THE SCHOOL DISTRICT OF
MICHAEL J. BURKE
PALM BEACH COUNTY, FL
SUPERINTENDENT
FRANK
A. BARBIERI, JR., ESQ.
BOARD CHAIRMAN
February 23, 2022
OFFICE
OF
THE SUPERINTENDENT
3300 FOREST HILL BOULEVARD, C-316
WEST PALM BEACH, FL 33406-5869
PHONE:
561-649-6833 /
FAX:
561-649-6837
WWW.PALMBEACHSCHOOLS.ORG
KAREN M.
BRILL
BOARD
VICE CHAIR
MARCIA ANDREWS
ALEXANDRIA AVALA
BARBARA MCQUINN
DEBRA L. ROBINSON, M.D.
ERICA WHITFIELD
Bureau of Student Achievement through Language Acquisition
Florida Department of Education
325 West Gaines Street
444 Turlington Building
Tallahassee, FL 32399-0400
RE: Assurance Letter Regarding ESOL Compliance/District ELL Plan, 2022-2025
To Whom It May Concern:
This letter confirms that the teachers in Palm Beach County Public Schools are in compliance of applicable ESOL
training requirements or working towards them within the mandated timeframe.
In order to maintain compliance with all ESOL training requirements, The School District of Palm Beach County
provides online ESOL in-service for teachers, administrators, and guidance counselors needing ESOL compliance
work in order to fulfill training requirements.
The courses offered are as follows:
•
Methods of Teaching ESOL
•
Applied Linguistics
•
Cross Cultural Communication
•
ESOL Curriculum and Materials
•
Testing and Evaluation of ESOL
These ESOL components are offered three times per-year and are offered free of costs.
Michael J. Burke
Superintendent
MJB/KO/MP:sh
The School District of Palm Beach County, Florida
A Top High-Performing A-Rated School District
An Equal Opportunity Education Provider and Employer
3
Section 1: Identification (Rule 6A-6.0902, F.A.C.)
Enrollment Procedures and Administration of the Home Language Survey (HLS).
Describe the Local Education Agency (LEA) registration procedures to register English
Language Learners (Ells). Responses should include the following:
How do LEA procedures compare to those followed for non-Ells?
•
At the time of registration, all parents/guardians complete a Student
Enrollment/Registration form at their child's school which contains
the Home Language Survey:
1.
Is a language other than English used in the home?
2.
Did the student have a first language other than English?
3.
Does the student most frequently speak a language other
than English?
If any of the three questions are answered "yes", the school's ESOL
contact is notified by the registrar to determine if the student is in need
of a language assessment.·
Registration procedures are the same for all students. All parents must
complete the Student Enrollment/Registration form and the Home
Language Survey, as well as other pertinent student data and information.
The procedures differ in that parents are afforded assistance in their
native language by a trained Community Language Facilitator (CLF) or
bilingual staff member. In addition, the School District of Palm Beach
County has a Welcome Center intended to prevent barriers to enrollment
and to assist families with the registration process. Bilingual staff, as well
as school counselors, are available on-site to provide support to families
with a variety of needs including, but not limited to, registration, health
and social services, transcript review, and placement recommendations.
Into what languages are the HLS translated?
•
The Home Language Survey is translated into Spanish, Haitian
Creole, Portuguese, French, Arabic, Chinese (Mandarin), Russian,
and Vietnamese. Outside interpretation services are available for
other languages as needed.
4
How does the LEA assist parents and students who do not speak English in the
registration process?
•
Parents/guardians are provided a registration packet. Translated
versions of the registration form and general school information are
available, at minimum, in Spanish, Haitian Creole, and Portuguese, which
are the major languages represented in Palm Beach County. A
Community Language Facilitator (CLF) or bilingual staff member assists
with translating or interpreting documents related to registration,
transportation, free and reduced lunch program application process, and
other pertinent school information regarding enrollment procedures. For
less commonly spoken languages in our District, we contract with an
outside interpretation service for assistance. The District's Welcome
Center is available to parents/guardians to assist families with the
registration process.
How do you identify immigrant students?
•
Immigrant student information, along with the Date Entered into a US
School (DEUSS) is captured on the Student Registration form. The term
immigrant children and youth means individuals who are ages 3 through
21; and were not born in any state, the District of Columbia, or Puerto
Rico; and have not been attending one or more schools in any one or
more states for more than 3 full academic years. Based on this
definition, the student is coded with immigrant code "Y" in the Student
Information System (SIS).
How is Date Entered US School (DEUSS) obtained in the registration process?
Please include a link to your HLS.
•
At the time of registration, parents complete the Home Language Survey
(HLS), as well as questions regarding birthdate of student, country of birth,
and the DEUSS date - the month, day, and year the student entered
school in the United States (any of the 50 states and the District of
Columbia, excluding U.S. territories and possessions). If a student is
entering our schools from another district in Florida or state within the
U.S., records are requested from the previous school, and the original
DEUSS date is entered into our Student Information System. Student
Registration forms can be found at
https://www.palmbeachschools.org/students_parents/student_registration
5
Section 2: English Language Proficiency Assessment (Rule
6A-6.0902, F.A.C.)
1.
English Language Proficiency (ELP) Assessment
What is the title of the person(s) responsible for administering the ELP assessment of
potential ELLs in the LEA? (Check all that apply.)
□
Registrar
x ESOL Coordinator/Administrator
x Other (Specify) - ESOL Contact, Teacher, ESOL Instructional Specialist, Trained Test
Administrators
2.
Listening and Speaking Proficiency Assessment
List the Listening and Speaking (Aural/Oral) assessment(s) used in the LEA and
procedures followed to determine if a K-12 student is an ELL.
•
WIDA Kindergarten Screener, WIDA Screener, or any other State approved ELP
assessment
Describe the procedures to ensure that the Listening and Speaking assessment(s) are
administered within 20 school days of the student's initial enrollment.
•
Students with any "YES" responses are referred by the registration personnel to
the ESOL test administrator for further English language proficiency assessment.
Students with a "YES" response to ONLY question #1 (Is a language other than
English used in the home?) are temporarily placed in regular mainstream classes
until the programmatic assessment and the English language proficiency
assessment/parent interview are completed. Students with one or more "YES"
responses to questions #2 (Did the student have a first language other than
English?) or #3 (Does the student most frequently speak a language other than
English?) may be temporarily placed in ESOL classes until an English language
proficiency assessment is administered. The state-approved age and/or grade
level-appropriate test is used to assess students' aural/oral abilities. It is
administered to students K-12 within 20 days of entry. If a registration form with
affirmative answers indicates that a student is from another Florida county, the
student does not need to be reassessed for entry into the ESOL Program. Every
attempt is made to get the information from the sending county. In the event that
the information has not been received within the 20-day limit, the student will be
tested as a new entry using the Palm Beach County Home Language Survey
information. If the student has not been evaluated within 20 school days upon
enrollment, the reason for the delay must be documented, using the Delay in
Testing for ESOL Eligibility Parent/Guardian Notice (PBSD 2640). Schools must
provide the parent/guardian with this notice, including a plan for completing the
6
ELP assessment, in their preferred written language, when feasible. The Delay
in Testing for ESOL Eligibility Parent/Guardian Notice (PBSD 2640) will be
uploaded to the document tab of the Student Profile in Ellevation, and a copy
filed in the student's ELL folder.
Students in grades
K-2
scoring as fluent English Speaking on the
Listening/Speaking assessment results are determined to be proficient
English speakers (non-ELL: ZZ) and are not placed into the ESOL
Program, unless otherwise recommended by the ELL Committee.
(6A-6.0902)
Students in grades 3-12 who score as fluent English speakers on the
Listening/Speaking assessment and on the Reading and/or Writing assessments
are determined to be proficient English Speakers (non-ELL: ZZ) and are not
placed into the ESOL Program unless otherwise recommended by the ELL
Committee. (6A-6.0902)
All students who are not proficient on the Listening and Speaking
assessment, qualify for ESOL services and are coded as LY.
Students in grades 3-12 who score as fluent English speakers on the
Listening/Speaking assessment, but do not score proficient on the Reading
and/or Writing assessment qualify for ESOL services and are coded as LY.
Reading and Writing Proficiency Assessment
List the Reading and Writing assessment(s) used in the LEA and procedures followed to
determine if a student is an ELL in grades 3-12.
•
WIDA Screener or any other State approved ELP assessment
3.
ELL Committee
Describe the procedures used when the ELL Committee makes an entry (placement)
decision. What type of documentation is used to support these decisions?
•
Upon request of a parent or teacher, a student who is determined not to
be an English Language Learner (ELL) or any student determined to be
an ELL based solely on one Reading or Writing assessment, may be
referred to an ELL Committee. The parent is invited to the meeting via a
written letter and/or phone call or in-person communication. The parents'
preference as to whether a student is determined to be an ELL or not to
be an ELL shall be considered in the final decision and documented on
an ELL Committee form. The ELL Committee may determine a student
7
to be an ELL or not to be an ELL, according to consideration of at least
two (2) of the following criteria in addition to the entry assessment
results:
a.
extent and nature of prior educational or academic
experience, social experience, and a student
interview,
b.
written recommendation and observation by current
and previous instructional and supportive services
staff,
c.
level of mastery of basic competencies or skills in
English and heritage language according to local,
state or national criterion-referenced standards,
d.
grades from the current or previous years, or
e.
test results other than the entry assessment.
Section 3: Programmatic Assessment (Rule GA-6.0902, F.A.C.)
Academic/Programmatic
Assessment
Describe the procedures that have been implemented for determining prior academic
experience of
Ells.
Also, address the placement of
Ells
with limited or no prior school
experience(s) or whose prior school records are incomplete or unobtainable. Specify
actions taken to obtain prior school records. Include the procedures to determine
appropriate grade level placement for
Ells.
•
Schools make every effort to obtain records for students transferring from
other locations into Palm Beach County. Records are requested from the
sending school through phone calls, faxes, emails, and/or the U.S. Postal
Service. In some cases, records are either unobtainable or the student
has had little or no prior schooling. If records are unobtainable, the
student's academic history is determined through a parent/student
interview on the ELL Programmatic Assessment and Academic
Placement Review form. Students are then placed based on the
available information and age/grade appropriateness. School and/or
District personnel review the educational background of the student to
determine appropriate grade level, subject, and ESOL Program
placement. Parental input regarding educational background is taken
into consideration especially when transcripts, records, or report cards
are not readily available. This information is documented on the ELL
Student Programmatic Assessment and Academic Placement Review
Form and filed in the ELL folder.
8
Grade Level and Course Placement Procedures - Grades 9-12
Describe the procedures that have been implemented to determine appropriate grade
and course placement. Descriptions must include the process used for awarding credit
to
Ells
entering high school in 9
th
-12
th
grades that have completed credits in countries
outside of the United States, specifically addressing those students for which there is no
documentation.
•
Per 6A.6.0902 section 3-part b, "The school district shall award equal
credit for courses taken in another country or a language other than
English as they would the same courses taken in the United States or
taken in English. For foreign-born students, the same district-adopted
policies regarding age appropriate placement shall be followed as are
followed for students born in the United States."
Schools make every
effort
to obtain records for students transferring from
other locations into Palm Beach County. In some cases, records are
either unobtainable or the student has had little or no prior schooling. In
order to effectively place
Ells,
their academic abilities must be
determined exclusive of their English language proficiency or lack
thereof. School and/or District personnel review the educational
background of the student to determine appropriate grade level, subject,
and ESOL Program placement. Parental input regarding educational
background will be taken into consideration especially when transcripts,
records, or report cards are not readily available. This information is
documented on the ELL Student Programmatic Assessment and
Academic Placement Review Form and filed in the ELL folder.
Community Language Facilitators assist the students and their families,
when necessary, to ensure proper program/course placement. School
Board Policy and Administrative Directives provide flexibility to school
staff
in making academic placement decisions on behalf of students and
parents. Parents/guardians may appeal academic placement decisions
to the principal. For students who enter a Palm Beach County school
with a prior transcript, careful analysis will be done on the level and type
of courses the student completed in his/her country of origin.
Special care must be taken to ensure that
Ells
have full and equal
access to the entire and wide-range of courses offered at the high school
and that the placement of
Ells
in courses is not based on English
language proficiency. If the student does not provide an official
transcript, school personnel shall validate transfer credit(s) or grades,
which shall be based on performance during the first grading period the
student is enrolled. Validation of credits shall be based on performance
9
in courses at the receiving school. A student transferring into a school
shall be placed into the appropriate sequential course(s) and must have
a minimum grade point average of 2.0 per course at the end of the first
grading period the student is enrolled. Students who do not meet this
requirement shall have credits validated using the Alternative Validation
Procedure. The grade of P (Pass) is used when validating/granting
transfer credit for coursework when an official transcript or grades that
equate to those used in Palm Beach County cannot be obtained. It is
also used when P is specified on an official transcript. A grade of P is a
transcript grade only, not a report card grade. It gives credit for
coursework, but does not affect the Grade Point Average (GPA). The
student's custodial parent(s)/guardian(s) may appeal the placement
decision to the Superintendent or designee within fourteen (14) calendar
days of the principal's decision.
Explain the process for awarding credit to students transferring from other countries for
language arts classes taken in the student's native language and for foreign languages
the student may have taken (this may include English).
•
For students who enter a Florida school with a prior transcript, careful
analysis will be done of the level and type of courses the student
completed in his/her country of origin, keeping in mind that the grading
scale and grade level may differ from the traditional United States system
to which one is accustomed. The methodology and/or pedagogy used in
teaching some courses abroad may also impact the correct transferring
of the credit. An example is credits earned in English and the student's
heritage language. When awarding language arts credit, consider that
the heritage language courses, such as Spanish, French, or Japanese
would have incorporated literature, reading, and writing, much like
English/Language Arts in a Florida school. Conversely, the English
course a student may have taken outside of the United States in many
cases is taught as a foreign language. This means that the awarding of
credit in a Florida school may reverse itself and English would be
credited as the student's foreign language and the student's heritage or
native language course is recorded as an English credit. The following
link will assist with placement:
https://cdn5-ss14.sharpschool.com/UserFiles/Servers/Server_270532/File/ESOL/TranscriptGuide.pdf
What is the title of person(s) responsible for evaluating foreign transcripts? How are
they trained? How is documentation maintained?
10
•
Transcripts are evaluated by Certified School Counselors in each school.
Certified School Counselors are provided training through the
Department of Multicultural Education, in collaboration with the Division
of Teaching and Learning. Counselors are invited to attend professional
development opportunities offered by the Department of Multicultural
Education and led by a District ESOL School Counselor. Documentation
of professional development is maintained through sign-in sheets.
School counselors also receive support from their school-based
counseling chairperson, as well as the Counseling Program Planner.
When school staff have questions or need clarification, they are able to
contact the Department of Multicultural Education and/or District-based
guidance services specialists for assistance. The student's transcript
and Academic History Evaluation form are kept in the student's
cumulative folder after it is entered by the data processor.
Re-evaluation of
Ells
that Previously Withdrew from the
LEA
Describe the procedures used for re-evaluating
Ells
who withdraw from the LEA and
re-enroll. Specify the length of time between the
Ells'
withdrawal and re-enrollment
after which a new English language proficiency assessment is to be administered.
Include data reporting procedures.
•
LY students returning to Palm Beach County after an absence from
Florida or outside the United States of one year or more must be
reevaluated using a District-approved English Language Proficiency
Assessment. A reevaluation packet is completed and an ELL Committee
is convened to determine if the student will continue in or be exited from
the ESOL Program. The original HLS, entry, classification, and DEUSS
date remains the same.
LF students returning to Palm Beach County after an absence from
Florida or any other state in the United States are NOT retested. Any
remaining monitoring dates will be recorded.
LF students returning to Palm Beach County after an absence from the
United States of one year or more must be reevaluated using a
District-approved English Language Proficiency Assessment. If the
student tests proficient, any remaining monitoring dates will be recorded.
If the student does not test proficient, and requires services, an ELL
Committee will convene to reclassify the student as an LY. The basis of
entry is coded as L, and the status of the student is changed to R, but
the original HLS, entry, classification, and DEUSS date remains the
11
same.
For students new to the country, DEUSS date is the date of
enrollment, and the appropriate HLS, classification and entry must be
reported. DEUSS date can never be after the classification and entry
dates.
ELL Student Plan Development
Describe the procedures for developing the Student ELL Plan. Include the title(s) of the
person(s) responsible for developing the plan, and updating the ELL data reporting
elements. Also, include a description of when and how the plan is updated to reflect the
student's current services.
•
The ESOL Contact/Coordinator, along with the student's classroom
teacher, must fill out the Individual ELL Plan for each of their LY
Ells
upon entry to the ESOL Program and continue every year after as long
as the student is in the program. This plan is signed by the student's
classroom teacher(s) along with the ESOL coordinator/contact. The ELL
plan will be updated annually at the beginning of the school year and
when services change and must reflect the most current ELL Plan and
service. The ELL Plan indicates the student's instructional model, and
includes the date that appropriately identifies the oral/literacy level as
defined in the ELDC. The appropriate strategies and instructional
settings are provided for students based on their oral/literacy level and
indicated on the Individual ELL Plan. Additional information, such as
initial English Language Proficiency Assessment scores and current state
assessment data can be included on the ELL Plan.
Describe the elements of the plan (e.g., home-school communication, student
schedules and classes, progress monitoring, interventions, assessments and other
evaluations). What is the teacher's role in the development of the plan?
•
The elements of the student plan will include the student's name,
DEUSS date, and current ACCESS for ELL scores and/or state
assessment data. The plan will reflect the student's instructional model,
amount of instructional time or instructional schedule, documentation of
the use of appropriate ESOL strategies or supports, and a description of
all provided services. The teacher is notified of the aural/oral and
reading/writing competencies assessed. The student's academic
progress may be reviewed, and records from previous schools are
examined, if available. Student plan information will include previous
and current teacher input through interviews to gain information on
12
socialization and participation in the general classroom setting.
Please include a link to the ELL Student Plan.
https://drive.google.com/file/d/1AylG_aQjSo_V4UXHtgcGUZ0nQhlJfOzK/view
Section 4: Comprehensive Program Requirements and Student
Instruction
Instructional
Models
In addition to using required English for Speakers of Other Languages (ESOL)
strategies by teachers who teach
Ells,
what instructional model(s) or approach(es) are
used to ensure comprehensible instruction? Descriptions of each model can be found in
the current Florida Department of Education (FDOE) database manuals on the FDOE
website. (Check all that apply)
x Sheltered English Language Arts
x Sheltered Core/Basic Subject Areas
x Mainstream-Inclusion English Language Arts
x Mainstream-Inclusion Core/Basic Subject Areas
□
Maintenance and Developmental Bilingual Education
x Dual Language (two-way) Developmental Bilingual Education
Describe how the instructional models are used in the LEA. Address how the LEA will
monitor schools to ensure that instructional models are implemented with fidelity.
• ESOL Program services offered in the School District of Palm Beach
County are designed to assist
ELLs
in developing English language
proficiency while simultaneously developing their competencies in
academic content areas. Instructional models provide for
comprehensible instruction parallel to the mainstream curriculum (see
chart below). Presentation of concepts and materials is adjusted to
accommodate the learner's level of English proficiency using the State's
English Language Proficiency Standards. ESOL teachers are
encouraged to work collaboratively with mainstream teachers to provide
instructional consistency to meet the needs of each ELL. Schools have
basic ESOL teachers and accompanying resources based on budget
formula criteria.
Schools may choose an instructional model(s) that best meets the
individual academic needs of the students at their school. Each year,
13
schools submit a School wide English for Speakers of other Languages
(ESOL) Plan to outline implementation plans for their selected ESOL
models. This plan of action must be submitted by the principal and
approved by the Department of Multicultural Education. Models chosen
must be based on the needs of the English Language Learners served at
the respective school, centered on best practices for instruction of
English Language Learners, and supported by appropriate research.
Native language support, tutoring, and individual instruction are provided
when feasible in every delivery model, as needed. In addition, the
School-Wide ESOL Plan is used to measure effectiveness in meeting
student achievement goals.
Describe the process to verify that instruction provided to Ells is equal in amount,
sequence, quality, and scope to that provided to non-Ells.
•
Ells
receive instruction equal in amount, sequence, quality, and scope
through biannual ESOL Program profiles submitted by each school. The
profiles document the model(s) used in the school center, the courses
offered to
Ells,
the number of students in each class, and student
contact time for ESOL personnel, including Community Language
Facilitators and Bilingual School Counselors. Classroom walkthroughs
are conducted periodically to ensure curriculum and instruction is aligned
to state standards, and is comprehensible, equal, and comparable in
amount, sequence, quality, and scope as their non-ELL peers.
Program Options
Students Served
Definition
Sheltered Models
(S)
Self-Contained
Sheltered
Instruction
Newly arrived English
Language Learners (Ells)
with limited English
English Language Learners (Ells) are
grouped together and provided
comprehensible instruction in a separate
environment by an ESOL funded teacher. Only
recommended for students who have been in the
ESOL Program for two years or less.
14
Support Model
(M)
Collaborative
Instruction
Students ranging from newly
arrived
Ells
with limited
English to
Ells
that have
acquired basic English but
need additional support with
academic
English
Ells
are provided comprehensible instruction
in the mainstream classroom. An ESOL teacher
provides small group instruction focusing on
using ESOL strategies to meet the language
and academic needs of ELLs in the mainstream
classroom. ESOL funded teacher and
classroom teachers plan collaboratively to meet
the needs of
Ells.
Mainstream
Instruction
Ells
ranging from
limited
English speakers to
proficient English
speakers
Ells
are provided comprehensible instruction in
the mainstream classroom. The classroom
teacher uses ESOL strategies to meet the
language and academic needs of Ells.
Specific ESOL
Intervention
Ells
needing prescribed
support, tailored to a
unique need
Ells
are grouped by student specific needs
and provided a research-based intervention by
an ESOL funded intervention teacher. The
intervention is customized by school
leadership and must be used in conjunction
with another ESOL model.
Bilingual
Model(D)
Curriculum
Content in Home
Language
Ells
from
a
single language
background
Ells
from a single language background are
grouped for content (Math, Science, Social
Studies or Language Arts) instruction in the
home language provided by a bilingual
teacher that is proficient in the language of
instruction.
Dual Language-
One-Way
Immersion
Ells
from a single
language background
Ells
from a single language background are
instructed half in English and half in the home
language throughout the academic day.
Literacy instruction is provided in both
languages; other academic content has a
designated language of
instruction.
Dual Language
-
Two-Way
Immersion
Ells
from a single
language background are
grouped with non-
Ells
Ells
from a single language background are
grouped with fluent English speakers and are
instructed in another language for at least 50%
of the academic day. Literacy/language arts
instruction is provided in both languages; other
academic content has a designated language of
instruction.
How does the LEA determine if the instructional models are positively affecting student
performance?
•
The LEA determines if the instructional models are positively affecting
student performance through an annual review of ELP data.
Ells
15
academic performance is monitored throughout the year to ensure
academic and linguistic progress is being made. Administrative and
support staff reviews instructional models success through teacher
observations, ELL participation, attendance, grades, and statewide
assessment, specifically ACCESS for
Ells.
Teacher input is also
requested. If the instructional model does not show that positive student
performance goals are being met, then a different model may be
considered.
How are Ells assured equal access to all programs, services and facilities that are
available to non-Ells?
•
School-based personnel are responsible for ensuring that
Ells
have
equal access to all school programs, services, and facilities, and that
Ells
are afforded the same rights as their non-ELL peers. The
Department of Multicultural Education serves as an advocate for
Ells
and their families to ensure equal access and provide information and
training to school-based personnel, as well as families, regarding equal
access to all programs and services for
Ells.
In addition, a Master Board analysis is performed by school leadership
teams to ensure participation of
Ells
in various programs. Another way
to ensure the participation of
Ells
in these programs is through the
Principal Dashboard report. This report provides percentages of
ELL
student enrollment in relation to non-ELL participation. The District's
Student Progression Plan indicates that
Ells
must have equal access to
all programs within the District as applicable.
Describe the method(s) used in the LEA to document the use of ESOL instructional
strategies and how this is monitored.
•
Teachers' lesson plans document instructional strategies for ELL
students and are monitored by school administrators. Teachers are
encouraged to receive additional training in the areas of Differentiated
Instruction and ESOL strategies. Students are given support either
individually or in small groups, based on student need, in order to target
specific weaknesses identified through classroom and statewide
assessments. Instructional strategies are further monitored through
detailed notes on individualized student support and data, as well as
classroom observations and teacher interviews.
Monitoring of the instructional program for Ells may include:
•
Documentation of ESOL strategies in teacher lesson plans.
16
Review of Ells progress on state-approved, criterion referenced
achievement tests.
•
District created diagnostic assessments as well as the Assessing
Comprehension and Communication in English State-to-State for Ells
(ACCESS for
Ells).
•
Implementation of ELL Committee recommendations.
•
Periodic progress reviews using the English Language Development
Continuum and report card information.
•
Classroom walkthroughs to ensure comprehensible instruction and
teacher implementation of ESOL instructional strategies.
How does the LEA and school(s) verify the delivery of comprehensible instruction to
Ells?
•
Teachers are evaluated by school administration using the Palm Beach
Model of Instruction Classroom Teacher Protocols. A part of that system
includes providing evidence of planning and preparing for the needs of
English Language Learners (Domain 1).
Regional/Instructional Superintendents, school-based administrators,
District ESOL administrators, and/or school-based ESOL
Coordinators/Contacts may conduct reviews for the purpose of
monitoring the appropriateness of the students' programs. Such
reviews may include the following:
•
Monitor and review the student's level of performance in core areas:
English Language Arts, Mathematics, Science, and Social Studies, or
the equivalent courses using state approved Progress Monitoring
tools
•
Monitoring of the student's performance on statewide assessments
or norm referenced tests
•
Classroom observations
What safeguards are in place to ensure that all
Ells
are being provided equal access
to programs and receiving comprehensible instruction? Include the school and LEA
personnel responsible for ensuring comprehensible instruction.
•
Each year, schools submit a school-wide English for Speakers of other
Languages (ESOL) Plan to outline implementation. This plan of action
must be submitted by the principal and approved by the Department of
Multicultural Education. Schools conduct annual reviews of their ESOL
Program to determine effectiveness in meeting student achievement
goals.
17
The LEA participates in processes to ensure equal access to programs
and materials, such as instructional materials adoptions, student
progression plan, intervention plans, and professional development.
Regional/Instructional Superintendents, school-based administrators,
District ESOL administrators, and school-based ESOL
Coordinators/Contacts may conduct reviews for the purpose of
ensuring comprehensible instruction. Such reviews may include the
following:
•
Monitor and review the student's level of performance in core areas:
English Language Arts, Mathematics, Science, and Social Studies or
the equivalent courses using state approved Progress Monitoring
tools
•
Monitoring of the student's performance on statewide assessments or
norm referenced tests
•
Classroom observations
What progress monitoring tools are being used to ensure all
Ells
are mastering grade
level academic content standards, and benchmarks and the English Language
Development (ELD) standards? (Check all that apply)
x Student Portfolios
x Other Criterion Referenced Test (Specify) ACCESS for Ells, Alternate ACCESS,
Kindergarten ACCESS for Ells, WIDA Screener, LAS Links, FSA, FSAA, EOG
x Native Language Assessment (Specify) LAS Links (SP), Oral Reading Records (SP)
x LEA/school-wide assessments (Specify) District developed diagnostic tests, including
Palm Beach Performance Assessment, Unit Standard Assessment (USA), Florida
Standards Quiz (FSQ), Benchmark Assessments, Oral Reading Records Other
(Specify)
x Other (Specify) Technology-based assessments, such as i-Ready
Diagnostics/Assessments, Imagine Learning Benchmark, iStation ISIP, Achieve 3000
Levelset Test
Student Progression
Have the LEA's standards and procedures for promotion, placement, and retention of
Ells
been incorporated into the LEA's Student Progression Plan (SPP)? If no, where
can this information be found?
19
Describe how the Good Cause Policy is implemented in your LEA when
Ells
who
have been enrolled for less than two years (based on DEUSS) are exempted from
mandatory third grade retention. Include how parents or guardians are notified of
LEA good cause decisions.
•
As indicated in the District's Student Progression Plan, the
Superintendent may exempt students in Grade 3 from mandatory
retention for good cause if
Ells
have received less than 2 years of
instruction (based on DEUSS) in an ESOL Program. Decisions must be
made by an ELL Committee recommendation, including input from
parents, teachers, and support staff. Good Cause Exemptions for
Ells
are communicated to the parents in their native language.
Describe what role the ELL Committee has in the decision to recommend the
retention or promotion of any ELL and what documentation is used to support
these decisions.
•
In accordance with State Board of Education Rules 6A-6.0902,
6A-6.0903, 6A-6.0904, and 6A-1.09432(6) a student identified as an ELL
must meet the District levels of performance, as indicated on the Student
Progression charts available in the District's Student Progression Plan.
Promotion for an ELL shall be based on the student's academic
performance, regardless of the level of English Language proficiency.
Ells
must demonstrate literacy skills on grade level in either English or
their native language, when feasible.
Ells
may not be retained if they
are substantially below grade level in reading in English, but can
demonstrate grade level literacy skills in their native language.
Retention of an ELL requires the review and recommendation of the
ELL Committee and may not be based solely on lack of English
proficiency, demonstration of grade level content knowledge in English,
or on a score of any single assessment instrument. An ELL Committee
must meet to determine whether an ELL should be retained with
documentation on the English Language Learner (ELL) Report.
An ELL is required to meet student performance standards for the
appropriate grade level. However,
Ells
who have been in an approved
English for Speakers of Other Languages (ESOL) Program for less than
two complete school years should not be accountable to demonstrate
the standards in English. The Consent Decree and Title Ill requirement
is to measure the student's ability toward attainment of the standards,
20
regardless of whether that ability is demonstrated in English or the
student's home language.
For students in grades K-5, the Department of Multicultural Education
has prepared English Language Learners
(Ells)
Student Progression
Meeting Reports to assist elementary schools in determining if the
academic difficulties of
Ells
are the result of a language acquisition or
an academic deficiency. These grade-specific worksheets are designed
to reflect individual progress on the grade-appropriate Student
Progression chart. A completed report must be brought to an ELL
Committee meeting for each student who is being considered for
retention. The ELL Committee recommends whether an ELL should be
retained. Adequate progress, as defined in the ELL Plan and at least
one other criterion, shall be used by the Committee as grounds for
promotion. An ELL may be recommended for retention, if the ELL
Committee determines that the student has not progressed satisfactorily
and that the lack of progress is not based on language acquisition. The
recommendation is submitted to the principal's supervisor and the
Department of Multicultural Education for final approval.
Section 5: Statewide Assessment (Rule GA-6.09091, F.A.C.)
Statewide Assessment
Describe the process to ensure that all
Ells
participate in Florida
statewide assessment programs. Include how responsible staff is
trained to administer assessments and maintain documentation of the
following:
•
All
Ells
in Palm Beach County, regardless of their time in the ESOL
Program, participate in all applicable statewide assessments. The
District's Assessment department collaborates with the District's
Department of Multicultural Education to provide training and
information to school testing coordinators about the requirements for
ELL participation in statewide assessment programs. Accommodations
for
Ells
in the administration of statewide assessments must follow the
guideline as specified in the respective assessment manuals.
Statewide content area assessments:
•
All Ells will participate in statewide assessments. The LEA ensures that
all
Ells
participate in the statewide assessment program and are
provided appropriate testing accommodations. Each school's testing
coordinator is responsible for the assessment of
Ells
on their campus
and for providing the appropriate accommodations. ELL students who
21
are receiving services in an ESOL Program operating in accordance with
an approved ELL Plan, and who take the state mandated tests may be
offered accommodations. However, the exact combination of
accommodations to be offered to any particular student shall be
individually determined, considering the needs of the student and
recommendations of the student's team. The parents are notified of the
different testing accommodations in a letter.
ACCESS for Ells assessment:
•
Students coded LY by the first day of the ACCESS for ELL test
administration window are tested for language proficiency. The
Department of Multicultural Education, in collaboration with the District's
Department of Assessment, communicates with school testing
coordinators to ensure the appropriate information is provided for test
administration. In addition, information is also communicated through
District correspondence to provide guidance on accessing the WIDA
Secure Portal for participation in the applicable, required ACCESS for
Ells
test administrator training. Each school's testing coordinator is
responsible for ensuring the following:
•
All test administrators have completed the appropriate training(s).
•
All eligible
Ells
on their campus are assessed.
•
Appropriate accommodations are provided.
What is/are the title(s) of the school-level person responsible for ensuring and
documenting that
Ells
are provided appropriate testing accommodations (per test
administration requirements)?
•
Each school's testing coordinator is responsible for ensuring all
Ells
are
provided the appropriate assessment accommodations on statewide
assessments.
Describe how parents of
Ells
are notified of assessments and testing
accommodations. How does the LEA ensure that parents understand
Florida's statewide assessments, policies, mandates and student
outcomes?
•
Prior to the assessment dates, parents are notified of all statewide
testing policies and mandates in a language they can understand, when
feasible. A letter is sent to parents of
Ells
explaining the allowable
testing accommodations. Parents are notified of outcomes on
assessments through individualized student score reports which indicate
the performance level of the student, as well as interpretive guides.
These guides are available in multiple languages. Parent/teacher
conferences may be convened with a translator present if needed, by the
22
parent or teacher to discuss the assessment policies, mandates, and
results.
Please provide links to communications in parents' languages.
•
ACCESS for
Ells
Parent Information:
https://www.fldoe.org/accountability/assessments/k-12-student-
assessment/access-for-ells.stml
• Assessment Accommodations Parent Letters:
https://www2.palmbeachschools.org/formssearch/pdf/1939.pdf
https://www2.palmbeachschools.org/formssearch/pdf/1939SP.pdf
https://www2.palmbeachschools.org/formssearch/pdf/1939CR.pdf
https://www2.palmbeachschools.org/formssearch/pdf/1939PO.pdf
Section 6: English Language Proficiency Annual Assessment (Rule
6A-6.0903, F.A.C.)
Describe the procedures to determine if
Ells
are ready to exit the LEA's ESOL
program. Include exiting procedures for all language domains (listening, speaking,
reading and writing), grade-specific academic criteria and data reporting of status
change.
• According to Rule 6A-6.0903, requirements for Exiting English Language
Learners from the ESOL Program,
Ells
shall be considered English
language proficient and exited from the ESOL Program upon obtaining the
following:
Grades K-2 requires scores from one assessment (Basis of Exit Code: H)
•
ACCESS for
Ells
2.0 - proficient score (Level 4+) in reading and overall
composite
•
Alternate ACCESS for Ells - proficient score
(
P1) overall composite
Grades 3-9 requires scores from two assessments (Basis of Exit Code:
I)
• FSA ELA or FSAA
Level 3 or higher
AND
•
ACCESS for
Ells
2.0 - proficient score (Level 4+) in reading and overall
composite
OR
Alternate ACCESS for
Ells -
proficient score (P1) overall
composite
Grades 10-12 requires scores from two assessments (Basis of Exit Code: J)
• FSA ELA or FSAA
Level 3 or higher
OR
• Proficient Reading/Writing scores on at least one of the following:
23
SAT Evidence-Based Reading and Writing (EBRW).?. 480 (as of SY22)
ACT English and Reading subtests (average) 18 (as of SY22)
AND
ACCESS for
Ells
2.0 - proficient
score (
4) in reading and overall
composite OR Alternate ACCESS for
Ells -
proficient score (P1) overall
composite
Students meeting state established proficiency criteria will be exited at the District
level over the summer. Exited students are identified by an ELL Status of LF in
SIS. Following exit from the program, the academic progress of LF students is
monitored for two years.
Students may be considered for exit at their scheduled re-evaluation date, or
any time prior to that date, if exit requirements are achieved. School personnel
or parents may request an ELL Committee at any lime to determine whether a
student is eligible to exit the ESOL Program.
A copy of the Student Meeting Report and the Parent Notification of Exit or
Continuation will be provided to any parent/guardian in attendance or sent home
to any parent who did not attend the ELL Committee meeting to inform him/her
of the decision to extend or exit ESOL Program services. The documents will be
in the parent's preferred written language, whenever feasible.
What is the title of person(s) responsible for conducting the exit assessments described
above? (Check all that apply.)
x School/LEA based testing administrator
x ESOL Teacher/Coordinator
□
Other
(Specify)
_
When is an ELL Committee involved in making exit decisions? What criteria are used by
the Committee to determine language and academic proficiency?
•
If assessment results do not fully capture the student's academic or
linguistic needs, an ELL Committee may be convened where input from
parents, teachers and support staff is discussed and placement decisions
made. An ELL Committee may. recommend that the student be exited
with consideration of data other than statewide assessments, such as
student portfolios or alternative evaluations. An ELL Committee can also
meet to exit a student from the ESOL Program if there is sufficient
evidence to indicate that English Language Proficiency is not the issue
interfering with the student achieving proficiency either on the Statewide
English Language Proficiency exam or the Statewide Academic
24
Assessment. The student may have another documented disability that
is being met through an IEP or other student plan. Regardless of reason
for exit, an ELL Committee would review the student's academic and
English language proficiency record and document at least two of the five
criteria listed below to exit a student:
•
Extent and nature of prior educational or academic experience,
social experience, and a student interview
•
Written recommendation and observation by current and
previous instructional and supportive services staff
•
Level of mastery of basic competencies or skills in English and
heritage language according to local, state, or national
criterion-referenced standards from the current or previous years, or
Test results other than the entry assessments
Describe the procedures if an
ELL
meets exit qualifications in the middle of a grading
period.
•
Although
Ells
usually exit the ESOL Program when exit criteria is met
through assessment,
Ells
can be referred for exit at any time during the
school year. Since ACCESS for
Ells
and FSA ELA data is normally
used as the instruments to make the exit decisions, and this data is
typically received during the summer, any exit decisions made in the
middle of a grading period or school year would require an ELL
Committee decision based on a current data analysis and student
evaluations. A current English language proficiency assessment will be
given, as well as review of report card grades, benchmark test scores
and portfolio data. Stakeholder input from parents, teachers and support
staff will also be requested. The exit code will be L, and the student
code will change from LY to LF.
Section 7: Monitoring Procedures (Rule 6A-6.0903, F.A.C.)
During the required two-year monitoring period, what is the title of person(s) responsible
for:
Conducting the follow-up performance of former Ells?
•
Classroom teachers, ESOL Coordinators/Contacts, and/or School Counselors
Updating the student ELL plan?
•
Classroom teachers, ESOL Coordinators/Contacts, and/or School Counselors
25
Reclassification of ELL status in data reporting systems?
•
Department of Multicultural Education Staff
What documentation is used to monitor the student's progress? (Check all that apply)
x Report Cards
x Test Scores
x Classroom Performance
x Teacher Input
□
Other
(Specify)
_
What are the procedure(s), including possible reclassification, that are implemented
when the academic performance of former
Ells
is not on grade level?
•
The ELL Committee (including parent/guardian) identifies students
that are making inadequate academic progress after being exited
from the ESOL Program, but are still within their 2-year monitoring
period. An ELL Committee report form detailing the reasons for
reclassification must be filled out and signed by all in attendance.
Before considering reclassification, the Committee must determine if
the
student's academic deficiencies are due to limited English
proficiency and premature exit.
A student can be reclassified into
the ESOL Program if it is deemed necessary.
The steps necessary to successfully reclassify a student are as follows:
•
Convene ELL Committee meeting to determine whether the student
will be reclassified into the ESOL Program. An ELL Committee
Meeting Parent Invitation must be sent to the parent/guardian a
minimum of ten (10) days prior to the meeting date.
•
During the meeting, review all student data that has initiated the
concern and possibility of reclassification. ELL Committee Student
Meeting Report must be signed by all in attendance. Parent/guardian
must be given notification of meeting outcomes, if they were unable to
attend the ELL Committee meeting.
•
Following the ELL Committee meeting, administer and score all
domains of the English Language Assessment.
•
Schools will submit a Reclassification form to request a meeting with
a representative from the Department of Multicultural Education.
o
Upon communicating with the Department of Multicultural
Education, convene follow-up ELL Committee meeting to
discuss results of Language Assessment, reclassification into
the ESOL Program, and/or other determination. An ELL
Committee Meeting Parent Invitation must be sent to the
parent/guardian a minimum of ten (10) days prior to the
26
meeting date. Parent/guardian must be given notification of
decision to reclassify if they were unable to attend the
ELL
Committee meeting.
•
All SIS data entries for reclassification will be entered by the
Department of Multicultural Education.
•
The
ELL
Committee recommendations (Student Meeting Reports) are
placed inside the student's
ELL
folder.
Compliance of ELL Plan and Student Performance
Describe LEA internal procedures for monitoring the ESOL Program for compliance and
student academic performance.
•
The District monitors the ESOL Program for compliance and student
academic performance through the following measures:
• ESOL
Profiles
o
ESOL School-Wide Implementation Plans
o
Student Information/Data Reports
o
ELL Folders/Files
o
Individual ELL Plans
o
Statewide Assessment Data
o
English Language Development Continuum (ELDC)
o
Report Card Monitoring
o
ESOL Certification and Training Records
How do school sites, parents and stakeholders have access to the approved District
ELL Plan?
•
The District ELL Plan is reviewed by our District's Parent Leadership
Council for review, input, and approval. All feedback contributed by the
District PLC is integrated into the plan prior to their approval. A link to
the current approved District ELL Plan is made available on our
District's website. Translation is available to parents and stakeholders
upon request.
How does the LEA ensure that schools are implementing the District ELL Plan?
•
The District ensures that schools are implementing the District ELL Plan
in several ways. Program models are reviewed in each school through
ESOL Profiles and/or School-wide ESOL Plans. This provides the District
with the instructional model, the number of students in each school (LY
and LF), the services provided, and by whom the services are provided.
Monthly time task calendars are provided to schools which include tasks
27
and procedures necessary for program effectiveness. Schools submit
verification of task completion on a monthly basis. Additionally,
attendance at monthly meetings, provided by the Department of
Multicultural Education, is required for all ESOL Coordinators/Contacts.
During these meetings, pertinent information is disseminated and
professional development is provided on best practices for
Ells.
Section 8: Parent, Guardian, Student Notification and Rights
Describe the procedures used and provide a link to the notice to parents of an ELL
identified for participation in a language instruction educational program. Per the Every
Student Succeeds Act and per state board rule, this notice must delineate:
1. the reasons for the identification of their child as an ELL and the need for the
child's placement in a language instruction educational program;
2. the child's level of English proficiency, how such level was assessed, and the
status of the child's academic achievement;
3. the methods of instruction used in the program in which their child is, or will be,
participating and the methods of instruction used in other available programs,
including how such programs differ in content, instructional goals, and the use of
English and a native language in instruction;
4. how the program in which their child is, or will be, participating will meet the
educational strengths and needs of their child;
5. how such program will specifically help their child learn English and meet
age-appropriate academic achievement standards for grade promotion and
graduation;
6. the specific exit requirements for the program, including the expected rate of
transition from such program into classrooms that are not tailored for
Ells,
and
the expected rate of graduation from high school (for students in high schools);
7. in the case of a student with a disability, how such program meets the objectives
of the individualized education program of the student; and
8. information pertaining to parental rights that includes written guidance-
a.
detailing the right that parents have to have their child immediately
removed from such program upon their request;
b.
detailing the options that parents have to decline to enroll their child in
such program or to choose another program or method of instruction, if
available; and
c.
assisting parents in selecting among various programs and methods of
instruction, if more than one program or method is offered.
•
The Home Language Survey (HLS) on the registration form must be
completed for all students when they first enter a Palm Beach County
public school. If one or more of the HLS questions is checked "yes"
28
during registration, the student must be tested for ESOL services. School
personnel have 20 school days to administer the appropriate English
Language Proficiency (ELP) assessments.
Once the ELP assessment is administered, the score is analyzed to
determine whether the student qualifies for ESOL services. If applicable,
school staff will review all incoming records, as well as the language
and/or reading/writing tests to determine proper program placement.
Parents will be notified of program placement via the Notification of Initial
English Language Program Placement letter in their preferred language (if
feasible). The letter notifies the parents of ESOL Program placement, the
ESOL Program, services provided, and exit criteria. In addition, parents
have the option to decline the instructional model provided by the
program. A signed copy of this form is kept in the student's ELL folder.
Parents of English Language Learners receive information regarding
grade promotion and graduation through communication from schools,
the District's Student Progression Plan, and the District's webpage:
https://www.palmbeachschools.org/cms/one.aspx?portalId=270616&pageI
d=6819227
For English Language Learners with a disability, schools work in
collaboration with the Exceptional Student Education Department to
ensure the academic goals are addressed through the program services
provided.
Describe the procedures used by school personnel to provide assistance to parents or
guardians of
Ells
in their home language.
•
To communicate with all language groups represented in Palm Beach
County, personnel are available to provide assistance at each school.
All written and oral communications between school personnel and
parents of
Ells
are to be in the parents' primary language, whenever
feasible.
The District has provided school centers with Community Language
Facilitators (CLFs) to improve parent/school participation and
communication. Community Language Facilitators are available to serve
in each school with 15 or more active
Ells
of the same home language
background whenever feasible. Bilingual District personnel are available
to assist schools with less than 15
Ells
of the same home language,
29
when
feasible.
Primary language communication to parents/guardians is accomplished
with the help of Community Language Facilitators, bilingual school/district
staff, District translators, over-the-phone interpretation, and online
translation services. The Department of Multicultural Education has also
translated school forms and letters into Spanish, Haitian Creole, and
Portuguese. Spanish, Haitian-Creole and Portuguese translators are
available at the District level to assist schools and departments in
translating documents, policies, handbooks, student services
correspondence, legal correspondence, transcripts, school calendars,
registration forms, and other pertinent information that is used on a
District-wide basis. District translators also provide assistance to
language minority families who conduct school business at the District
administrative center. Meetings with Spanish and Haitian Creole media
representatives and other multicultural community organizations,
churches, agencies, and businesses are held to discuss issues which
can be addressed collaboratively and distributed to the community.
Describe parent outreach activities that inform parents of how they can be involved in
their children's education and how they can assist their children to learn English and
meet state academic standards.
• The Department of Multicultural Education employs a specialist who uses
the most current research and data to provide schools, parents/guardians,
and community organizations with special programs that promote parent
and community participation. These programs are presented at individual
schools, community or church organizations, and through school and
District parent organizations. Parents participating in the Parent
Leadership Council(s) receive training and orientation regarding the
District's ESOL Program and monitoring procedures. ELL
parents/guardians are encouraged to participate in the School Advisory
Council (SAC), the District Parent Leadership Council, Parent Engagement
Nights, and other school/District committees. Parents/guardians are
notified of upcoming events in their home/native language, when feasible,
and receive home/native language interpretation services at these events,
when feasible.
Check the school-to-home communications that are sent by the LEA or school to
parents or guardians of
Ells
that are in a language the parents or guardians can
understand. (Check all that apply. Please provide links to all boxes checked.):
x Results of language proficiency assessment
Notification of English Language Program Continuation-EN
30
Notification of English Language Program Continuation SP
Notification of English Language Program Continuation HC
Notification of English Language Program Continuation PR
x Program placement
Notification of Program Placement EN
Notification of Program Placement
SP
Notification of Program Participation HC
Notification
of Program Placement
PR
x Program delivery model option(s)
Notification of Program Placement EN
Notification of Program Placement
SP
Notification of Program Participation HC
Notification
of Program Placement
PR
Notification of English Language Program Continuation-EN
Notification of English Language Program Continuation SP
Notification of English Language Program Continuation HC
Notification of English Language Program Continuation PR
x Extension of ESOL instruction
Notification of English Language Program Continuation-EN
Notification of English Language Program Continuation SP
Notification of English Language Program Continuation HC
Notification of English Language Program Continuation PR
x Exit from ESOl program
Notification of English Language Program Exit-EN
Notification of English Language Program Exit-SP
Notification
of English Language
Program
Exit-PR
Notification of English Language Program Exit-HC
x Post-reclassification of former
Ells
monitoring
LF 1st Post Exit Monitoring Form
LF 2nd Post Exit Monitoring Form
LF 3rd Post Exit Monitoring Form
LF 4th Post Exit Monitoring-Exited by ELL Committee Form
x Reclassification of former Ells
ELL Committee Meeting Parent-Guardian Invitation Letter-EN
ELL Committee Meeting Parent-Guardian Invitation Letter-SP
31
ELL Committee Meeting Parent-Guardian Invitation Letter-HC
ELL Committee Meeting Parent-Guardian Invitation Letter-PO
x State and/or LEA testing
https://www.palmbeachschools.org/students_parents/student_testing
x Accommodations for testing (flexible setting)
PBSD 1939 English Language Learner Notification of Assessment Accommodations ENG
PBSD 1939 English Language Learner Notification of Assessment Accommodations SP
PBSD 1939 English Language Learner Notification of Assessment Accommodations HC
PBSD 1939 English Language Learner Notification of Assessment Accommodations PO
x Annual testing for language development
https://www.palmbeachschools.org/students_parents/student_testing/access_for_ells_paper
https://www.palmbeachschools.org/students_parents/esol/esol_program_information/a_c_c_e_s_s_for_e_l_ls
Growth in language proficiency (Listening, Speaking, Reading, Writing)
Exemption from FSA in ELA for Ells with DEUSS less than one year
x Retention/Remediation/Good Cause
https
://www2.
palmbeachschools.org/formssearch/pdf/2182.pdf
https://www2.palmbeachschools.org/formssearch/pdf/2183.pdf
https
://www2.
palmbeachschools.org/formssearch/pdf/2184.pdf
https://www2.palmbeachschools.org/formssearch/pdf/2185.pdf
https://www2.palmbeachschools.org/formssearch/pdf/2186.pdf
https://www2.palmbeachschools.org/formssearch/pdf/2187.pdf
Transition to regular classes or course change
x Invitation to participate in an ELL Committee Meeting
https://www2.palmbeachschools.org/formssearch/pdf/1510.pdf
https://www2.palmbeachschools.org/formssearch/pdf/1510PO.pdf
https://www2.palmbeachschools.org/formssearch/pdf/1510CR.pdf
https://www2.palmbeachschools.org/formssearch/pdf/1510SP.pdf
ELL Committee Meeting Parent-Guardian Invitation Letter-EN
ELL Committee Meeting Parent-Guardian Invitation Letter-SP
33
x Invitation to participate in the Parent Leadership Council (PLC)
2022 District PLC Spanish
2022 District PLC Portuguese
2022 District PLC
Haitian Creole
2022 District PLC
English
x Special programs such as Gifted, ESE, Advanced Placement, Dual Enrollment, Pre-K,
Career and Technical Education, charter schools, and student support activities
https://www.palmbeachschools.org/students_parents
x Free/reduced price lunch
https://www.myschoolapps.com/Home/PickDistrict
x Parental choice options, school improvement status, and teacher out-of-field notices
https://www.palmbeachschools.org/students_parents/school_choice
REPORTING OF OUT-OF-FIELD TEACHERS TO PARENT/GUARDIAN
x Registration forms and requirements
https://www.palmbeachschools.org/students_parents/student_registration
x Disciplinary forms
https://www2.palmbeachschools.org/formssearch/pdf/0279.pdf
https://www2.palmbeachschools.org/formssearch/pdf/0279CR.pdf
https://www2.palmbeachschools.org/formssearch/pdf/0279PO.pdf
https://www2.palmbeachschools.org/formssearch/pdf/0279SP.pdf
x Information about the Florida Standards and the English Language
Development (ELD) Standards
https://www.palmbeachschools.org/students_parents/esol
x Information about community services available to parents
https://www.palmbeachschools.org/students_parents/volunteer
□
Information about opportunities for parental involvement (volunteering, PTA/PTO,
SAC)
https://www.palmbeachschools.org/students_parents
□
Report Cards*
34
https://www.palmbeachschools.org/cms/one.aspx?portalId=270616&pageId=6819227
□ Other (Specify) Spanish Standards Based Report Card
https://www.palmbeachschools.org/cms/One.aspx?portalld=270616&pageld=6937254
*If report cards are not available in other languages, please describe how the academic
progress of an ELL is communicated to parents/guardians.
•
Report cards are provided in English, Spanish, Haitian-Creole, and
Portuguese. Bilingual school-based and/or District staff, as well as
over the phone interpretation services, are available to communicate
with parents/guardians of other languages regarding report cards.
Section 9: The Parent Leadership Council {Rule 6A-6.0904, F.A.C.)
What type(s) of Parent Leadership Council (PLCs) exist in the LEA? (Check all that
apply. Please provide links to agenda membership and meetings.)
x LEA Level
x School Level
Please address the functions and composition of the PLC:
• The goals of the PLC are to acquaint parents of
Ells
with school
personnel and services available at the individual school sites; provide
parents of
Ells
with an opportunity to take an active role in the
decisions that affect the education of their children and to consult with
school personnel and give input on goals related to the program. The
District PLC is composed of the majority of parents of current and
former
Ells,
as well as classroom teachers, curriculum specialists
and ESOL resource teachers. Community leaders and ELL advocates
are also invited to participate as members. Council members receive
information about various organizations, committees, and volunteer
opportunities available at the school level in order to encourage more
active participation and to empower them to recruit other language
minority parents. The District PLC makes recommendations for the
District ELL Plan, and reviews policies which are instrumental in the
approval process.
The PLC is "composed in the majority of parents of limited English proficient students."
If the PLCs in the LEA do not meet this condition, explain why and when compliance
with the rule is expected.
•
N/A
35
How does the LEA involve the PLC in other LEA committees?
• The District involves the PLC by informing and encouraging them to serve
on committees both at the District and school levels. District committees
include, but are not limited to, the District ELL Plan Committee, the
Boundaries Committee, and the School Calendar Committee. In addition,
they are educated on committees available at the school level, such as
the School Advisory Council, PTA and PTO, and numerous volunteer
opportunities.
How is the LEA PLC involved in the development of the District ELL Plan?
•
The LEA PLC provides input during the development of the ELL Plan and
reviews the final District ELL Plan at a scheduled PLC meeting. Translators
are available to provide language assistance and clarification. PLC
members may request an emailed version of the plan if they cannot attend
the meeting. Parental feedback is encouraged and will be addressed in
subsequent meetings, if necessary. Upon completion of the review by the
members of the PLC, the Chairperson signs and approves the District ELL
Plan.
36
Does the LEA PLC approve of the District
ELL
Plan? x Yes
□ No
If no, please provide explanation for PLC's non-approval.
37
Section 10: Personnel Training (Rules 6A-6.0907 and 6A-1.0503,
F.A.C.)
Describe how Category I teachers responsible for the English Language Arts and
intensive reading instruction of ELLs who are required to obtain the ESOL
endorsement/certification are notified of training requirements and opportunities. Include
title of person(s) responsible for issuing the notifications and how the process is
documented.
• On a yearly basis, teachers are notified if they do not meet the ESOL
compliance requirements for their current teaching position. The District's
Student Information System (SIS) monitors student schedules, student
ELL status, and the assigned teacher's ESOL inservice records. If a
teacher has an ELL and does not have the proper ESOL coverage an
out-of-compliance email is generated by the Department of Certification.
The teacher is notified by email of their out-of-field status, principals and
School Board members are also notified of the teacher's out-of-field
status.
In addition, Multicultural Department staff monitor the progress of District
teachers toward completion of training requirements established in the
Consent Decree. The District provides inservice opportunities for
teachers needing ESOL compliance work. The inservice is offered on a
regular basis at no charge to the participants. The Departments of
Professional Development and Multicultural Education maintain records
of inservice components and college course completion in the District's
inservice learning management system.
Teachers receive credit for ESOL inservice training from other Florida
school districts when the training is verified by an OTE 206 form from the
appropriate authorities. Teachers receive credit for ESOL training at
universities or colleges when official college or university transcripts are
provided for documentation. The transcripts are recorded and archived
by the District's Human Resource department.
Describe how content area teachers of math, science, social studies and computer
literacy are notified of ESOL training requirements (60 hours) and opportunities. Include
38
the title of person(s) responsible for issuing the notifications and how the process is
documented.
• On a yearly basis, teachers are notified if they do not meet the ESOL
compliance requirements for their current teaching position. The District's
Student Information System (SIS) monitors student schedules, student
ELL status, and the assigned teacher's ESOL inservice records. If a
teacher has an ELL and does not have the proper ESOL coverage, an
out-of-compliance email is generated by the Department of Certification.
The teacher is notified by email of their out-of-field status, principals and
School Board members are also notified of the teacher's out-of-field
status.
Teachers receive credit for ESOL inservice training from other Florida
school districts when the training is verified by an OTE 206 form from the
appropriate authorities. Teachers receive credit for ESOL training at
universities or colleges when official college or university transcripts are
provided for documentation. The transcripts are recorded and archived
by the District's Human Resource department.
Describe how all other instructional staff are notified of ESOL training requirements (18
hours) and opportunities. Include title of person(s) responsible for issuing the
notifications and how the process is documented.
• On a yearly basis, teachers are notified if they do not meet the ESOL
compliance requirements for their current teaching position. The District's
Student Information System (SIS) monitors student schedules, student
ELL status, and the assigned teacher's ESOL inservice records. If a
teacher has an ELL and does not have the proper ESOL coverage, an
out-of-compliance email is generated by the Department of Certification.
The teacher is notified by email of their out-of-field status, principals and
School Board members are also notified of the teacher out-of-field status.
In addition, Multicultural Department staff monitor the progress of District
teachers toward completion of training requirements established in the
Consent Decree. The District provides inservice opportunities for
teachers needing ESOL compliance work. The inservice is offered on a
regular basis at no charge to the participants. The Departments of
Professional Development and Multicultural Education maintain records
of inservice components and college course completion in the District's
in-service learning management system.
Teachers receive credit for ESOL inservice training from other Florida
39
school districts when the training is verified by an OTE 206 form from the
appropriate authorities. Teachers receive credit for ESOL training at
universities or colleges when official college or university transcripts are
provided for documentation. The transcripts are recorded and archived
by the District's Human Resource department.
Describe the procedures used when Category I teachers are reported out of field.
Include compliance procedures when claiming weighted FTE 130 for core courses.
• Upon initial hiring, teachers deemed ESOL Category 1 are given
information regarding directions for becoming in-field, including training
requirements and timelines. Schools are requested to run the Out-of-
Field query to identify all teachers that are out-of-field. Parent
Notification letters, provided in English, Spanish, Portuguese and Haitian
Creole, are provided to schools electronically with directions to send
home with students being instructed by out-of-field teachers the Friday
prior to FTE week (Survey 2 and 3). Out-of-field teachers are approved
to teach out-of-field by the School Board prior to the October and
February FTE.
Category I teachers are considered out-of-field until the ESOL
endorsement or certification requirements are met. Once assigned an
ELL, Category I teachers must complete 60 hours of ESOL training
within two years and at least 60 hours of ESOL training each
consecutive year until the ESOL endorsement is complete, regardless
of ELL assignment. The ESOL endorsement must be added to existing
teaching certificates. Teachers following these guidelines are
considered in compliance, and weighted FTE 130 can be claimed.
Completion of ESOL required training within the timeline is a condition
of continued employment for instructional personnel.
All teachers must document that ESOL strategies are being used to ensure
comprehensible instruction.
Describe how the LEA provides the 60-hour ESOL training requirement for
school-based administrators and the LEA's tracking system that will be implemented.
• The District provides an ESOL component to administrators in order
to fulfill training requirements. This component focuses on the
Consent Decree, the District ELL Plan, instructional delivery models,
criteria for evaluating comprehensible instruction in the classroom,
and multicultural education. The ESOL component is offered through
40
inservice.
The Departments of Professional Development and Multicultural
Education maintain records of inservice components and college
course completion in the District's inservice learning management
system.
Describe how the
LEA
provides the 60-hour ESOL training requirements for Guidance
Counselors, and the LEA's tracking system.
• The District provides an ESOL component to guidance counselors in
order to fulfill training requirements. This component focuses on the
Consent Decree, the District ELL Plan, instructional delivery models,
criteria for evaluating comprehensible instruction in the classroom, and
multicultural education. The ESOL component is offered through
inservice.
The Departments of Professional Development and Multicultural
Education maintain records of inservice components and college
course completion in the District's inservice learning management
system.
Describe the supplemental professional development offered by the
LEA
to
ensure that
instructional staff are informed of English Language Development standards and best
practices.
• The LEA offers additional supplemental professional development
opportunities that focus on the following areas: making instruction
comprehensible for
Ells,
second language acquisition, dual language
instruction, home language support, and cultural awareness. These
opportunities will be provided to instructional and support personnel
throughout the year in various workshops, at schools and during
summer training, as well as on demand through the employee portal.
Included in each of these training opportunities will be follow-up
activities to ensure transfer of skills and knowledge to the classroom.
These training opportunities are above and beyond the required ESOL
training.
If instruction is provided in a language other than English, describe the procedures that
are used to assess teachers' proficiency in the other language and in English.
Teachers that provide instruction in a language other than English must have
the appropriate certification(s) as required by the District and state for the
41
population and subject area that they teach. In addition, teachers instructing in
the target language must demonstrate oral and written proficiency in the
language of instruction. To meet this requirement, teachers must pass the
District Language Proficiency Assessment Test administered by District
bilingual staff members.
A bilingual paraprofessional or teacher is required at schools having 15 or more
Ells
who speak the same language. Specify the eligibility qualifications required by the LEA
for bilingual paraprofessionals. Explain the bilingual paraprofessional's job description
and primary assignment.
• Bilingual paraprofessionals (known as Community Language
Facilitators in Palm Beach County) assist mainstream teachers and
basic ESOL teachers with the delivery of comprehensible instruction to
Ells.
They are not assigned to work with non-Ells. Their
qualifications and responsibilities include:
QUALIFICATIONS:
1.
High School Diploma or equivalent AND passing score
on the ParaPro Assessment Test; OR sixty (60) or
more semester hours of college credit.
2.
Demonstrated oral and written proficiency in the English
language and the language of the target population.
3.
Experience working with community agencies and
organizations within the target community.
4.
Demonstrated ability to interact positively with culturally
diverse groups of students and parents.
5.
Ability to organize and plan effectively.
6.
Ability to maintain a flexible work schedule.
PERFORMANCE
RESPONSIBILITIES
Essential Functions:
1.
Assists English Language Learners in
individualized and small group instruction under
the direct supervision of the assigned teacher(s).
2.
Assists teachers and administrators in fulfilling ESOL
Program goals and requirements.
3.
Translates documents into the native language of the target
population.
4.
Serves as an interpreter in school communications with
parents, students, and community members.
5.
Serves as an advocate for students and parents of the target
population.
42
6.
Participates in developing strategies to increase
academic achievement for students of the target
population.
7.
Conducts home-community visitations.
8.
Maintains a directory of referral services for the target
population.
9.
Participates in ESOL staff development activities.
Describe LEA procedures for training bilingual paraprofessionals in ESOL or home
language strategies. Include how documentation of training is maintained.
• The School District of Palm Beach County's Department of Multicultural
Education, provides training opportunities for Community Language
Facilitators (CLFs). Training may focus on developing ESOL
instructional support strategies for basic subject area instruction, ESOL
compliance issues, legal issues pertinent to ELLs and their families,
translation/interpreter skill development, and family advocacy. The
training for these paraprofessionals includes the use of home language
strategies to assist ELLs in their content area subjects (Math, Science,
Social Studies, and Computer Science), and electives. Documentation
of training is maintained through sign-in sheets and agendas.
Describe the procedures to determine the bilingual paraprofessional's proficiency in
English and in the heritage language of the students served.
• A bilingual paraprofessional's (CLF's) proficiency is assessed through a
written and oral screening performed by District bilingual staff. The
screening is task-oriented and requires translation, as well as
interpretation, in both the target language and in English.
Please provide an assurance letter from the district superintendent that the district is in
compliance with all ESOL training requirements.
Section 11: Extension of Services {Rule GA-6.09022, F.A.C.)
Describe LEA procedures used to determine extension of services, including
appropriate timeline based on DEUSS. Explain the role of the ELL Committee and what
supporting documentation is used in determining if continued ESOL services are
necessary.
• Students are eligible to receive extended ESOL Program services after
the third year, and annually thereafter until classified as English proficient.
ELLs, who have been in ESOL for three years or more based on DEUSS
43
date, need to be reevaluated annually to determine if they still require
ESOL Program services. The reevaluation assessment shall be
administered no earlier than thirty (30) school days prior to the student's
DEUSS anniversary date and covers all four domains of listening,
speaking, reading, and writing. If the student's anniversary date falls
between the release of the statewide English Language Proficiency
assessment and applicable statewide standardized assessment scores in
a given school year and October 1 of the following school year, the
student's statewide English Language Proficiency assessment and
applicable statewide standardized assessment scores will suffice, and a
more recent assessment is not required.
This first reevaluation meeting must take place on or no more
than 30 days prior to the 3
rd
year anniversary of the DEUSS
date, unless the student's anniversary date falls within the first
two (2) weeks of any school year. Then, the
ELL
Committee
may convene no later than October 1. Reevaluation takes
place on a yearly basis thereafter. The need for this extended
service is based on a review of the following criteria:
•
English language proficiency assessments
• Teacher/ELL Committee recommendations
•
Other relevant academic and oral language data
The procedures followed when determining extension of services is:
a) ELL Committee reviews report cards, student portfolios,
attainment of Florida Standards, performance on
District/state assessments, parent/teacher input,
number of years the student has been enrolled in the
ESOL Program, and language acquisition proficiency.
b) ELL Committee may determine that the student
continues in the regular program.
c) ELL Committee may determine that the student be
referred for further evaluation.
d) ELL Committee may determine that the student
needs extension of services.
e) The school-based ESOL Coordinator/Contact or
designee is responsible for entering the determination
into the Student Information System.
44
Listening and Speaking Proficiency Assessment
List the Listening and Speaking assessment(s) used in the LEA to determine if a
student is English proficient for extension of services.
•
ACCESS for Ells
•
LAS Links
•
WIDA
Screener
Reading and Writing Proficiency Assessment
List the Reading and Writing assessment(s) used in the LEA to determine if a student is
English proficient for extension of services.
•
ACCESS for Ells
•
LAS Links
•
WIDA
Screener
•
FSA
ELA
•
SAT (Grades 10-12 only}
•
ACT (Grades 10-12 only}
