ENGLISH LANGUAGE LEARNERS (ELL)

DISTRICT SELF-STUDY GUIDE

This Guide is designed to provide the district/building with a comprehensive overview of its practices and procedures. Please mark the answer by each statement that best describes your school district. In this district self-study guide, the term English Language Learners (ELLs) will be used instead of Limited English Proficiency (LEP). For definitions of terms please see attachments.

IDENTIFICATION

1. The district has a procedure to identify all students who have a primary or home language other than English. Please attach a copy of the procedures.	Yes	No
2. District staff is knowledgeable of the procedures for identifying students who have a primary language other than English.	Yes	No
3. School/district staff that works directly with parents and students in the identification of students, who have a primary of home language other than English, speak and understand the appropriate language(s).	Yes	No
4. Documentation regarding each student’s primary or home language is maintained in student’s file.	Yes	No

ASSESSMENT AND EVALUATION

5. The district assesses on a yearly basis the English language proficiency of all students identified as having a primary or home language other than English in the four language areas (oral/speaking, reading, writing, and listening).

Yes

6. The district conducts language proficiency assessments for students who have a primary or home language other than English, using:

6a. Formal assessments (e.g., tests).

Name of test(s) used:_________________________________________________

Yes

6b. Informal assessments (e.g., teacher interviews, observations).

Yes

7. Students who have a primary or home language other than English are assessed for language proficiency in their primary or home language.

Yes

8. The district has developed procedures to determine the effectiveness of its informal assessment procedures.

Please attach a copy of it.

Yes

9. The district has determined the level of English-language proficiency at which students are considered English proficient.

Please attach copy of description.

Yes

10. The district assesses ELL academic skills in relation to their grade or age level.

Name(s) of instrument(s) used to assess ELL academic skills:

Yes

11. ELL who have been in the U.S. for 3 consecutive years are tested in English in reading/language arts.

Yes

12. The district assesses ELL in the language and form most likely to yield accurate and reliable results.

Language(s) used:

Yes

13. The district uses the “Guidelines for the Inclusion of English Language Learners in Your District-wide Assessment Program” or similar documents to guide decision-making.

Yes

13a. Total number of ELL included in your district wide assessment

13b. Number of ELL included in the district wide assessment with

· NO accommodations

· With accommodations

Please attach documentation on accommodations used.

13c. Number of ELL NOT included in your district-wide assessment.

14. The district has established qualifications for individuals who administer language or academic assessments to ELL.

Yes

PROGRAM (e.g., ESL, Bilingual, etc.)

15. Programs are available for ELL at each grade level.

Yes

16. There are no substantial delays (e.g., more than 30 days) in placing ELL into an appropriate educational program.

Yes

17. There is coordination of curriculum between teachers for ELL and teachers in the regular program.

Yes

18. ELL in the high school program earn credits toward graduation.

Yes

19. Instructional materials are adequate to meet the English language and academic needs of ELL.

Yes

20. Parents are involved in the process of placing ELL in an appropriate educational program

Yes

21.The district has a system to evaluate the success of their ELL program.

Please attach a copy of the description of the evaluation plan.

Yes

22. Label the program(s) at each level or attach a copy of description.

Level	Program (See definitions)	Teachers with ESL endorsement	Paraprofessionals/aides
Elementary
Middle school
High school

STAFF

23. The district has established qualifications for teachers who teach ELL.	Yes	No
24. The district has established qualifications that the teachers' aides and/or paraprofessionals must meet.	Yes	No
25. The district has teachers with ESL endorsement to teach ELL.	Yes	No
25a. Number of ELL
25b. Number of teachers with ESL endorsement
26. The district provides high-quality professional development to classroom teachers and other district personnel.	Yes	No
26a. Number of mainstream teachers that participated.
26b. Number of ESL teachers that participated.
26c. Number of paraprofessionals/teacher aides that participated
27. The district provides training for interpreters and translators.	Yes	No
28. Professional development activities are designed to improve instruction and assessment of ELL; enhance teachers’ ability to understand and use curricula, assessment measures, and instructional strategies for ELL; are based on scientifically based research; and are of sufficient intensity and duration to have a lasting impact on teachers’ performance.	Yes	No
29. Teachers of ELL are fluent in English and, when appropriate, in any other language(s) used for instruction, including having written and oral communication skills.	Yes	No
30. The district has provided training to staff who administer, evaluate, and interpret the results of the assessment methods used.	Yes	No

EXIT CRITERIA

31. The district has established an exit criterion. Please attach a description of it.	Yes	No
How many ELL exit the program after: 31a. less than 1 year
31b. 1 to 3 years
31c. 3 to 5 years
31d. 5 years or more
32. The exit criteria ensures that ELL can: 32a. Speak English sufficiently well to participate in the district’s general educational program.	Yes	No
32b. Read English sufficiently well to participate in the district’s general educational program.	Yes	No
32c. Write English sufficiently well to participate in the district’s general educational program.	Yes	No
32d. Comprehend English sufficiently well to participate (meaningfully) in the district’s general educational program.	Yes	No
33. The district monitors the academic progress of ELL who have exited the program.	Yes	No
33a. Average years of monitoring
34. The school district determines whether ELL are performing at a level comparable to their English-speaking peers? Please attach documentation (e.g., disaggregated results from ITP)	Yes	No
35. The district has established procedures for responding to deficient academic performance of ELL. Please attach a copy of procedures.	Yes	No
36. ELL re-enter the alternative language program if they experience academic difficulties in the regular program. Please describe under what conditions.	Yes	No
37. Achievements, honors, awards, or other special recognition rates of ELL are similar to those of their peers.	Yes	No
37a. Percent of English-monolingual students in Talented and Gifted programs
37b. Percent of ELL in Talented and Gifted programs
37c. Percent of ELL in district

PROGRAM EVALUATION

38. The district conducts a formal evaluation of its program for ELL to determine its effectiveness. Please attach a copy of the report.	Yes	No
39. The district disaggregates data of ELL.	Yes	No
39a. grade retention	Yes	No
39b. graduation	Yes	No
39c. dropout rates	Yes	No
39d. gender	Yes	No
39e. English proficiency	Yes	No
39f. economically disadvantaged	Yes	No
39g. ITBS/ITED achievement levels	Yes	No
39h. multiple measures of academic achievement	Yes	No

Please attach copies of disaggregated data

EQUITABLE ACCESS

40. The quality of facilities and services available to ELL are comparable to those available to all other students.	Yes	No
41. The quality and quantity of instructional materials in the program are comparable to the instructional materials provided to all other students.	Yes	No
42. ELL participate in classes, activities, and assemblies with all the other students	Yes	No
43. ELL have access to the full school curriculum (both required and elective courses, including vocational education) while they are participating in the language program.	Yes	No
44. Counseling services provided to ELL are comparable to those available to all other students.	Yes	No
45. ELL have opportunities for full participation in special opportunity programs, (e.g., Gifted & Talented, Advanced Classes, Title I, Special Education programs, etc.)	Yes	No
46. ELL are not segregated while taking their classes	Yes	No
47. In general, ELL are integrated in classes such as P.E. music, arts, etc.	Yes	No

SPECIAL EDUCATION

48. The district utilizes procedures for identifying ELL who may be in need of special education services. Please attach copy.	Yes	No
49. The district’s procedures for identifying and assessing ELL for special education takes into account language and cultural differences. Please attach copy.	Yes	No
50. Testing instruments used to assess ELL for special education placement are valid and reliable for these specific students.	Yes	No
51. Persons who administer special education assessment tests to ELL are specially trained in administering the tests.