRA A-2 (June 1-2)

Emergent DRA 8-10 (November 3-6)

one or two sentences per page one to three sentences per page

taken from first grade list (Bears in the Night)

taken from first grade list (Just Like Daddy) taken from first grade list (Spooky Old Tree)

1
three to six sentences per page

Early DRA 12-16 (June 16-18) oral reading with comprehension

taken from first grade list (Henry and Mudge)

2
first chapter books (or difficult picture books)

Early DRA 18-22 (November 18-20)

smaller print

Pictures part of every page. Regular three-syllable words.

taken from second grade list (Amelia Bedelia)

Fluent DRA 24-28 (June 24-28) oral w/comp.

Pictures every so often. Harder threesyllable words from everyday speech.

taken from second grade list (Zack Files series)

Fluent DRA 30-38 (November 23-30) (June 34-38) oral w/comp.

easy chapter books

Few or no pictures. Some words not familiar from everyday speech.

taken from third grade list (Bailey School series)

Fluent Pass OPT Reading and DRA 40+ - oral w/comp.

longer chapter books

Few or no pictures. Increasingly challenging vocabulary and syntax.

taken from fourth grade list (Wayside School Stories)

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English as a Second Language

ESL Program: Mainstream Evaluation

TO: FROM: DATE:
This is to inform you that (student # effective ) is being mainstreamed from the ESL program .

Building Level Staff English as a Second Language Staff

A variety of factors influenced the decision to mainstream the student. Consideration was given to the student's ability to: Demonstrate competency in reading and writing on the standardized tests. Achieve a fluent-English-speaker (FES) designation on the Individualized Development English Assessment (IDEA) and Advanced on the MAC II test. Score proficient on the English Language Development Test mandated by the state (ELDA). Receive recommendations for mainstream from the classroom teacher and the ESL teacher.

has demonstrated the ability to succeed in a regular classroom. Although the student is being mainstreamed from the program, he/she will be reassessed periodically to insure continued classroom success.

PS/dds
Exit/Mainstream ESL Evaluation

pc:

permanent record file ESL office record file

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English as a Second Language

ESL Program: Student Observation

Student's Name Student ID # School: Use "YES" or "NO" to respond to the following statements: YES NO 1. Student exhibits good oral/aural comprehension skills at least 80% of the time. 2. Student exhibits good reading comprehension skills in reading group and in content area subjects. 3. Student expresses himself/herself well in academic as well as social settings. 4. Student has been mainstreamed into class with little difficulty. Grade:

YES

NO

YES

NO

YES

NO

Comments: Please state whether or not you feel kept in ESL class/tutoring. Be sure to include reasons.

should be

Signed:

Date:

Position: PS/dds
ESL Student Observation

pc:

permanent record file ESL office record file

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English as a Second Language

ESL Program: Exit Evaluation

TO: FROM: DATE: Building Level Staff English as a Second Language Staff

This is to inform you that (student # from the following ESL program: ESL Science ESL History is being exited effective

A variety of factors influenced the decision to exit the student. Consideration was given to the student's ability to:

Demonstrate competency in reading and writing on the OPT, Riverside off-grade tests, or CBE writing test. Achieve a fluent-English-speaker (FES) designation on the Individualized Development English Assessment (IDEA). Receive recommendations for exit from the classroom teacher and the ESL teacher.

has demonstrated the ability to succeed in a regular classroom. Although the student is being exited from the program, he/she will be reassessed periodically to insure continued classroom success.

PS/dds
Exit Mainstream ESL Science or History Evaluation (rev. 8/9/2005)

pc:

permanent record file ESL office record file

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English as a Second Language

Date:

Dear Parent or Guardian: no longer requires the support of an English as a Second Language (ESL) teacher! Your child is to be congratulated on the progress made in learning English. Sincerely,

ESL Teacher

Date

Principal

PS/dds
Exit ESL parent letter (rev. 8/9/2005)

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English as a Second Language

Fifth Grade Transition

Name School Parent Y/N

PS/dds
ESL Fifth grade Transition (rev. 8/9/2005)

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Conrad C. Ott Staff Development Center y 65 Steiner Avenue y Akron, Ohio 44301 (330) 761-1661 Fax 330.761.3252

Date:

Dear Parent or Guardian: We believe will benefit from additional help with English as a Second Language. ESL classes are provided at Jennings Middle School. Unlike other middle schools in Akron, Jennings is the only middle school where students are served by a full-time ESL teacher. For at least two periods each day, the ESL teacher provides intensive English instruction and is assisted by several bilingual interpreters. We encourage you to take advantage of ESL services for your child at Jennings. This opportunity will help ensure a more successful middle school experience. A free Metro bus pass will be provided. Please fill out the form below, sign it, and return it to your childs school. More information will be sent to you at a later date. If you have any questions, please feel free to call me at (330) 761-3114. Sincerely,

Paula Shafer, ESL Coordinator

Principal

ESL Teacher

Yes, I want my child to attend ESL classes at Jennings Middle School No, I do not want my child to attend ESL classes.

Parent or Guardian Signature

Date

Translated by:
Interpreter Signature
PS/dds ESL Jennings parent letter (rev. 8/9/2005)

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Conrad C. Ott Staff Development Center y 65 Steiner Avenue y Akron, Ohio 44301 (330) 761-1661 Fax 330.761.3252

Date:

Students Name: ESL Teachers Name: School:

I do not want my child, , to continue to receive English as a Second Language (ESL) support. I understand that the English as a Second Language tutor does not agree with this decision and believes that my child continues to need ESL support.

Parents Signature

Date

I have read the above statement to the childs parent in their first language, and I fully believe that they understand what they have signed.

Interpreters Signature

Date

PS/dds
ESL parent refusal letter (rev. 8/9/2005)

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Mileage Report
Beginning
Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day From From From From From From From From From From From From From From From From From From From From From From From From From From

and ending
To To To To To To To To To To To To To To To To To To To To To To To To To To Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles Miles

Page Total Name:

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Intradistrict Memorandum

To: From: Re:

ESL Tutors Paula Shafer, Coordinator Foreign Language/ESL Tutoring Schedule

Please fill out the schedule below and return this letter to me. Please remember to include student's name and grade, planning, travel, and lunch times. Thank you. Tutor Name:
Time School Student's Name/Grade

8:30 - 9:00 9:00 - 9:30 9:30 - 10:00 10:00 - 10:30 10:30 - 11:00 11:00 - 11:30 11:30 - 12:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 2:00 - 2:30
PS/dds ESL tutoring schedule (rev. 8/9/2005)

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Credits
Carnegie Credits Earned (Minimum) Grade Classification

0 - 2.9 3 - 7.9 8 - 12.9 13 - 18.0

9 10 11 12

With the class of 2001-2002, Senate Bill 55 has increased the number of credits required for graduation from 18 to 21. The following minimum criteria for classification of students toward graduation after September 15, 2001, are recommended:
Carnegie Credits Earned (Minimum)

Grade Classification

0 - 3.9 4 - 8.9 9 - 14.9 15 - 21.0

9 10 11 12

Beginning with the freshman class in the fall of 2000 (the graduating class of 2004), additional criteria for promotion must be met:

For promotion to grade 10, four (4) credits are needed; two of those credits must be in Language Arts, Math, Science, or Social Studies. For promotion to grade 11, nine (9) credits are needed; five of those credits must be in Language Arts, Math, Science, or Social Studies. For promotion to grade 12, fifteen (15) credits are needed; five of those credits must be in Language Arts, Math, Science or Social Studies.

The classifications give both students and parents an assessment of progress toward graduation and map an even progression in line with state mandates.

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State Proficiency Tests

Legislation, passed in July 1987, provides for the establishment of a statewide high school proficiency-testing program for Ohio's high school students. Tests will be administered in the areas of reading, writing, mathematics, citizenship and science to verify student achievement. The testing program will have its first impact on students who complete graduation requirements after July 10, 1993. To receive a diploma, students must pass the ninth-grade proficiency test and meet all curricular requirements established by the state and district boards of education. Testing will occur two times each school year and three times during the senior year. Students will have at least ten chances to pass the test. Students failing any portion of the OPT will be scheduled for a remedial class in the failed area. High School Exit Criteria OPT Reading/Writing ................................... District-wide OPT Science ................................................ North OPT Social Studies ...................................... North

If a student: passes OPT R/W he goes to a mainstream English class passes OPT R/W/C he goes to a mainstream Social Studies class passes OPT R/W/S he goes to a mainstream Science class If a student at another school were receiving ESL tutoring services, then those services would be discontinued as soon as the student passed the OPT R/W. Requirements For Graduation Subject Area English Mathematics Science Social Studies Health Physical Ed. Electives
(must include Technology or Foreign Language)

01-02 4 units 3 units 2 units 3 units units units 8 units 21 units 5

02-03 4 3 2 3 8 21 5

03-04 4 3 3 3 7 21 5

04-05 4 3 3 3 7 21 10th OGT

TOTAL UNITS Pass All Proficiency Tests Parts