English as a Second Language

Handbook

East Allen County Schools

Dr. Karyle Green, Superintendent
Britt Magneson, Executive Director of Instruction and Student Services
Natalie Drummond, Director of English Language Learners
Tonya Donahue, ESL Instructional Coach
Robert Weber, ESL Curriculum Facilitator

1240 State Road 930 East

New Haven, IN 46774
Phone: 260-446-0100 ▪ FAX: 260-446-0107
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 English as a Second Language Handbook
Table of Contents

Policies and Procedures

ESL Overview ………………………………………………….. 4
Academic Standards for ESL Students ………………………… 4
Federal/State Laws for ESL Education ………………………… 5
When a New LM Student Comes to Your School ……………... 7
Enrollment/Grade Placement …………………………………... 8
Home Language Survey Form ………………………………….. 9
Course Scheduling/ENL ……………………………………….. 11
Individual Learning Plan (ILP) ………………………………… 12
Grades/Grading and Testing …………………………………… 14
Title III Annual Measurable Achievement Objectives (AMAO) 15
Adequate Yearly Progress (AYP) ……………………………… 15
English Language Proficiency Assessment ……………………. 16
Standardized Testing/ISTEP+ /Accommodations for LEP
Students (Levels 1-4) ……………………………………. 17
Promotion/Retention …………………………………………… 25
Special Education/Referrals ……………………………………. 29
Parental Notification/Decline Services …………………............ 32
Monitoring and Exiting Former LEP Students …………………. 35
Migrant Education Program ……………………………………. 37
ELL Cumulative Folder ………………………………………… 39

Proficiency Levels and Student Descriptors

English Language Proficiency Levels ………………………... 40

Instruction and Assessment Resources

Appropriate Modifications and Assessment for ESL Students … 42
Considerations for Classroom Teachers ………………………. 46
Effective Practices for the Mainstream Classroom ……………. 47
Helping ELLs Understand Content Area Texts ………………... 51
Effective Methods for Teaching Reading …………………….... 57
ESL Tips and Techniques ……………………………………... 58
22 Ideas for Mainstream Teachers …………………………….. 61
Practical Ideas on Alternative Assessment …………………….. 64
Authentic Assessment ………………………………………….. 68
Resources ………………………………………………………. 71
Glossary of Terms and Definitions …………………………….. 72

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 English as a Second Language
Program Overview
The East Allen County Schools (Kindergarten-Grade 12) English as a Second Language (ESL)
Program is designed to provide English language instruction to non-English and limited English
proficient (LEP) students. Students at the elementary, middle, and high school levels receive
language assistance to support their learning of content area curriculum. The goals for LEP
students are to gain academic English language fluency, pass the ISTEP+ exams, and graduate
from East Allen County Schools.

The district currently provides instructional services for students at the following school sites:

Elementary Middle School High School

Meadowbrook Prince Chapman Paul Harding
Village Academy
Southwick

Academic Standards for ESL Students

English Language Proficiency (ELP) Standards

The district’s ESL Program uses the Indiana English Language Proficiency (ELP) Standards as
the basis for its instructional program. These standards have been designed to help teachers
develop student competence in language arts and other academic content areas. The ELP
standards are aligned with Indiana’s Academic Language Arts Standards.

The English Language Proficiency Standards Introduction states:

“The Indiana ELP Standards recognize that many ESL students spend most of their day
in a mainstream academic setting in English. The ELP standards are intended as a working
instrument for mainstream classroom, content-area teachers and related ESL staff and/or
bilingual staff who seek to apply meaningful standards that guide and support their daily
instruction of English Language Arts. Further, it is a tool that parents of ESL students may
use to support their academic progress and English language acquisition.”

ELP Standards are available from your ESL program staff or can be downloaded in whole or by
grade level from the DOE website at: http://www.doe.state.in.us/lmmp/standards.html

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 Federal/State Laws for ESL Education

Title VI of the Civil Rights Act (1964)

Title VI states, “No person in the United States shall, on the ground of race, or national origin, be
excluded from participation in, be denied the benefits of, or otherwise be subjected to
discrimination under any problem or activity receiving federal financial assistance from the
Department of Health, Education, and Welfare.” (Title VI of the CRS of 1964, US CFR Part
80).

Bilingual Education Act (1968)

Congress legislated the Bilingual Education Act of 1968 in order to mandate schools to provide
bilingual education programs. This was the first time congress had endorsed funding for
bilingual education. The Bilingual Program was a federally funded program through Title VII of
the Elementary and Secondary Education Act, with the revision of Improving America’s Schools
Act of 1994.

Lau vs. Nichols, (494 U.S. Reports, 563-72 Oct. term, 1974)
This is a landmark case pertaining to language minority education. The San Francisco school
system failed to provide English language instruction to 1,800 limited-English proficient Chinese
students. The Court of Appeals ruled that:

“Where inability to speak and understand the English language excludes national origin-minority
group children from effective participation in the educational program offered by a school
district, the district must take affirmative steps to rectify the language deficiency in order to open
its instructional program to these students. 35 Fed. Reg. 11595.
“Students must receive instruction from properly certified, licensed teachers.” (511 IAC 6.1-3-
1.d)
“Each school corporation shall provide appropriate instruction to limited English proficient
students.” (511 IAC 6.1-5-8)
“Instructional aides must work under the direct supervision of a certified teacher and should not
have the sole responsibility of teaching units of study.” (511 IAC 1-8-7.5)

Equal Education Opportunities Act (1974)

This act insures equal education rights for language minority students.

House Enrolled Act 1324 (1976)

The Indiana General Assembly established that bilingual education is an acceptable means of
instruction for limited-English proficient students.

Plyer vs. Doe (102 S. Ct. 2382, 1982)

The United States Supreme Court stated that school systems must enroll and educate children
residing in their district even if their parents do not possess legal residency documents.

Official State Language Law (1984)

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This law states that English is the official language of the state of Indiana, Public Law No. 1
(1984). Representative P. Warner, sponsor of the bill indicated that the law was enacted in order
to protect Indiana as a democracy.

English as a Second Language Certification (1985)

The Indiana State Legislature approved the ESL voluntary certification for (K-12) teachers of
English to Speakers of Other Languages (ESL). The law required 24 university semester hours
of general linguistics, standard English linguistics; psycholinguistics; culture and society;
literature; and methods and materials for teaching limited-English proficient students.

Performance-Based Accreditation System (1992)

As part of the PBA process, Legal Standard 28 requires that school districts provide appropriate
instruction for language minority students. School districts are required to do the following:

1. Request completion of a Home Language Survey (HLS) for all students during the school
registration process.

2. Assess English-language proficiency levels for students indicating on the HLS a language
other than English as their primary or home language. Use the state approved English
proficiency assessment instrument, LAS Links.

3. Provide translation and interpretation services to provide parents of non-English and limited-
English proficient students with opportunities to participate more fully in their child’s
education.

4. Provide a minimum of 10 hours per week of appropriate English language instruction. This
may include any of the following: ESL classroom, individual or small group pull-out,
bilingual assistance, peer tutors, modified and/or adapted instruction and assessment by the
general education teacher. (The Indiana Department of Education has specified that LEP
students must receive a minimum of one hour of daily instruction in ELP.)

4. Maintain ESL classrooms with a maximum student to teacher ratio of (15 to 1) in a self-
contained classroom.

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 Indiana Department of Education • Office of English Language Learning and Migrant Education •
www.doe.state.in.us/lmmp

WHEN A
NEW LANGUAGE MINORITY STUDENT
COMES TO YOUR SCHOOL…
1. ENROLLMENT
• ALL students have the right to enroll in school!

• The HOME LANGUAGE SURVEY must be administered to ALL students

2. PLACEMENT
• Students must be placed appropriately according to AGE and GRADE

3. ENGLISH PROFICIENCY ASSESSMENT (Ongoing)

• Each Spring, all LEP students must participate in the LAS Links English proficiency
assessment. Newly-enrolling students must be assessed for identification as LEP using
the LAS Links Placement Test within thirty (30) days of enrollment at the beginning of the
school year or within two (2) weeks during the school year.

4. EQUAL EDUCATIONAL OPPORTUNITY

• According to the Office for Civil Rights, language minority students who placed at Levels
1-4 in a language assessment and are considered Limited English Proficient (LEP) must
receive equal educational opportunities with appropriate levels of daily English language
development (a minimum of one (1) hour daily is recommended by the State).

• Schools are responsible for implementing the following:

► Establish program commitment

► Develop specific program goals
► Provide for meaningful participation of language minority students in district’s
educational program
► Evaluate program and student needs on an ongoing basis
► Maintain records and progress reports
► A copy of the INDIVIDUAL LEARNING PLAN (ILP) for limited English proficient
(LEP) students should be distributed to all staff responsible for instruction, both in
the content areas and in English language development, and one copy should be
placed in each individual student file

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 Enrollment Procedure

In accordance with Performance Based Accreditation guidelines, all schools are required to
administer a Home Language Survey to identify the first (native) language(s) of all students
enrolled in the school corporation. [See a sample of the East Allen County Schools Home
Language Survey on the following page.] The Home Language Survey shall elicit the following
information:

♦ the first (native) language of the student;

♦ the language most often spoken by the student;
♦ the language most often spoken at home.

Documentation of a student’s native language shall be recorded in the student’s permanent

record. The original HLS should be forwarded to the central ESL office so that the need for
English language Proficiency testing may be determined.

Grade Placement Policy

Students who enroll in East Allen County Schools are to be placed with their age/grade
appropriate peers. The lack of English language proficiency is not to be considered in the
placement of language minority students. Placement below grade level should only be
considered if the student has no prior school experience or if the student has been out of school
for more than one academic year.

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 Home Language Survey
This survey is distributed to all new students upon their enrollment in East Allen County Schools
in compliance with the PBA guidelines on the student enrollment form. The enrollment form is
forwarded to the ESL office to initiate administration of Pre-LAS or LAS Placement testing.
Registrars complete the top portion of the EACS Language Minority Identification and
Placement Form based on information collected in the Home Language Survey. A sample of the
Language Minority and Identification and Placement Form is found on the following page.

HOME LANGUAGE SURVEY:

The purpose of this information is to identify a student’s status as language minority who may be in
need of English language development services. Based on results, students will be tested for their level
of English proficiency and provided services as needed. School personnel should fax the enrollment
form to the Student Services offices if a language other than English is spoken.

1. What is the native language of the student? __ English __ Other: (specify): ______________
2. What language is spoken most often by the student? __ English __ Other: (specify): ______________
3. What language is spoken by the student in the home? _______________________________________
4. Was the student receiving English language support services at a previous school? ___ No __Yes
5. In what country was the student born? ___United States __Other: (specify)_______________
6. What date did the student first enroll in a United States School? ______________________________

Total Years Child Has Attended U.S. Schools ______________________ (Immigrant Students of Age 3 or older only)
__ First Year (after October 1)
__ One Year
__ Two Years
__ Three Years or More

Revised 2010

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 East Allen County Schools
Language Minority Identification and Placement Form
(Please circle applicable codes)

School: ______________ Student Name: ___________________DOB____

Grade: ________

Registrars should see EACS District Enrollment form and enter the following information:
How long has the student been enrolled in U.S. schools (excluding pre-school)?
0 = First year, after Oct 1, 2009 3 = Three years or more ( prior to 10/01/07)
1 = One year (10/02/08 – 10/01/09) 7 or BLANK = always attended US schools
2 = Two years (10/02/07 – 10/01/08)
What date did the student first enroll in a United States school? / / . (excluding pre-school)

What is the student’s native language(s)? __________________________

Was this student born outside of the United States? Yes _____ No _____
If yes, what is the country of origin? _______________________________ (considered immigrant if age 3+)

Is the student Foreign Exchange? Yes _____ No _____ (Properly record Misc. Data Screen)
Secondary Migrant? Yes ______ No ______ Previous State/School: ______________________________

Placement testing is arranged with the ESL district office or trained personnel within buildings. The following
information is completed after testing by the test administrator and entered by building registrars.

What is the student’s current proficiency level? Level 1 = Beginner

Level 2 = Early Intermediate
Level 3 = Intermediate
Level 4 = Advanced
Level 5 = Fluent (only allowed for FEPs)
Level 6 -= Native English Speaker (Immigrant)

Select student’s English Proficiency status?

Fluent (FEP) 1 Limited (LEP) 2 Native English Speaker 3

What was the instrument used in testing the student’s proficiency? 4 = Other (Pre-K)
5 = LAS Links (Spring test)
6 = LAS Links Placement Test (Fall test)
7 = N/A (Prof Levels 5 & 6-FEPs only)
8 = When IEP prohibits ELP testing
What Instructional Program is the student being placed within our corporation?
2 = ESL Program
5 = Regular Education Program

Testing Teacher’s Signature (date) _____________________________________________________________

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 Course Scheduling
Initial scheduling of courses for LEP students should include classes designed to improve
English language proficiency. Each student should receive the appropriate level of English
language development as described in the PBA guidelines (see p. 5). Modifications should be
made to lessons and assignments by teachers in the content area classrooms to the appropriate
level of English language proficiency for each student.

English as a New Language (ENL) Class for Secondary Students

English as a New Language (ENL) provides limited English proficient (LEP) students with
instruction in English that would improve their proficiency in listening, speaking, reading,
writing, and comprehension of standard English. Emphasis is placed on helping students to
function within the regular school setting and within an English speaking society.
̶ A maximum of eight (8) credits may be earned through this course in the language arts area.
̶ Providing the ENL course work addresses Indiana's Academic Standards for
English/Language Arts, four (4) credits accrued can be counted as part of the eight (8)
required English/language arts credits listed in the Core 40 curriculum.
̶ A maximum of four (4) directed elective credits can be earned in the world language area
for the Core 40 diploma.

ESL/ENL credit follows the below commensuration:

Elective Credits English Language Arts: Core 40

4 credits elective 4 credits Core 40

Credit
Type

4 credits Core 40

ESL/ENL courses to LEP students ESL/ENL courses to LEP students focusing

Course Content

focusing on the listening, speaking, on Indiana’s English Language Proficiency

reading and writing domains of Standards earn Core 40 credit.
English language learning may earn
elective or Core 40 credit in foreign
language
Academic

ESL/ENL course credit qualifies ESL/ENL course credit aligned with the
Diploma
Honors

toward the Academic Honors English Language Proficiency Standards

Diploma qualifies toward the Academic Honors
Diploma

For more information, visit: http://www.doe.state.in.us/lmmp/enl.html

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 Individual Learning Plan (ILP)
ESL staff will create an Individual Learning Plan (ILP) for each student based on the student’s
English Language Proficiency level on an annual basis. The ILP will indicate the recommended
instructional method for English language development (pull-out ESL, Sheltered Content, etc.)
as well as appropriate accommodations and modifications that teachers should incorporate into
their classrooms.

Copies of the ILP shall be distributed to the student’s classroom and/or content area teachers and
building ESL staff, and shall be retained in the student’s permanent ELL Cumulative file.

Note: If accommodations are to be used for ISTEP+ testing, they must be documented on the
student’s ILP.

A sample ILP form can be seen on the following page.

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 East Allen County Schools
ESL Department
Proficiency Level ___
Individual Learning Plan
Name: DOB: School Year:

Native Language(s): Grade:

Assessment of English Language Proficiency

School Year Grade Test Used Admin Overall Speaking Listening Reading Writing
Date Level Score Score Score Score

Instructional Program
Type of English Instruction Received Amount of Time Daily Staff Providing English Language
(1 hour minimum) Services

Mainstream Accommodations
* indicates standardized testing accommodation
*extra time to complete tests (up to 2 x) shortened vocabulary lists
*oral and written instructions provided shortened spelling lists
*quizzes/tests read aloud spelling test over vocab. words only
*use of permitted bilingual dict. (ISTEP App. J) reading level adjusted
extra time to complete assignments (up to 2 x) notes of main points of lesson provided
reduced workload alternatives to writing assignments permitted
oral answers aloud word bank for tests/quizzes provided
assignment book checked modified tests/assignments (labeling, pictures, fewer
choices, word bank, etc.)

Other: ___________________________________________________________________________

Completed by: ___________________________________ Date: _________________________

Please see reverse for descriptions of appropriate instructional accommodations and assessments according to
proficiency levels.

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 ESL GRADING POLICY

Expectations:
Students need to know what is expected of them and teachers need to know what to look for in
student performance at each of the levels of English proficiency. Indiana’s English Language
Proficiency (ELP) standards are used in determining appropriate student work and performance
expectations. The ILP (Individual Learning Plan) is used as a guide to inform instruction and

• Teachers will make appropriate modifications to instruction and assessment based on the
design appropriate assessments.

• Teachers will make appropriate modifications to instruction and assessment in the areas
ELP standards.

• Elementary LEP students will receive grades for performance based on progress with
of non-proficiency.

• Use the Altered Work Button for RDS Grade Book to note modifications.
ELP standards.

Use of the Altered Work Button for RDS Grade Book:

An altered work button has been added to the RDS Grade book system. This option will provide
parents with the information that their child may not be completing the same assignment/work as
his/her grade level peers. The altered work button does not allow the option of altering a final
grade for a course, but allows for altering of assignments within the course.

The altered work button may be used in the following situations:

LEP (Limited English Proficient student)
One example might be: student may show reading comprehension via oral
questioning/answering.

The student may draw a picture to show reading comprehension or listening

comprehension.

In keyboarding, the student may reproduce the symbol rather than writing to explain how
to produce the symbol. (& instead of writing Shift and Number 7 key).

In history, the student may focus on 3-4 vocabulary concepts rather than the 10-15 in a
particular part of the chapter.

In science, the student is graded on conducting a lab procedure, rather than recalling a
lecture. Notes may be used. Teacher may provide notes.

The student draws a summary of the story read in class instead writing the paragraph
summary you assigned to the rest of the class.

The student takes a vocabulary test with only 6 words instead of 10, and you included a
word bank for the student to choose from.

*If you have questions, please consult your building administrator when considering the
alteration of student work.

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 Title III - Annual Measurable Achievement Objectives (AMAO)
Determinations

Title III, section 3122, requires each State to develop annual measurable achievement objectives
(AMAOs) for LEP students served under Title III that relate to such children’s development and
attainment of English proficiency while meeting challenging State academic contents and student
academic achievement standards as required by Title I, section IIII(b)(I).

Title III AMAOs shall include:

•
•
annual increases in the # and % of LEP students making progress in learning English;

•
annual increases in the # and % of LEP students attaining English proficiency; and
making adequate yearly progress (AYP) for LEP students under Title I.

Adequate Yearly Progress (AYP)

Beginning with the 2002-03 school year, The No Child Left Behind Act of 2001 (NCLB)
has required schools to show annual improvements in the academic achievement of the overall
student population and of identified students subgroups within the general population, including
economic background, race and ethnicity, limited English proficiency, and special education.

Adequate Yearly Progress (AYP) designations for Indiana school corporations and schools are
determined by student achievement and participation rates on the Indiana Statewide Testing for
Educational Progress-Plus (ISTEP+) in English/language arts and mathematics; student
attendance rates (for elementary and middle schools); and high school graduation rates (for high
schools). Under NCLB, schools must make AYP in all student groups in order to meet AYP. The
goal of NCLB is for all students to achieve proficiency in English/language arts and mathematics
by the year 2014.

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 EACS English Language Learner Testing Guidelines
Limited English Proficient (LEP) students are those students who score below proficient level on
state English language proficiency assessment. They are classified as those students who are
proficiency levels 1 through 4 on the LAS Links Placement or LAS Links Assessment test. The
following testing procedures are established concerning English Language Learners (ELLs).
Testing accommodations are included in the Individual Learning Plans (ILP) for Limited English
Proficient (LEP) students. It is important to test students accurately and according to
accommodations as LEP students are calculated in determining our AYP status. This guidance is
also intended to assist in the understanding as how to include LEP students with disabilities in
the state ELP assessments and Title III annual measurable achievement objectives (AMAOs).

LAS Links Placement and LAS Links Assessment Test Guidelines

1. LAS Links consists of two assessments: a placement test given to new students upon
arrival at the school and an annual assessment.
2. The results from the placement test must be communicated to parents within 30 days at
the start of the school year and within two weeks of arrival later in the school year.
Placement tests are scored locally. Training for administration and scoring of the
placement tests is offered in August of each school year.
3. The annual LAS Links assessment is administered in late winter each school year,
preceding the Applied Skills ISTEP+ assessment window. This assessment is given to
students classified as Levels 1-4 and to students who have NOT received a Level 5
classification for two consecutive years. Students who receive an initial score of 5, exit
program services, but must be assessed annually until a second consecutive score of 5 is
received. For the annual assessment, the speaking portion is scored locally. The other
portions are submitted to CTB for scoring. Training is offered in January each year for
the administration and scoring of the annual assessment.
4. Both placement tests and annual assessments are offered by grade span. Pre-LAS 2000 is
the placement test offered for Kindergarten students.
5. Both assessments are designed to evaluate students on listening, speaking, reading, and
writing.
6. The annual LAS Links assessment may be substituted for the English/Language Arts
portion of the ISTEP+ assessment utilizing Federal Flexibility. The names of students
must be submitted to the Indiana Department of Education in May. For further
information, see Flexibility for LEP Students in their First Year of Enrollment in U.S.
Schools.
7. LEP students who are also students with disabilities can participate in the LAS Links
Placement and LAS Links Assessment through one of the following means:
a. Participation without accommodations, or
b. Participation through the use of one or more state-approved accommodations
appropriate for the child’s disability, or
c. Participation in a partial administration of the assessment, if determined appropriate
by the Individual Education Plan (IEP). For example, if the student is unable to produce
expressive language, it may be appropriate for him/her to receive an exemption from
participating in the speaking portion.

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Participation of LEP Students in Academic Assessment
All limited English proficient (LEP) students (Proficiency Levels 1-4) who have been enrolled in
U.S. schools for one year or more must participate fully in the ISTEP+ assessment program.
This includes all students whose primary language is not English: Limited English Proficient
(LEP) students, migrant students, foreign exchange students, and foreign students not
participating in a foreign exchange program. Since foreign exchange students did not attend the
school during the prior school year, they will not be included in either AYP or PL
221accountability.

Flexibility for LEP Students in their First Year of Enrollment in U.S. Schools
(ISTEP+ and GQE)
LEP students (Proficiency Levels 1-4) in their first year of enrollment in U.S. schools as of
March 1st 2010, are required to participate in the math, science, and social studies assessments,
but have the option—one time only- either of participating in the English/language arts portion
of ISTEP+, or the LAS Links English Language Proficiency Assessment utilizing federal
flexibility. In the event that newly-enrolled LEP students do not have an existing LAS Links
English Proficiency Assessment score, a LAS Links Placement Test score of “Not Proficient” or
“Approaching Proficiency” qualifies them for this option, provided they take the LAS Links
English Proficiency Assessment in the spring.
The corporation submits to the IDOE Office of Student Assessment an electronic list of all
students (by STN and corresponding student name) falling into this category and must identify
the student‘s date of U.S. enrollment. It should also be noted that under Federal Flexibility, the
students’ ISTEP+ scores will not be used as part of the AYP calculation for schools, and schools
will be credited for participation.
The test results of first-year LEP students who take the ISTEP+ English/language arts
assessment are not included in AYP determinations. If these students take the LAS Links English
Language Proficiency Assessment, or the ISTEP+ English/Language Arts Assessment, then they
can be counted as participants toward meeting the 95 percent assessment participation
requirement for English/language arts AYP determinations.

All students are required to participate in the ISTEP+ assessment program, and no student can
receive an Indiana high school diploma unless that student demonstrates mastery of the Indiana
Academic Standards tested on the GQE. This includes all students whose primary language is
not English: Limited English Proficient (LEP) students, migrant students, foreign exchange
students, and foreign students not participating in a foreign exchange program. Since English is
mandated as the official language of instruction in Indiana, ISTEP+ and the GQE assess a
student’s achievement using the English language. Schools may not exempt students from
ISTEP+ and GQE testing based on their level of English language proficiency.

Test Coordinators should review carefully the changes in test administration procedures noted in
the Examiner’s Manual. Test administrators are required by law to be familiar with the testing
accommodations approved for students with disabilities and for students with Limited English
Proficiency. Any deviations from standardized conditions during testing (e.g., sudden illness,
school emergencies) must be documented and reported to the Test Coordinator and building
principal.
In no event is it appropriate to:
• Coach students by indicating in any way (e.g., facial expressions, gestures, or the use of body
language) that an answer choice is correct or incorrect, should be reconsidered, or should be
checked.
17
• Allow students to use any type of mechanical or technical devices (calculators, computers)
unless the test directions allow such use, or the device is documented as a necessary and
allowable testing accommodation (see Appendix C).
• Answer students’ factual questions regarding test items or vocabulary.
• Read any parts of the test to students (except as indicated in the test directions, or as
documented as an acceptable IEP, 504 Plan, LEP Individual Learning Plan accommodation, or
nonpublic school Service Plan). In no case may reading comprehension questions be read to the
student.
• Alter students’ answers—other than to check and erase stray marks, or to darken answer
bubbles after testing.

Which students will require accommodations?

Students receiving special education services, students with documented acute or chronic
disabilities, and students who are Limited English Proficient (LEP) may be entitled to assessment
accommodations. These accommodations are determined by the team of educational
professionals who best know the student and are documented in the student’s educational record
(e.g., an IEP, ILP, Section 504 Plan or nonpublic school Service Plan). However, the required
state and local assessments draw upon different criteria when determining for which
accommodations a student may be eligible. In accordance with state and federal laws, there are
some accommodations that may only be used by students with a disability or with limited
English proficiency. The examples which follow provide acceptable accommodations and
strategies a student may use during the required state and local assessments. Determining which
are to be used is the role of the team of professionals who know the student. Each
accommodation or strategy should be one with which the student is familiar and uses on a
regular basis in his or her educational program.

How will schools document which accommodations are used during the
STATE AND LOCAL assessments?
If a student uses an accommodation on a state or local assessment that is required to be reported,
it is noted in the barcode data file or on the Student Information Questionnaire (SIQ). Note that
strategies in Scenario 1 do not have to be documented on the assessment, although there must be
documentation in the student’s educational record that it is an accommodation used on a regular
basis by the student.
Specific directions for coding the SIQ are provided in the introduction of each example.

Will the results of tests taken with accommodations (including students with
disabilities and students who are Limited English Proficient) be included in
aggregate assessment results?
Yes. The results of required state and local assessments are reported annually according to the
following categories:
1. All students tested.
2. General education students who tested with a permissible accommodation(s).
3. General education students who tested without accommodation(s).
4. Special education students who tested with a permissible accommodation(s).
5. Special education students who tested without accommodation(s).
6. Limited English Proficient students who tested with a permissible accommodation(s).
7. Limited English Proficient students who tested without accommodation(s).

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LEP Students: Testing Accommodations
Testing accommodations are permitted for LEP students. Decisions about testing
accommodations are made on an individual basis and are a documented subset of the
instructional accommodations received in the classroom. Assessment accommodations should be
a subset of classroom accommodations in that they should be individualized and appropriate for
each student. For a list of what accommodations must be reported on the Student Information
Questionnaire and must be documented in each LEP student’s Individual Learning Plan, please
refer to Appendix C for additional guidance. The translation or interpretation of test directions
or test content into a language other than English is not permissible.

Scenario 1:
Strategy Permitted For All Students as Long as Documented
The following strategies are permitted for all students, not merely students with an identified
disability. It is an acceptable strategy for Fluent English Proficient (FEP) students who have
attained a Level 5. These strategies must be documented at the local level and do not require
reporting in the barcode data file or on the Student Information Questionnaire (SIQ). These
strategies must be used by the student on a regular basis in the classroom and are formally
documented in the student’s educational record (i.e., cumulative file).
A strategy is a technique that is self-directed and self-regulated by the individual. The strategy may have originally
been taught to the student, but by this point in the student’s educational career, the strategy has become a regular
part of the student’s instructional practice and requires no interactions from the teacher to be implemented. The
following strategies may be used by any student during the required state assessment (and any local assessment) as
long as they are: 1) used by the student on a regular basis; and 2) formally documented in the student’s educational
record. Each corporation must develop written procedures for managing testing administration, including, but not
limited to:
• How students are grouped.
• How strategies are implemented.
• How strategies are provided, monitored, and documented.

Scenario 2:
Accommodations Permitted For Students Formally Identified As Having a
Need
The following accommodations are permitted during the state assessment (and any local
assessment) for any student formally identified as having the need for the accommodation(s)
as long as they are used by the student on a routine basis throughout his/her educational program
(including local and classroom testing situations). The routine use of each accommodation must
be formally documented in the student‘s educational record (e.g., Individualized Education
Program [IEP], Individual Learning Plan [ILP], Section 504 Plan, cumulative file, school
services, or nonpublic school plan [Service Plan]). This includes the use of these
accommodations with students who are English Language Learners at Levels 1 – 4 of English
proficiency. Special notes to document these accommodations should be listed under “Other” on
an Individual Learning Plan (ILP).

19
Accommodations for Limited English Proficient Students (Levels 1-4*)
(Permitted but NOT documented on the ISTEP+ Student Information Questionnaire)
Timing and Response Format Setting and Presentation Format
Scheduling Environment

▪ Student provided ▪ Student is tested in a ▪ Student has

additional breaks as small group setting. directions read to
necessary. ▪ Student is tested him or her.
▪ Test administered in individually. ▪ Student has test
several sessions. administered by a
▪ Additional breaks familiar test
between tests, if administrator.
necessary.

Scenario 3:
Accommodations Permitted Only For Students with a Formal Plan
The accommodations listed below are permitted during the required state assessment (and any
local assessment) for a student with an identified disability who uses the accommodation on a
routine basis throughout his/her educational program (including local and classroom testing
situations). This includes the documented use of these accommodations with students who are
Limited English Proficient (LEP) at Levels 1 – 4 of English proficiency. The routine use of each
accommodation must be formally documented in the student‘s Individualized Education Program
(IEP), Individual Learning Plan (ILP), Section 504 Plan, or nonpublic school Service Plan
specifically to address the student‘s educational needs. (Permitted AND documented on the
ISTEP+ Student Information Questionnaire) Accommodations are noted with an asterix* on the
Individual Learning Plan. Special notes to document other accommodations listed should be
noted under “Other” in the ILP.

Accommodations for Limited English Proficient Students (Levels 1-4*)

(Permitted AND documented on the ISTEP+ Student Information Questionnaire)
Timing and Response Format Setting and Presentation Format
Scheduling Environment

▪ Student provided ▪ Student uses an ▪ All test questions are

extended testing approved bilingual read to the student
time for each test word-to-word (except those that
session. (A dictionary. (A list of measure Reading
timeframe, such as approved bilingual Comprehension).
50% more time or dictionaries can be ▪ Math and Science
double time, should found in the ISTEP+ test items and
be set. Do not let the Program Manual or answer options are
assessment go on on the DOE read verbatim (in
indefinitely if the website.) Note: The English) to student.
student is not student’s Individual
making progress.) Learning Plan must
document use of a
20
 bilingual word-to-
word dictionary in
class.

Accommodations Prohibited At All Times on ISTEP

The accommodations listed below are not permitted during the required state assessment
sessions, even if they are used on a routine basis in a student’s educational program
(including local and classroom testing situations). Case conference committee members are
not permitted to override this requirement.

Timing and Response Format Setting and Presentation

Scheduling Environment Format
• Unlimited time • Response in • The translation
given for each language other or interpretation

• •
test section than English of test directions
Sessions Electronic or test content
extended translation into a language
beyond an devices, oral other than
instructional interpretation, English is not

• •
day or translation of permissible.
Return to a test content by The reading
prior test instructional comprehension
session after staff are not questions may
conclusion of approved in not be presented
that session place of a orally, nor may
word-to word any question
dictionary. where oral
presentation is
noted as being

•
prohibited.
Reduce the
complexity of
the language in
the directions or

•
test items.
Use of visual
cues or color-

•
coded prompts
Assessment
administered in
a language other
than English

For further information please access the ISTEP+ program manual:

http://www.doe.in.gov/assessment/docs/ProgramManual.pdf

21
 EACS ESL District Testing and Accommodations

District Assessment Proficiency Accommodations

•
Levels

•
DIBELS and TRC K-2 1-4 Participate Extended time is not valid for reporting purposes
Setting and Assessor – may be tested in alternate

•
setting, with a familiar person if noted on ILP
LEP students may be provided with instructions

•
in primary language in benchmark test.
ISF – if words are unfamiliar vocabulary for the
student, the student can be asked to repeat the
word associated with each picture. Vocabulary

•
can be pre-taught prior to administration
Students are not penalized for imperfect
pronunciation due to dialect or second language

•
inference

•
mClass Math K-2 1-4 Participate Directions read aloud

•
Read aloud concepts problems to students
K-1 concepts test-oral answers permitted

•
• Scores are needed •
NWEA 3-8 1-4 Participate Follow ILP
Extended time up to 2 times if marked on ILP as

•
for Compass long as they are using time
Odyssey Raise hand to have non-reading comprehension
questions read (if needed and marked on ILP).

•
Do not read reading passages.
Language Usage should be read allowed if needed
if marked on ILP

SRI 3-11 1-4 • No accommodations if testing reading

Participate comprehension

•
•
District Writing Prompts Level 1 Follow ILP
K-8 exempt from Extended time up to 2 times if marked on ILP as

•
initial test (if long as they are using the time
newcomer)
•
Use of bilingual dictionaries (if marked)
Levels 2-4 Prompts read aloud (if marked)
Participate
Compass Odyssey K-8 1-4 Participate • No accommodations – assigned work should be at

•
their RIT level or pre-assessment score
Science and Social Studies (if using should be
using work at RIT level)

•
•
Math Facts 1-8 1-4 Participate Follow ILP
Instructions read-aloud and story problems (if

•
marked on ILP)

•
Acuity 3-8 Level 1-2 Follow ILP
Acuity Algebra 8-12 Exempt in LA, Extended time up to 2 times if marked on ILP as
Science, Social
•
long as they are using time
Studies Raise hand to have non-reading comprehension
Levels 3-4 questions read (if needed and marked on ILP).
Participate Do not read reading passages. Reference Acuity
manual for non-custom/reading comprehension
Levels 2-4
•
questions.
Participate in Language Usage should be read allowed (if
MA marked)

Treasures Assessment K-6 1-4 Participate • Follow ILP

22
 • Extended time up to 2 times if marked on ILP as

•
PLATO long as they are using time
HS Raise hand to have non-reading comprehension

•
questions read (if needed and marked on ILP).

•
Limit number of questions (if needed)

•
Use of bilingual dictionary (if marked)

•
Oral answers permitted (if marked)
Word bank provided (if marked)

ISTEP+ 3-8 1-4 Participate • Follow ILP if marked for ISTEP+ approved

•
accommodations

•
Student provided additional breaks as necessary.

•
Test administered in several sessions.

•
Additional breaks between tests, if necessary.

•
Student is tested in a small group setting.

•
Student is tested individually.

•
Student has directions read to him or her.
Student has test administered by a familiar test

•
administrator.
Student provided extended testing time for each
test session (up to 2 times if needed). Do not let
the student go on indefinitely if not making

•
progress.
Student uses an approved bilingual word-to-word

•
dictionary.
All test questions are read to the student (except

•
those that measure Reading Comprehension).
Math and Science test items and answer options
are read verbatim (in English) to student.

ECA 9-12 1-4 Participate • Follow ILP if marked for ECA approved

•
accommodations

•
Student provided additional breaks as necessary.

•
Test administered in several sessions.

•
Additional breaks between tests, if necessary.

•
Student is tested in a small group setting.

•
Student is tested individually.

•
Student has directions read to him or her.
Student has test administered by a familiar test

•
administrator.
Student provided extended testing time for each
test session (up to 2 times if needed). Do not let
the student go on indefinitely if not making

•
progress.
Student uses an approved bilingual word-to-word

•
dictionary.
All test questions are read to the student (except

•
those that measure Reading Comprehension).
Math and Science test items and answer options
are read verbatim (in English) to student.

•
•
LAS Links Progress 1-4 Participate No accommodations
Monitoring
•
Time is already unlimited

•
Instructions are read aloud only once.
No reading comprehension questions are read to
students.

23
Calculation Methods for Determining AYP
1. All LEP students enrolled in U.S. schools for one year or more must participate fully in the
ISTEP+ assessment program. This includes all students whose primary language is not
English: Limited English Proficient (LEP) students, migrant students, foreign exchange
students, and foreign students not participating in a foreign exchange program. Since foreign
exchange students did not attend the school during the prior school year, they will not be
included in either AYP or PL 221accountability.
2. LEP students (Proficiency Levels 1-4) in their first year of enrollment in U.S. schools as of
March 1st 2010, are required to participate in the math, science, and social studies
assessments, but have the option—one time only- either of participating in the
English/language arts portion of ISTEP+, or the LAS Links English Language Proficiency
Assessment utilizing federal flexibility. The names of the students must be submitted to the
IDOE in May.
3. LEP students are noted as receiving accommodations or not receiving accommodations on the
ISTEP+ Student Information Questionnaire.
4. The test results of first-year LEP students who take the ISTEP+ English/language arts
assessment are not included in AYP determinations. If these students take the LAS Links
English Language Proficiency Assessment, or the ISTEP+ English/Language Arts
Assessment, then they can be counted as participants toward meeting the 95 percent
assessment participation requirement for English/language arts AYP determinations.
5. LEP students are not counted for AYP determinations for the school unless they have been
enrolled in your school for 162 days. They are also not counted for PL221 determinations
unless they have been enrolled for 126 days. Careful monitoring of LEP students who leave
for a month should ensure appropriate calculations. Students who are not in school should be
withdrawn and re-enrolled.
6. Rescoring of ECAs and ISTEP should be requested by the parent.

24
 Promotion/Retention for an ESL Student
In accordance with Performance Based Accreditation guidelines, a school corporation shall not
retain language minority students solely on the basis of English language proficiency.

Students must be reviewed on an individual basis. If the language proficiency assessment

indicates that the student is below level 5 (native-like proficiency) in English, grading and
assessment procedures must be adapted to their proficiency level. If adaptations are NOT made
accordingly, the child must not be failed or retained.

Any questions and/or concerns of classroom teachers regarding the promotion/retention of ESL
program students shall be directed to the ESL teacher or to the ESL director. All decisions
regarding ESL program students shall be made in consultation with a committee consisting
of the building ESL teacher, principal, classroom teacher, and according to the retention
guidelines for Limited English Proficient (LEP) Students established by the Indiana
Department of Education.

The aforementioned committee shall meet to review the information regarding the student’s
performance, and before contacting parents in reference to retaining their child. The following
information must be provided at the meeting:

o Samples of class work

o Scores of various assessment methods
o RtI (Response to Instruction and Intervention) Plan
o Past history (information from permanent file or cum file
o Outcomes from the Building Based Team
o Background information regarding family literacy skills
o LAS Links Assessment scores

Please refer to the Indiana Department of Education’s Retention Guidelines for Limited
English Proficient (LEP) Students on the following pages or at:
http://www.doe.state.in.us/lmmp/pdf/retentionpolicy.pdf

25
 Indiana Department of Education Office of English Language Learning and Migrant Education
www.doe.state.in.us/lmmp

RETENTION GUIDELINES
FOR LIMITED ENGLISH PROFICIENT (LEP) STUDENTS

Retention of LEP students shall not be based solely upon level of English language proficiency
(Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols). Prior to
considering retention of a LEP student, the following points should be addressed in consultation
with the ESL staff or designated district language minority contact person.

¦ Has the student’s level of English language proficiency been assessed?

Each Spring, all LEP students must participate in the LAS Links English proficiency assessment.
Newly-enrolling students must be assessed for identification as LEP using the LAS Links
Placement Test within thirty (30) days of enrollment at the beginning of the school year or
within two (2) weeks during the school year.

Has the student been enrolled in the school district for more than one full
academic year?

¡ To ensure meaningful participation, are classroom modifications being made in

the areas of:

● teacher lesson delivery;

● assignments;
● homework; and
● formal assessments (quizzes and tests)?

¢ Has an Individual Learning Plan (ILP) been implemented to document classroom

modifications and student progress?

£ How much individual English language development instruction is the student

receiving via pullout or an ENL course during the school day? (A minimum of 1 hr
daily is recommended)

⁄ Has an alternate grading strategy been implemented including a portfolio,

contract or rubric assessment?

If the above points have not occurred in a sufficient manner, retention is not appropriate. The
Office of English Language Learning and Migrant Education, in consultation with State
Attendance Officer, the Division of Exceptional Learners, and the Division of Early Learning and
Literacy, advises against the creation of a school corporation policy whereby any elementary
grade-level student who fails the English/Language Arts portion of ISTEP+ would be retained.
Retention policies, especially for LEP students, should not be based on one specific piece of
data alone or any sole criterion.

Retention of LEP students will not facilitate English language acquisition. The process of
language acquisition should occur at all grade levels. The Office of English Language Learning
and Migrant Education is available for technical assistance at (317) 232-0555 or (800) 382-9962.

26
Indiana Department of Education • Office of English Language Learning and Migrant Education
http://www.doe.state.in.us/lmmp/pdf/retentionpolicy.pdf

RETENTION GUIDELINES CHART

FOR LEP STUDENTS

¦ English

ö
NO
proficiency
assessment

ö
+
Length of NO
enrollment
CONSIDER DO

ö
+

õ
¡ Classroom
RETENTION NOT
YES NO
Modifications RETAIN
Retention can be

ö
considered in +
¢ Individual
If all of the
consultation with NO
points have
ESL staff if the Learning Plan
not been
points have been
+ implemented
£ Minimum
addressed and
student
student still is not

ö
recommended should not
successful. NO
amount of be retained.
English language
development

ö
+
⁄ Grading NO
alternatives

Refer to Retention Guidelines form for more information related to each

point. Contact the Office of English Language Learning and Migrant Education
with any questions at (317) 232-0555 or (800) 382-9962.

27
 ESL Retention Guidelines and Checklist

Student Name:________________________ Grade:_______ ESL level:____

School:___________________________ Teacher:_________________

Additional Services: Speech_______ Spec. Ed_______ RTI_________

Requested by: _____ Grade level teacher _____ Parent

Considerations for Retention:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________________

Retention Guidelines Chart

Have the following points been addressed? YES NO

1.) Has the student’s level of English proficiency been assessed?
2.) Has the student been enrolled in the school district for more than one full
year?
3.) To ensure meaningful participation, are classroom modifications being

• Teacher lesson delivery

made in the areas of:

• Assignments
• Homework; and
• Formal assessments (quizzes and tests)?
4.) Has an Individual Learning Plan (ILP) been implemented to document
classroom modifications and student progress?
5.) How much individual English language development instruction is the
student receiving via pullout or an ENL course during the school day? (A
minimum of 1 hr daily is recommended)
6.) Has an alternate grading strategy been implemented including a portfolio,
contract, or rubric assessment?

Based upon the information presented, the student

___ should be retained in the __________ grade.
___ should not be retained.

Signature:______________________________ Date:_____________

28
 ESL Referrals to Special Education
The following are guidelines regarding the referral of ESL students for Special Education.

♦ A referral to special education should only happen after all other avenues have been explored,
and you can conclude that the child’s needs cannot be met by the regular education program
and that student needs are not related to second or other language learning.

♦ It is recommended that the child be in the school system for more than a full academic year
before a referral to special education is justified except when prior knowledge of handicaps is
available or handicaps are obviously apparent.

♦ Often times, special education identification has already happened in another state and the
student will customarily have to be retested in order to be identified for services in Indiana.

♦ All referrals of LEP students to special education should include the results of tests in the
child’s native language and in English to provide evidence that the difficulties are present in
both languages.

♦ In searching for a bilingual evaluator or interpreter for assessment purposes, the candidate
must be a non-biased party who is fluent in the native language of the student. Ideally, the
interpreter/translator should be from the same language, country, and cultural background of
the student to avoid linguistic and cultural miscues.

To ensure that a Special Education Referral for an ESL student is handled appropriately, please
utilize the checklists on the following two pages as part of the Referral/Evaluation process.

You may also visit: http://www.doe.state.in.us/lmmp/specialeducationreferrals.html

29
 ESL Referral and Evaluation
Guidelines and Checklist
(For Special Education Services)

Student Name: ________________________Grade: ____ ESL level:____

School: _________________________ Teacher:__________________

Additional Services: _______ RTI_________ Title I ________

Phase One: To be completed by ESL Teacher and attached to the referral

YES NO
1.) Has the Language Survey (LS) been administered to the student?
2.) Has background information been obtained on the student?
(length of stay in U.S., reason for re-location, years in American school system)
3.) If the LS indicates a language other than English, has an assessment of the
student’s English proficiency been administered for reading, writing, speaking, and
listening? (attach copies)
4.) Has the student been identified as limited English proficient (LEP); level 1, 2, 3,
or 4?
5.) Has an Individual Learning Plan (ILP) been developed based upon the language
proficiency level and have appropriate instructional adaptations been identified?
(attach copies if available)
6.) Has instruction been adapted to accommodate the needs of the LEP student
within the classroom?
7.) Has the student been in the American school system for a minimum of 1 year
before the referral process begins unless prior knowledge of handicaps is available
or handicaps are obviously apparent?
8.) Have the student’s needs been brought to the building based team?

Signature:___________________________________ Date:___________________

30
 REFERRAL AND EVALUATION

Phase Two: To be completed by SCHOOL PSYCHOLOGIST / SPEECH LANGUAGE

PATHOLOGIST and attached to the case conference paperwork

Referral YES NO
1.) Has Phase One been fully implemented?
2.) Has a formal referral been made by the teacher, parent, or ESL
teacher?
3.) Has information pertinent to the referral been obtained from the
ESL teacher and included in the referral information? (background
information)
Consent
4.) Have parents been informed in their dominant language regarding
the consent?
5.) If the parents are not literate in their native language, has the
referral been explained and understood?
Evaluation
6.) Has a team of professionals discussed the most appropriate testing
methodology, including whether or not an interpreter is needed?
(Team shall include ESL teacher, ESL director, school psychologist,
speech language pathologist, child’s teacher, principal, parent)
7.) Have special education evaluations been conducted in the
student’s most dominant language?
8.) Has the child/student been observed in multiple settings?
9.) If the evaluating professional was not bilingual, was the
interpreter fully bilingual and bicultural in the student’s dominant
language?
10.) Have the ESL director, ESL teacher, school psych, and special
education teacher met to review the evaluation results? *
Case Conference Committee
11.) Did the case conference committee include the ESL teacher or
ESL director?
12.) Did the case conference committee include someone who is
capable of translating the discussion and information for the parent in
the family’s first language?

* For speech only, ESL director, ESL teacher and Speech Language pathologist will
review evaluation results.

Signature:___________________________________ Date:___________________

31
 Parental Notification

Notification of a student’s English language proficiency level must be sent to the responsible
parent or guardian within thirty (30) days of testing (or within 30 days of receiving the scores in
the case of the annual assessment). The letter will state that the student will be receiving ESL
services appropriate to the student’s English language proficiency, and must provide an
opportunity for the parent to decline these services for their child. A sample of our Title III
notification letter is on the following page.

Decline Services

A parent or legal guardian of an LEP student may decline the participation of their child in the
ESL Program. This request must be submitted in writing and will be retained in the student’s
permanent ELL Cumulative file.

Declining ESL Services does not change the student’s status as LEP. The student must be
included on all state and federal reporting of Limited English Proficient students and is required
to participate in the annual English proficiency assessment. Testing is not optional, and cannot
be refused. This is explained in our Title III Notification letter. A sample of our Waiver is
found on page 8.

32
 TITLE III Language Instruction Educational Program
Parental Notification of Student Placement

Date:

Dear Parents:

Under Title III of the No Child Left Behind Act of 2001, which is a federal law, our district is required to
identify language minority students, to assess progress in English proficiency, and to provide eligible
children with services that would increase their English proficiency and their academic achievement.

To comply with this law, your child was assessed for English proficiency using the LAS Links English
proficiency assessment test and scored at a level 1. Your child has been identified as limited English
proficient (LEP) and is eligible to participate in a language instruction educational program. The goal
of this program is to provide quality instruction for students not yet proficient in English, while continuing
to develop and assist your child in speaking, listening, reading and writing, in English. We determine the
levels of proficiency by the following criteria:

Level 1: Students performing at this level of English language proficiency begin to demonstrate receptive or productive English
skills. They are able to respond to some simple communication tasks.
Level 2: Students performing at this level of English language proficiency respond with increasing ease to more varied
communication tasks.
Level 3: Students performing at this level of English language proficiency tailor the English language skills they have been taught to
meet their immediate communication and learning needs. They are able to understand and be understood in many basic social
situations (while exhibiting many errors of convention) and need support in academic language.

Level 4: Students performing at this level of English language proficiency combine the elements of the English language in
complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas, although
some minor errors of conventions are still evident.

Fortunately, your child will be able to participate in a program that will most effectively increase his/her
English proficiency and knowledge of all academic subject matter. This program is one period per day,
and focuses on teaching your child to speak, understand, read, and write fluently in English. The program
determined to best suit his/her needs is:

ESL (English as a Second Language): subjects are taught to English language learners in English, with instruction based on a
special curriculum involving little or no use of the native language, focusing on language (as opposed to content), and taught during
specific school periods of the day.

This program will help your child learn English, meet academic standards and complete graduation
requirements. Your child may participate in this program until his/her proficiency level reaches an
Overall/Composite score of Level 5 and it is determined that a language instruction educational program
is no longer needed. It may take several years before your child is ready to exit services. After exiting the
program, your child’s academic progress will be monitored for two years.

As a parent, you have the right to remove your child from this program or decline his/her
participation. If you are interested in waiving services, please contact Natalie Drummond at x6490.
However, it is felt that your child’s participation in this program will most effectively increase his/her
English proficiency and knowledge of the academic content. Declining program services does not
affect the federal requirement for annual language testing. If your child has a disability which also
requires an IEP, (Individual Education Plan), the language instruction educational program will be utilized
in coordination and conjunction with your child’s existing IEP.

Sincerely,
Natalie Drummond, Director of English Language Learners

33
 ESL Participation and Waiver Form

Date: ____________

Student:________________________ Birth Date: _________ Grade: ________

Current School: _________________ ELL School: _________________________

If your child’s current school does not have an ELL program and you accept
placement at the ELL school, transportation will be extended by EACS.

Dear Parent or Legal Guardian:

When you enrolled your child, you completed a Home Language Survey, which indicated that your child
speaks a language other than English. Accordingly, your child was administered a LAS Placement test to
assess the English proficiency level.
English Proficiency Levels
Students at levels 1-4 are considered limited English proficient (LEP) and qualify for ELL services.

¸ Level 1:
¸ Level 2:
Beginner

¸ Level 3:
Early Intermediate

¸ Level 4:
Intermediate
Advanced

¸ Level 5: Fluent English Proficient: Students do not qualify for ELL

______________________________________________________________

services.

We encourage you to take advantage of the English language development services for which your child
qualifies. However, it is your right to accept or decline ELL placement for your child. Federal legislation
requires that, whether your child participates in an ELL program or not, he/she will be assessed once a
year until a score of fluency (level 5) is achieved for two consecutive years. You will receive the results of
testing each year.

Please mark the appropriate box indicated below to indicate whether you are approving or declining

¸
services at this time.

¸
Yes, I understand and accept my child’s placement in the ELL program.
No, I understand and decline my child’s placement in the ELL program.

______________________________ _____________
Signature of Parent/Guardian Date

34
 Monitoring and Exiting Former LEP Students
The transition from Limited English Proficient (LEP) to Fluent English Proficient (FEP) is
marked by the first score of Level 5 on the LAS Links annual assessment. At this time the
student is no longer required to participate in daily English language development services and is
reclassified to fluent English proficient (FEP) status for reporting. The student begins a period of
informal monitoring that continues until the student has attained an Overall score of Level 5
twice consecutively on the LAS Links annual assessment.

After demonstrating Fluent English Proficiency by attaining a score of Level 5 twice

consecutively on the annual LAS Links, former LEP students begin a two-year period of formal
monitoring. This formal monitoring must ensure that former LEP students who have been
reclassified to FEP are able to participate meaningfully in the regular educational program,
which means:
1) students are able to perform on-par with their native English speaking peers in the regular
educational program;
2) students are able to have full access to all aspects of the school's mainstream curriculum
and participate successfully without the use of simplified English materials; and
3) students have access to language instruction services if needed.

During the two-year period of formal monitoring, the ESL staff shall collect data on the
academic performance of FEP students after each grading period. This information must be
documented in the student’s records using the FEP Monitoring Form on the following pages.
ISTEP+ scores, report cards, and teacher/administrator comments will be reviewed to determine
if the student is achieving academic success. Annual English proficiency assessment is not
required during the formal two-year monitoring period.

If monitoring shows that the student is falling behind in academic performance and/or English
language skills, the situation must be assessed, analyzed, and arrangements should be made to
provide the student with appropriate assistance. ESL staff, classroom teachers, administrators,
and building teams should collaborate throughout this process.

35
 East Allen County Schools
ESL Monitoring and Exit Form
English as Second Language students who are classified as Fluent English
Proficient (proficiency level 5) and exited from ESL classroom participation
require informal monitoring for one year and formal monitoring for two years.
Please complete this form on the interim report date. If interventions are needed
prior to interim date, please contact the ESL teacher.

Informal Year (after 1st LAS Links level 5)

1st Formal Year (after 2nd consecutive LAS Links level 5)
2nd Formal Year

Student: School: Date:

School Year: Grade:

Interim: Fall Spring

Subject
Letter grade
Effort Poor Fair Good Poor Fair Good Poor Fair Good Poor Fair Good Poor Fair Good Poor Fair Good

Teacher Observations:

Comments:

Progress is satisfactory. Student recommended for continued monitoring.

Student recommended for re-entry into ESL program.
o Reclassification Date: ______________________________
Monitoring process is complete. Grades and observations indicate that
student is ready for exit from ESL.

General Education Teacher Signatures:

36
 Migrant Education Program
Many individuals in the United States are classified as migrant farm workers. Many of these
migrant farm workers travel as a family from one job to another to improve their financial
situation. The temporary nature of their work creates residency problems, language barriers, and
lack of contact with community services. Social, economic, or health benefits are seldom
available to migrant families.

Since most migrant children move frequently, their school attendance is often interrupted and
they tend to lack skills in language, reading and mathematics. In addition to their mobility
issues, these students are usually coping with limited English proficiency, poverty, and the fact
that they often have to help sustain the family by working or looking after younger siblings
instead of going to school.

The Indiana Migrant Education Program serves children of migratory farm workers who qualify
under several eligibility criteria. Children must not have graduated from high school or have a
GED and be between the ages of three through twenty one. The child must have moved within
the past three years across state or school district lines with a migrant parent or guardian to
enable the child, the child’s guardian, or a member of the immediate family to obtain
employment in an agricultural, fishing, or food processing activity.

Students are classified as eligible to receive Migrant Education program services by recruiters
from the Division of Language Minority and Migrant Education Programs, Indiana Department
of Education. The recruiters visit areas which employ large numbers of seasonal workers and
other referred sites to interview families for the purpose of determining Migrant eligibility status.
Students/families which qualify and receive migrant status are issued a Certificate of Eligibility
(COE) which entitles them to a variety of academic and social services.

The ESL Program assists the DOE in identifying students that may be eligible for the Migrant
Education Program by administering the Migrant Work Survey (see sample on the following
page) to families that have moved within the last three years to work in agricultural activities.
Their responses are submitted to the DOE recruiters who then visit the families for an interview
to determine their eligibility.

37
 INDIANA DEPARTMENTOF EDUCATION
Migrant Education Prog ram
151 W Ohio Stre e t
Ind ia na p o lis, IN 46204
To ll Fre e : 1-800-257-1677

The Migrant Education Program (MEP) provides supplemental education and support services to eligible
children through national funding. The purpose of the program is to ensure that all migrant students reach
the academic standa rds and graduate with a high school diploma (or complete a GED).

WORK SURVEY

Tha nk yo u fo r a nswe ring the fo llo wing q ue stio ns. If yo ur c hild is e lig ib le fo r the Mig ra nt Ed uc a tio n
Pro g ra m , the y ma y re c e ive a d d itio na l e d uc a tio na l sup p o rt. This info rma tio n is strictly confidential.

Pa re nts’ Na me s: _____________________________________________________________________________________

Ad d re ss: _________________________________________City:______________________ Te le p ho ne : (___) _________

1. Ho w lo ng ha ve yo u live d in this c ity/ sc ho o l d istric t? _____________________________

2. Within the la st 3 years, ha s yo ur c hild (re n) mo ve d fro m o ne sc ho o l d istric t to a no the r with a
p a re nt, re la tive o r g ua rd ia n so tha t p e rso n c o uld lo o k fo r se a so na l o r te mp o ra ry wo rk in
a g ric ulture ? YES ___ NO _____ If yo u a nswe re d NO, p le a se sto p .

If yo u a nswe re d YES, p le a se c o ntinue .

3. Whe n wa s the la st time yo u o r a nyo ne in yo ur ho use ho ld ha s mo ve d to lo o k fo r, o r wo rk in a n
a g ric ultura l a c tivity within the Unite d Sta te s? Mo nth________________ Ye a r_________________
4. Ple a se c he c k a ny o f the a g ric ultura l a c tivitie s liste d b e lo w tha t yo u ha ve lo o ke d fo r o r wo rke d in:

_____ Pla nt o r ha rve st ve g e ta b le s o r fruits _____ Ca nning ve g e ta b le s o r fruits

_____ De ta sse l c o rn _____ So d fa rm
_____ To b a c c o fa rm _____ Pla nting , p runing o r c utting tre e s
_____ Po ultry a nd / o r e g g fa rm _____ Da iry fa rm
_____ Duc k, turke y, c hic ke n, p o rk o r b e e f p ro c e ssing p la nt _____ Flo ra c ulture / g la d io la fa rm
_____ Aq ua c ulture / fish ha tc he rie s _____ Gre e n ho use o r p la nt nurse ry

Ple a se list the na me s o f a ll o f the c hild re n in the ho use ho ld und e r 22 ye a rs o f a g e .

Child’s Name Date of Birth (D.O.B.)

1.

2.

3.

4.

5.

6.
38
 ELL Cumulative Folder

It is required that a cumulative folder specific to LEP student’s records must be kept and
maintained. All information must be updated at the end of each school year or when a student
transfers to another school or school district. The ELL Cumulative Folder is maintained within
the permanent record.

Registrars and ESL staff must keep all records up to date following the ELL Cumulative Folder
contents. Contents of the ELL Cumulative folder should contain:

o Home Language Survey (On EACS Enrollment Form)

o Documentation of English proficiency level (LAS Links Placement Test or
PreLAS)
o Language Minority Identification and Placement Form
o Parent Notification Letter(Title III)
o Current Individual Learning Plan (ILP)
o Annual LAS Links Score Report(s)
o Exiting and Monitoring Documentation (2 Year Monitoring Period)
o Participation/Waiver Form
o ELL information from another school district

ESL Folders
The ESL folder is used to maintain ILPs and evidence of modifications of all English Language
Learners. ESL teachers distribute the ILPs to general education teachers. Evidence of
modification is supplied by the general education teacher. Contents of this folder should contain:

□ ILP (Individual Learning Plan) for each English Language Learner student
Applicable to ESL and Non-ESL schools

□ 2 modified, graded pieces of work for each LEP (Limited English Proficient) student
Evidence of modification and student work is turned in to building principal at the conclusion of each
grading period. Applicable to ESL and Non-ESL schools

□ Exit/Progress Sheet completed for each FEP (Fluent English Proficient = Level 5)
student
Applicable to ESL schools

39
 Levels of English Proficiency & Corresponding Student Actions
LEP FEP
(Fluent English
(Limited English Proficient)
Proficient)
Level 1 Level 2 Level 3 Level 4 Level 5
Beginner Early Intermediate Intermediate Advanced Fluent

Students performing at this Students performing at this Students performing at this Students performing at this Students performing at this
level of English language level of English language level of English language level of English language level of English language
proficiency begin to proficiency respond with proficiency tailor the proficiency combine the proficiency communicate
demonstrate receptive or increasing ease to more English language skills they elements of the English effectively with various
productive English skills. varied communication have been taught to meet language in complex, audiences on a wide range
They are able to respond to tasks. their immediate cognitively demanding of familiar and new topics to
some simple communication and situations and are able to meet social and academic
communication tasks. Student Actions: learning needs. They are use English as a means for demands. Students speak,
All of the above, and: able to understand and be learning in other academic understand, read, write,
Student Actions: • Labels pictorial charts with understood in many basic areas, although some minor and comprehend in English
• Classifies pictures without key vocabulary or social situations (while errors of conventions are without difficulty and display
exhibiting many errors of still evident. academic achievement
40

verbalizing logic behind concepts

them • Labels pictures with single convention) and need comparable to native
• Makes picture collages words or phrases support in academic Student Actions: English speaking peers. In
• Builds picture dictionary • Sequences events language. All of the above, and: order to attain the English
based on content (time/order) • Reasoning expressed proficiency level of their
• Points to an appropriate • Uses invented spelling Student Actions: more fluently native English-speaking
response • Utilizes graphic organizers All of the above, and: • Expresses opinions peers, further linguistic
• Creates a pictorial • Accept ‘yes’ or ‘no’ and • Classifies and gives • Criticizes and justifies enhancement and
graph/chart either/or reasons in simple • Uses persuasion refinement are necessary.
• Uses body language sentences • Answers how and why
• Gives simple explanations questions Student Actions:
• Describes event/topic • Predicts the outcome of • On par with native English
• Outlines topics using time events speaking peers
sequence, as well as • Drafts/edits assignments
main idea and supporting
details
• Formulates questions
• Compares/contrasts
information
• Conducts simple
interviews
 Typical Student Behavior & Appropriate Teacher Behavior
by Levels of English Proficiency
Beginner Early Intermediate Intermediate Advanced
Level 1 Level 2 Level 3 Level 4
Sample Student Behaviors
◘ Points or provides ◘ One-word responses ◘ Participates in small ◘ Participates in reading
other non-verbal ◘ Short utterances group activities and writing activities
response ◘ Demonstrates to acquire new
◘ Actively listens comprehension in a information
◘ Responds to variety of ways
41

commands

Sample Teacher Behaviors

◘ Gestures ◘ Asks questions that can ◘ Focuses content on key ◘ Fosters conceptual
◘ Language focuses on be answered by yes/no concepts development and
conveying meanings and either/or responses ◘ Provides frequent expanded literacy
and vocabulary ◘ Models correct comprehension checks through content
development responses ◘ Uses performance-
◘ Repetition based assessment
◘ Asks open-ended
questions that
stimulate language
production
 Appropriate Modifications and Assessment for ESL Students

Level 1
Description of Level 1 Students

At Level 1 students cannot speak or understand English except for a few concrete, high
frequency words. The student cannot use any higher order thinking skills in English. The
student derives all meaning from the context of a given situation.

Appropriate Instructional Modifications for Level 1 Students

¸ Assign a study buddy ¸ Provide lecture notes in simple English

¸ Allow extra time to complete work ¸ Speak and write directions
¸ Provide alternative texts ¸ Use closed-caption option on videos
¸ Permit bilingual dictionaries ¸ Use a bilingual tutor to pre-teach
¸ Stress key vocabulary important concepts
¸ Highlight important concepts ¸ Avoid slang and idiomatic expressions
¸ Use graphic organizers ¸ Teach and model cognitive strategies
¸ Incorporate schematic mapping ¸ Explicitly activate prior knowledge
¸ Provide hands-on experiences ¸ Read and write in the content areas.
¸ Explain with pictures and realia ¸ Provide written directions in simple
¸ Model vocabulary and concepts English
¸ Allow one-word answers ¸ Use process writing

Assessing Level 1 Students

¸ Create a grading contract ¸ Construct hands-on projects (models,

¸ Assign a pass/fail based on effort experiments, etc.)
¸ Participate in cooperative learning ¸ Make personal bilingual picture
projects dictionary
¸ Answer yes/no questions ¸ Make maps, charts, and graphs
¸ Produce bilingual diagrams ¸ Create a “photo album” from magazine
¸ Create picture books illustrating key pictures to explain events and concepts
concepts ¸ Create graphic organizers
¸ Role-play events ¸ Build collages to explain ideas
¸ Draw and label sequential pictures ¸ Classify pictures and objects
¸ Match words to pictures

42
 Appropriate Modifications and Assessment for ESL Students

Level 2
Description of Level 2 Students

A Level 2 student can communicate at a basic level. Although the student can understand some
English in highly contextualized situations, the student may not produce much English. Most
learning will take place through non-verbal cues and the native language. A Level 2 student
experiences a lot of difficulty with higher order thinking in English.

Appropriate Instructional Modifications for Level 2 Students

¸ Assign a study buddy ¸ Explicitly activate prior knowledge

¸ Allow extra time to complete work ¸ Provide lecture notes in simple English
¸ Provide simplified readings ¸ Allow tape recorder for note taking
¸ Permit bilingual dictionaries ¸ Avoid slang and idiomatic expressions
¸ Stress key vocabulary ¸ Use close captioning on videos
¸ Highlight important concepts ¸ Use a bilingual tutor to pre-teach content
¸ Use graphic organizers area concepts
¸ Incorporate schematic mapping ¸ Use process writing
¸ Provide hands-on experiences ¸ Provide written directions in simple
¸ Explain with pictures and realia English
¸ Model vocabulary and concepts ¸ Read and write in the content areas
¸ Allow simple-phrased answers ¸ Teach and model cognitive strategies

Assessing Level 2 Students

¸ Create a grading contract ¸ Make maps, charts, and graphs

¸ Assign a pass/fail based on effort ¸ Create a “photo album” from magazine
¸ Participate in cooperative learning pictures to explain events and concepts
¸ Create graphic organizers
¸ Answer what, when, and where ¸ Classify pictures and objects
projects

questions ¸ Provide word banks for writing

¸ Compare/contrast objects assignments
¸ Produce bilingual diagrams ¸ Describe pictures, write captions for
¸ Keep a learning log with pictures and each “photo”
words to remember key concepts ¸ Take modified tests (labeling diagrams
¸ Role-play events and pictures, etc.)
¸ Draw and describe sequential pictures ¸ Retell an experience or lesson to a peer,
¸ Match words and phrases to pictures teacher, or tape recorder
¸ Construct hands-on projects (models, ¸ Dictate a story
experiments, etc.) ¸ Tell someone else how to do an activity
¸ Make personal bilingual picture
dictionary

43
 Appropriate Modifications and Assessment for ESL Students

Level 3
Description of Level 3 Students

Level 3 students often appear to understand more English than they really do. They function
fairly well in face-to-face contextualized conversation. However, they experience difficulty with
academic language and higher order thinking skills. Although Level 3 students can learn using
English, they still need many non-verbal cues to construct meaning.

Appropriate Instructional Modifications for Level 3 Students

¸ Assign a study buddy ¸ Explicitly activate prior knowledge

¸ Allow extra time to complete work ¸ Allow a tape recorder for note taking
¸ Provide simplified readings ¸ Use a bilingual tutor to pre-teach
¸ Emphasize and model reading concepts
comprehension strategies ¸ Teach and model cognitive strategies
¸ Permit bilingual dictionaries ¸ Develop problem solving and
¸ Stress key vocabulary application skills
¸ Highlight key concepts ¸ Use closed-caption option on video
¸ Use graphic organizers ¸ Read and write in the content areas
¸ Incorporate schematic mapping ¸ Provide written directions in simple
¸ Provide hands-on experiences English
¸ Explain with pictures and realia ¸ Use process writing

Assessing Level 3 Students

¸ Create a grading contract ¸ Make maps, charts, and graphs

¸ Participate in cooperative learning ¸ Create a persuasive argument
¸ Outline a lesson, story, or lecture, or
¸ Use inferential thinking
projects
summarize orally
¸ Answer how and why questions ¸ Provide word banks for writing
¸ Keep a learning log with pictures and assignments
sentences describing key concepts ¸ Take modified tests (open book,
¸ Role-play events shortened, oral, more time)
¸ Create graphic organizers ¸ Justify an opinion
¸ Construct hands-on projects (models,
experiments, etc.)

44
 Appropriate Modifications and Assessment for ESL Students

Level 4
Description of Level 4 Students

Level 4 students appear to be completely fluent in English. However, they have not yet mastered
the ability to use English as a tool for learning. Level 4 students find cognitively complex tasks
somewhat difficult and read approximately 2 years below grade level.

Appropriate Instructional Modifications for Level 4 Students

¸ Allow extra time and support to ¸ Develop problem-solving and

complete cognitively complex tasks application skills
¸ Teach and model cognitive strategies ¸ Provide hands-on experiences
¸ Emphasize and model reading ¸ Explicitly activate prior knowledge
comprehension strategies ¸ Read and write in the content areas
¸ Stress key concepts ¸ Provide written directions in simple
¸ Use graphic organizers English
¸ Incorporate schematic mapping ¸ Use process writing

Assessment for Level 4 Students

¸ Participate in cooperative learning ¸ Create graphic organizers

projects ¸ Make maps, charts, and graphs
¸ Synthesize or evaluate information ¸ Use resources (library, internet, guest
¸ Construct hands-on projects (models, speakers) to write a report
experiments, etc.) ¸ Match words with definitions
¸ Keep a learning log explaining important ¸ Fill-in-the-blank using vocabulary
concepts

45
 Considerations for the Classroom Teachers
The development of second language skills takes place in four areas: listening, speaking, reading
and writing. In the normal language development process for first language learners, oral
language skills precede the development of reading and writing skills. The process is the same
for second language learners. Students must have a rich oral language experience background so
that when they begin to read they have a meaningful reference point. Meaningful experiences
facilitate comprehension as well as help to maintain and promote student interest.

While teaching phonics is not a priority, students have to be able to hear the differences between
their native language and English before they can be expected to produce sounds. In addition,
they must be able to decipher sound differences in order to begin to understand the new
language. Teachers are encouraged not to rush production or over-correct errors.

Second language acquisition research has shown us that a student acquires language more
effectively when language exposure has been provided that is meaningful and that input is
comprehensible for students. Comprehensible input involves modeling activities and describing
them at the same time. All new subject matter should be introduced by modeling either before
the entire class or with the student on an individual basis. In addition to modeling expected
behavior, visual clues offer meaningful reference for immediate comprehension of new
vocabulary words and experiences. Repetition of words and phrases that are meaningless to the
student is not the recommended pattern for provision of meaningful language experience or oral
language development.

Students who have the advantage of strong literacy skills in their first language bring key
concepts to the classroom with them. The problem here is that the language code system that we
have is different from theirs. The key is to reinforce those concepts in the new language by
providing visual context clues to facilitate comprehension and to work on vocabulary
development. The concept is the constant and language is the variable. Conceptual skills
transfer to the English language, so the important thing to remember is that skills do not have to
be retaught. Language and vocabulary have to be taught in order to access the knowledge these
students already possess.

Development of language skills for success in academic content area courses takes a long time.
Primary goals will be to get meaning across and develop communicative performance for the
subject material being taught. Teachers should incorporate as many concrete, hands-on, and
visual activities as possible to facilitate comprehension.

46
 INDIANA DEPARTMENT OF EDUCATION
Office of English Language Learning and Migrant Education

Effective Practices
for the Mainstream Classroom
Goal for students: to develop academic competence while also developing English proficiency

Most of the following recommended strategies are promoted as good teaching strategies for all
students. This is an important point because teachers usually don’t have time to prepare a
separate lesson for their LEP (Limited English Proficient) students and/or to work with them
regularly on an individual basis.

A. Total Physical Response (TPR)

TPR activities greatly multiply the amount of language input that can be handled by
beginning learners. These activities tie comprehension with performance using low-anxiety,
whole-body responses. It is recommended that TPR be utilized for 5-10 minutes at the beginning
or end of each class. This approach helps to develop listening skills, increase vocabulary, and
model proper English word order.
Steps:
1. The teacher develops scripts that provide students with the vocabulary related to learning
situations, such as using a pay phone, getting ready for school, shopping, preparing a meal,
conducting an experiment, etc. (Note that situations may vary according to level).
2. Students follow the teacher’s set of commands to act out an event.
3. The teacher and students make a written copy of the instructions.
4. Students play the roles of the teacher/reader of the series and performer of the actions.

B. Cooperative Learning (CL)

The CL approach uses student-centered learning activities completed by students in
heterogeneous groups of two to six. CL assigns roles to each member of the group, so that
students of different proficiency levels can work together on a common task. Through shared
learning activities, LEP students gain knowledge by observing learning strategies used by their
peers. LEP students further benefit from face-to-face verbal interactions, which promote
communication that is natural and meaningful. Small group learning also enhances LEP
students’ language acquisition. CL is proven to be effective for both academically advanced
and lower achieving students.

C. Language Experience Approach

Implementation:
1. The student is asked to share his/her “experience” (a drawing, something brought from home,
a group experience, an experience with the topic in discussion, etc.).
2. The student then dictates his/her story to the teacher or to another student. The writer copies
down the story.
3. The teacher reads the story back and students read along.
4. As their language development progresses, students can rewrite their stories and illustrate
them.
47
 INDIANA DEPARTMENT OF EDUCATION
Office of English Language Learning and Migrant Education

D. Dialogue Journals
A dialogue journal is a written conversation that a student and teacher carry on regularly (daily,
weekly, etc.). Students write as much as they choose and the teacher writes back, responding to
students’ questions and comments, introducing new topics or asking questions, and promoting
language development. The teacher never corrects students’ entries. The students must be
assured that journals won’t be graded and that nobody else will read them.

E. Games
Games are especially helpful when the repetition of words or concepts is necessary to increase
students’ knowledge of vocabulary and concepts that require memorization. It is recommended
that competition be downplayed for most games, that the rules be few, and that they be
clearly explained and demonstrated before the game begins.

F. Content-Centered Language Learning

Content-Centered Language Learning is a method that integrates English as a Second
Language instruction with subject matter instruction. This technique focuses not only on
learning a second language, but also on using that language as a medium to learn mathematics,
science, social studies, or other academic subjects. The theory behind Content-Centered
Language Learning is that language acquisition is based on input that is meaningful and
understandable to the learner (Krashen, 1981). Research shows that language is effectively
learned when it is a vehicle of instruction, not the object. Students reach a high level of second
language development while mastering subject matter.

A content area teacher, or a combination of a content area teacher and an ESL (English as a
Second Language) teacher, can implement the Content-Centered Language Learning method in
their current instructional practices. By using modified curricula and appropriate teaching
strategies, Content-Centered Language Learning can be used wherever and whenever LEP
students receive academic instruction in English. Input is made comprehensible through a variety
of means, such as demonstrations, visual aids, graphic organizers, hands-on materials, and
manipulations of the content.

TIPS FOR TEACHING ENGLISH TO LEP STUDENTS THROUGH CONTENT AREAS:

• Write the lesson’s objectives and activities legibly on the board.
• Develop and maintain routines.
• List instructions step by step.
• Present information in a variety of ways. Put information in a context that is more
comprehensible to the students. Emphasize key words and phrases through intonation,
repetition, and summarizing on the chalkboard. Give concrete examples. Use pictures and
charts. Clarify new concepts (e.g., “The government’s funds were diminished. That means the
government was almost out of money.”).
• Try to answer all the questions that your students ask, but avoid overly detailed explanations.
Point to objects and pictures, or demonstrate actions to help get the meaning across.
• Use a variety of questioning techniques.
• Check for understanding often (e.g., “In Arizona, rainfall is minimal during most of the year.”
To check for understanding, you might ask, “Does it rain much in Arizona?”).
48
 INDIANA DEPARTMENT OF EDUCATION
Office of English Language Learning and Migrant Education

G. Multi-Sensory Approach
This approach makes use of the multi-sensory abilities of the human brain and body: auditory,
kinesthetic, and visual. All these senses need to be “activated” for better comprehension.

TIPS FOR USING THE MULTI-SENSORY APPROACH

WHILE TEACHING ENGLISH IN THE CONTENT AREAS:
• Increase “doing” or hands-on activities
• Use as many different kinds of media as possible
• Encourage small group and paired projects
• Increase use of demonstrations

H. Adapting and Modifying Materials

Content area teachers are encouraged to collaborate with their ESL colleagues in adapting and
modifying classroom, homework, and testing materials for LEP students.

EXAMPLES OF ADAPTATIONS
(Using the same materials as the rest of the class)
• On a math test, delete word problems and add more computational problems, or grade only the
computation part of the test.
• In social studies, grade students based on their memorization or recall skills (e.g., naming the
states and capitals) or matching words and definitions.
• For a spelling assignment, let LEP students draw the definition of words.
• For science projects, have students create detailed pictures or models of the subject being
studied (i.e., heart, plant, weather, etc.) with labels written in English.

EXAMPLES OF MODIFICATIONS
(Using different or additional materials while teaching the same content)
• Use assignments from lower level textbooks or workbooks that correspond to what the class is
learning at the time.
• Use lower level reading materials.
• Ask some of your native-speaking students to simplify a textbook by rewriting the chapters.
The task can be more manageable by giving each native-speaking student a few pages to
rewrite. The simplified materials not only help your LEP students, but also other students who
may find the regular text too difficult. The students who do the rewriting will benefit from
having the opportunity to review and reinforce initial concepts and understandings.
• Ask native-speaking students who take comprehensible notes to duplicate them for LEP
students to use as study aids.

REMEMBER: 1. Materials still need to be interesting!

2. Vocabulary can be simplified, but key technical terms must be retained.
3. Always consider students’ language development.

49
 INDIANA DEPARTMENT OF EDUCATION
Office of English Language Learning and Migrant Education

TIPS FOR ADAPTING MATERIALS

(Reflecting the student’s language proficiency):
• Put the topic sentence first, with supporting details in the subsequent sentences.
• Reduce the number of words in a sentence and the number of sentences in a paragraph.
• Consider word order. Use the subject-verb-object pattern for most sentences.
• Simplify vocabulary that will be used, but retain key concepts and technical terms.
• Limit the use of synonyms in written text and books.
• Introduce new vocabulary with clear definitions and repeat those new words as frequently as
possible within text passages.
• Use simpler verb tenses, such as present, simple past, and simple future.
• Write in the active voice, not in the passive voice.
• Eliminate repetitive clauses with “who,” “which,” or “whom” wherever possible. Make the
clause into a separate sentence.
• Convert the content into maps, charts, tables, lists, diagrams, semantic webs, etc.

Sources:
• Help: They Don’t Speak English Starter Kit for Primary Teachers
http://www.escort.org/products/helpkit.html

• Help: They Don’t Speak English Starter Kit for Secondary Teachers
http://www.escort.org/products/secondaryhelpkit.html

• Strategies and Resources for Mainstream Teachers of English Language Learners, NW Reg. Ed
Laboratory, May 2003
http://www.nwrel.org/request/2003may/textonly.html

• Frequently Asked Questions About Teaching ESL Students in the Mainstream Classroom
http://esl.fis.edu/teachers/support/f-faq1.htm

Download this article at: http://www.doe.state.in.us/lmmp/pdf/effectivepractices.pdf

50
 Indiana Department of Education ♦ Office of English Language Learning and Migrant Education
www.doe.state.in.us/lmmp

H e lpin g En glish La n gu a ge Le a r n e r s
Un de r st a n d Con t e n t Ar e a Te x t s
English language learners (ELLs) experience intense problems in content area learning
because they have not yet acquired the language proficiency needed to succeed in
understanding subject-matter content. Because the language of academic subjects (such as
social studies, science, math) requires a high degree of reading and writing ability that English
language learners do not have, they experience immense difficulties reading their textbooks and
understanding the vocabulary unique to particular subjects. This article reviews practical
strategies that content area teachers can use to support English language learners in their
classrooms.

Te a ch e r Pr e pa r a t ion
Ü Survey the text for difficulty keeping in mind the levels of English language learners in your
classroom; determine your standard or objective; select the concepts to teach; eliminate
unnecessary information that will be too difficult for ELL students of low English proficiency;
choose key specific vocabulary to pre-teach; develop assessments to test that content.

Ü Identify vocabulary words that you think might be difficult for English language learners to
understand when they read the text. Write ELL-friendly definitions for each - that is, simple,
brief definitions ELL students can easily understand.

Ü Determine which visuals, artifacts, gestures, etc. you will need to make the meaning of the
words clear to the ELL students. Visuals are powerful tools for comprehension instruction
because they offer concrete, memorable representations of abstract content.

Ü Use highly illustrated books of various levels of difficulty teaching your content.

Ü Plan a series of questions and interactions that will help you involve your students and
determine their levels of understanding of the words.

Bu ildin g Ba ck gr ou n d Kn ow le dge
Before reading a selection aloud or before students read a text, try taking seven to ten minutes
to build word and background knowledge. This will increase all students' comprehension of the
text.

English language learners have great difficulty jumping into new texts without any background
support. Students should know at least something about the topic before reading. Some topics
may be unfamiliar to students (e.g. recycling or fundraising) if they have never done that before.
Pictures, drawings, or short skits can help develop relevant background information. On the
other hand, if a teacher is talking about the Civil War, perhaps some ELL students have
experienced something similar in their home country, and might be able to understand those
concepts better if they understand how it connects to the text.

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Students need to know essential vocabulary in order to comprehend the text. Therefore, it is
important to use several strategies to build the background that leads to better reading
comprehension for ELL students. It can be beneficial to review many words we often take for
granted - not only for the benefit of ELL students, but also for students who may not come to
school with a rich vocabulary background or exposure to certain experiences. For example, the
concepts of democracy may be difficult for all young children to understand at first. Think of
examples to which your students can relate.

Ü Create interest in the subject by using pictures, real objects, maps, or personal experiences.
Repeat vocabulary words as often as you can so that ELL students can remember them.

Ü Relate material to students' lives whenever possible.

Ü Build text-specific knowledge by providing students with information from the text beforehand,
particularly if the text is conceptually difficult or has an abundance of important information. For
example, if there are six main topics on the animal kingdom, highlight/discuss them beforehand.

Ü Explain difficult concepts and label them with key words ELL students can remember. Repeat
the word several times in different sentences. For example, "This is the Statue of Liberty. Liberty
means freedom. The people of France gave us the Statue of Liberty..."

Ü Establish the purpose for reading (i.e. "Today we are going to read to find out: what are the
examples of freedom/liberty in our country.").

Pr e - t e a ch in g Voca bu la r y a n d Con ce pt s
Before doing an activity, teaching content, or reading a story in class, pre-teaching vocabulary is
always helpful, especially for English language learners. This will allow them to identify words
and then to place them in context and remember them. You can pre-teach vocabulary by:

„ Role playing or “acting it out” „ Pointing to pictures

„ Using gestures „ Doing quick drawings on the board
„ Showing real objects „ Doing demonstrations

Ü Introduce the vocabulary and model its use. Dig deeper into vocabulary! Use every trick you
can find to help explain its meaning to the ELL students. Give several examples for each
term. Teach words in context – this is much more effective than isolated memorization.

Ü Ask students to give you their examples of how the word can be used.

Ü Choose different strategies to teach each word. Use different ways of engaging the students
to listen for new words and produce each word in context. Remember: ELL students need 8-
20 encounters with the new word to remember it!

Ü Use hands-on activities and demonstrations to teach academic vocabulary. For example, if
the students are learning about a cell, the teacher could introduce academic vocabulary
while creating a cell model from Play-Doh with students. The students could work in groups
to make their own cell, use the academic vocabulary while doing the activity, present
afterwards to the teacher or class, or write a report.

Ü Post new vocabulary on a word wall, and review the words daily. Swap out old words as
necessary.
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 Pr e - r e a din g St r a t e gie s t o I n cr e a se Com pr e h e n sion
Ü Explain specific terms of your classroom’s interaction to English language learners. Make
sure they know instructional words used every day, such as “follow directions’, “describe”,
“start at the top of the page”, “read to the bottom of page 4”, “highlight the verbs only”, “use
the steps in your guide”, etc.

Ü Teachers may expect students to understand terms like “caption”, “excerpt”, index”,
“passage”, “glossary”, “preface” “quotation”, “section”, “selection”, etc., but these terms are
unknown to many English language learners. Before working with the text, ELL students
needs to be explicitly taught all these terms in order to participate in classroom learning
activities.

Ü Explicitly teach and model all learning strategies for ELL students in your classroom. What do
we mean when we say “analyze”? How do we do that? What is the language needed to
participate in this learning activity? Model the strategy, walk ELL students through the
process. Once ELL students have started to develop proficiency in those behaviors, they can
concentrate more on the content academic language.

Ü Review the main concepts from the text you want to teach. Decide how you might best make
these concepts relevant and accessible to all of your students including English language
learners. This might be through:

„ Film on a related topic „ “Show and Tell”

„ Discussion „ Student reading assignment
„ Experiment „ Graphic organizers
„ Field trip „ Text read by the teacher

I n t r odu cin g t h e Te x t
Ü Use visuals related to the content (real objects, charts, posters, graphic organizers). Before
reading, discuss illustrations, charts, graphs found in the text.

Ü While discussing the text, make the text visible to all students (use an overhead projector);
point to the parts of the text, to the sentences and words you are discussing.

Ü Model thinking aloud about what you are reading, and strategies for figuring out difficult
words.

Ü Model how to summarize what has been read.

Ü Give ELL students a reason for reading. Before asking the students to read the text, make
students aware of what they should look for. If the goal is for them to identify cause and
effect, point out several examples of this beforehand. If they are supposed to scan the text
and find information filling out the graphic organizer, teach them how to scan. If ELL students
don’t have the clarity of what they are supposed to do they will end up translating the text
word by word and will be able to read only one paragraph instead of scanning ten
paragraphs for important information.

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Ü Graphic organizers can be used at all grade levels and at all English proficiency levels.
Graphic organizers provide a visual for the kinds of abstract thinking that students are doing
when they organize text to understand it. Because of their limited English proficiency, English
language learners will not be able to absorb the entire amount of content knowledge that
their native English-speaking peers are able to absorb. They need to learn essential
concepts and vocabulary of the lesson. Using graphic organizers with ELL students is a way
to separate large amounts of content information into manageable pieces of essential
information for ELL students.

Re a din g t h e Te x t
Ü Assign reading partners: pair English language learners with fluent readers. After partner
reading, ask them to summarize and discuss what they read and learned.

Ü Instruct the group/pair to create a graphic organizer while studying. Graphic organizers
(thinking maps, sequencing information, categorizing information) can be used as a pre-
teaching or post-teaching strategy for introducing or reinforcing key concepts and how they
are related. The more connections English language learners make to the organization of the
content before reading, the easier it will be for them to understand and focus on what is
important. When teachers and/or students use graphic organizers at the end of a lesson, this
helps to reinforce and bring greater meaning and understanding to what they have read.

Ü Develop study guides to guide ELL students through their content area textbook reading by
focusing their attention on the major ideas presented. Study guides can include graphic
organizers, key vocabulary, and guiding questions.

Ü In cooperative groups, after silent reading of every paragraph/passage of the text let the
groups summarize the gist of the paragraph/passage in one sentence they all agree on and
write it down – students will end up with the summary of the difficult text.

Ü Have bilingual dictionaries for all native languages available to students. Teach students how
to use dictionaries.

Ü While students are working in groups, pairs, and individually, circulate around the room.
Provide scaffolding by asking appropriate questions that help students proceed with the task.
Model the use of academic language for ELL students and show students concrete examples
of how it should be used.

Ü Keep asking clarifying questions to check understanding. Adjust the format of questions to the
English proficiency levels of ELL students. Reword/explain difficult content in different ways,
making sure to incorporate non-verbal contextual clues. Instructional conversations are
critical to ELL students’ learning!

Ü Encourage students to talk about the text and to use the lesson’s vocabulary by giving them
appropriate assignments adjusted to the students’ levels of English proficiency.

Spe a k in g: Pr odu ct ion of Or a l Aca de m ic En glish

It is very important for English language learners to talk and think out loud while they are
learning from the text. Encourage ELL students to speak in class as much as possible in order
54
to actively practice academic vocabulary. In this way, ELL students will learn and remember the
academic English and content area vocabulary they need to succeed. Remember to be
sensitive to ELL students who may be afraid to make mistakes.

Ü Scaffold students’ speaking by asking questions appropriate for their level of English
proficiency, giving them sentence starters, prompting responses and asking them to say the
word/phrase again in different situations.

Ü Elicit more language. In order to learn academic language, English language learners need to
practice content language all the time. Ask them to retell in a group what they read and
learned. Ask ELL students to provide more elaborate responses and add more details by
saying: “Tell me all you can about…”, “Tell me more about…”

Ü Scaffold their speaking by asking leading questions. Instead of simple "yes or no" questions,
ask questions that are interactive and meaningful. For example, “What do you think? What
should we change?"

Ü In cooperative groups, let them prepare questions, conduct interviews and report back.

Ü Give students the script of an activity and ask them to take turns giving directions to the other
members of their cooperative group.

Ü Use group problem-based and project-based learning strategies (using English for
brainstorming, discussing, and presenting). Model solving the problem, then let the groups
do that. Let the group work on a project giving appropriate assignments to ELL students.

Ü Model correct usage of the language. Instead of frequently correcting pronunciation or

grammar, reaffirm the student's idea and then restate using correct grammar and in context.

W r it in g: Pr odu ct ion of W r it t e n Aca de m ic En glish

Writing is another way for ELL students to demonstrate and extend their understanding of a text
and its contents.

Ü Use modeled writing, guided writing, shared writing, and partner work before assigning
independent writing.

Ü Show a sample of what is expected.

Ü Relieve ELL students of the “blank page” syndrome – model the task to be done, support, and
give students ideas, examples. Provide structure for their writing piece: sentence starters, fill-
in the blank exercises, sentence strips, etc.

Ü Give cooperative learning teams questions to answer together.

Ü Ask teams to compose questions about the content and use those questions on the test.

Ü Give students a graphic organizer to complete. Graphic organizers can become prewriting
activities that help ELL students organize the information and their thoughts before they
write. This will also demonstrate that they understood the concepts and content, even if they
only use a symbol or write one or two words for each category.

55
Ü Ask students to practice writing short simple summaries of what they read.

Ü Don’t grade the ELL students’ work down for grammar and spelling mistakes. Concentrate on
the content!

Sources:

1. Terrell A.Young, Nancy L.Hadaway, (2006). Supporting the Literacy Development of English Learners:
Increasing Success in All Classrooms.

2. Biemiller, A. (2001). "Teaching Vocabulary: Early, direct, and sequential." American Educator. Spring 2001.
(25)(1): 24-28, 47.

3. Calderón, M., August, D., R. Slavin, A. Cheung, D. Durán & N. Madden (2005). Bringing words to life in
classrooms with English language learners. In Hiebert, A & M. Kamil (eds.) Research and development on
vocabulary. Nahwah, NJ: Lawrence Erlbaum.

4. National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs
([email protected])

Download this article at: http://www.doe.state.in.us/lmmp/pdf/content_area_texts.pdf

56
 Effective Methods for
Teaching Reading to ESL Students
Reading with an accent should not be misinterpreted as reading without comprehension. In most
cases mispronunciation does not interfere with comprehension on the part of the student.
Therefore, it is not helpful to spend a great amount of time correcting pronunciation errors in
reading when it does not interfere with comprehension.

Work on oral level first:

Develop story-telling skills with folk tales and myths familiar to the student.
Develop a sense of story sequence and obligatory story elements.

Teach vocabulary in context:

Field trips or direct experience solidifies understanding of new terms. For example to
teach baseball words, go to a baseball game or play baseball.

Language experience:
After the student has been in an English speaking environment for about six months have
the student dictate his/her story to you and let the student read it back to you. Work with
the student on isolated words and structures from the story. The student can tell stories
about experiences in the classroom, on the playground, at home, or in the lunchroom.

Peer teaching:
Older children can work with younger children on sight words/phrases. They can also
read stories or dictate stories to younger children.

Literal and interpretive comprehension activities:

Follow-up all reading selections with both literal and interpretive comprehension
questions.

Train students to skim and to look for key words:

Skilled readers don’t read every word to gain meaning. Teach students the techniques of
previewing a book (e.g., Survey Question – Read, Recite, Review) to get a mind set
before reading. Use guide questions to orient students to what they will be reading.

Evaluate student errors:

Be aware that reading miscues provide insight into the strategies a student has learned to
apply to the reading process. The miscues provide the teacher with a great deal of
information (e.g., the level of skill the student has attained, the areas that need further
development, etc.).

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 ESL Tips and Techniques
If you are not a certified ESL teacher, you can help non-English speaking students succeed in
your class.

• Learn to pronounce the child’s name correctly

1. Make sure the new child feels welcome and accepted.

• Learn something about the child’s home culture

• Assign a buddy to familiarize a new child with school and classroom routines. Rotate

• Be sure to include the child in class activities

this privilege among several students

2. Allow new learners of English to begin the process of acquiring English at the

• Monitor your vocabulary and use of idioms when speaking with new students in class
beginning by developing listening comprehension.

• Use contextual clues to clarify meaning: pictures, media, props, blackboard sketches,

• Model correct, natural language, but focus on communication and meaning rather than
manipulatives, and facial expressions

• New students should not be forced to speak before they are ready
grammatical form

• Provide opportunities for students to hear and use meaningful language in a real context:
3. Help students master subject matter while they acquire more proficiency in English.

• Provide for interaction with native English speakers through collaborative learning
art activities, science experiments, games, music, field trips, role-playing

• Whenever possible, preview lessons in the student’s home language to facilitate

groups

• Encourage participation by asking questions that can be answered at the student’s level
understanding the classroom presentation in English

• When a student begins contributing to class discussions, accept errors in grammar and
of English, such as yes/no and one-word answers

• Frequently check for understanding

pronunciation and continue to model appropriate language.

• Concentrate on building students’ oral English vocabulary as a prelude to reading with

comprehension

• Recognize that standardized tests are often inappropriate for language minority students
4. Maintain an encouraging, success-oriented atmosphere.

• Tape record a new student’s use of English early in the year; repeat at two or three
month intervals. If the student is writing, save early samples to compare with later
writing. Remember to praise students for successes as they learn English.

With a nurturing, language rich environment, your students may be reasonably fluent in
conversational English within one or two years. Bear in mind that language minority students
differ from one another in interests, motivation, personality, exposure to English, proficiency
levels, and cultural backgrounds. Those who have already developed a strong educational
foundation in their home language before entering your classroom are likely to enjoy a positive
self-concept and success in their new environment. Other students may require several years to
perform up to their academic potential.
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Modifying and Adapting Curriculum for English Language Learners
­ Give vocabulary first
­ Narrow to ten key concepts
­ Use manipulatives and visuals
­ Make and use picture file
­ Use low readability materials
­ Give more time for assignments and reading
­ Provide a context-rich environment
­ Use learning centers and cooperative groups
­ Use tape recordings
­ Make chants, songs, raps of content
­ Teach in reverse: activities and discussion, THEN reading and writing

How to Make a Textbook More Readable

­ Teach reading comprehension strategies
­ Use text-tours, graphic organizers, and main idea signposts
­ Do “think-out-loud” modeling
­ Activate students’ prior knowledge
­ Make text meaningful with personal stories
­ Provide visuals and realia
­ Give students a reason to read
­ Give students permission to make mistakes

Grading Alternatives and Testing Adaptation Ideas

­ Provide pass/fail options
­ Develop a contract with the student and specify what it will take to get an A, B, C, etc.
­ Personalize goals for the student to demonstrate achievement; (If the student does not learn
anything else, I want him/her to know….).
­ Read exams to student and have him/her provide oral responses.
­ Small group testing
­ Scribe for students
­ Allow students to take open book/notes tests.
­ Allow student to create pictorial representations of content.
­ Give student extended time to work on homework assignments and tests.
­ Develop a portfolio for the student and compare individual progress and accomplishments
throughout the grading period (grade with the use of a rubric, a literary checklist, etc.)
­ Provide grades based upon mastery of concepts rather the use of English to perform the task.
­ Provide simplified test format for students based upon personal goals (i.e. fill-in-the-blank or
multiple choice vs. essay; no word problems for lower levels in math; etc.)
­ Cue card interview: use cards with pictures or a written prompt, such as “What story does this
picture tell?” “What do you think will happen next?” “What is the main idea in this picture?”
­ Ask students to perform topic monologues by describing to a partner what they learned and
have the partner report to the class
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Ways to Bring Culture into the Classroom
­ Utilize culturally diverse materials (books, music, rhymes, poetry, etc.) in teaching literacy
­ Provide opportunities for children to present cultural information and personal cultural
experiences (traditions, celebrations, social patterns)
­ Initiate cultural discussions within the classroom and incorporate them into the curriculum
­ Implement a system of foreign language and culture education as a part of overall learning
­ Promote cultural diversity within the facility by displaying items such as flags or pictures of
other nations
­ Invite a parent to give a cultural presentation to the class
­ Encourage families to bring ethnic foods to share with the class
­ Incorporate the celebration of cultural holidays and traditions in the calendar of events
­ Include ethnic toys and games in class supplies

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 22 Ideas for Mainstream Teachers of LEP Students
1. Encourage students to THINK AND TALK about what they are learning and how they are
creating meaning. Have students BUILD A BILINGUAL DICTIONARY of terms from the
daily lesson.

2. THEMATICALLY ORGANIZED CURRICULUM has been found to work well with

LEP’s. Make connections, achieve deeper understanding of a concept by studying it from
several disciplinary views. Brainstorm webs, hands-on activities, exploration, active
participation, culminating events like field trips or classroom extravaganzas.

3. Emphasize the DEPTH of coverage of concepts over the BREADTH. “Less is more”: Use
more in-depth thinking about fewer topics.

4. ADAPT MATERIAL/LESSONS to meet the needs of LEP students (lower reading level,
more visuals, hands-on activities, cooperative group work, realia, music, role playing
- Use cartoons and leave the balloons above the speakers blank to be filled in by students
- Keep a variety of games to be played by pairs or small groups
- Show the same information through a variety of different charts and visuals.
- Write instructions and problems in shorter and less complex sentences
- De-emphasize speed and emphasize accuracy
- Have students underline key words or facts in written assignments
- FLEXIBILITY in curriculum development is a key factor for instruction of LEP’s
- Minimize anxiety and frustration
- Allow LEP’s to take risks

5. PROMOTE INTERACTION among LEP’s and native English speaking peers through
cooperative learning activities where anxiety is at a minimum.

Circulate and meet individually with each group. Be sure not to let the best student do all
the work. LEP’s do NOT benefit from this. Use the divide and conquer method with group
roles assigned to each student in the group.

6. MAKE ORAL PRESENTATIONS more COMPREHENSIBLE with visuals, pointing,

monitoring your use of idioms, pictures, props, realia, manipulatives, facial expressions,
posing a variety of questions at different levels, recapping main topics in a variety of ways,
having students be actively involved by standing, pointing, getting,…

Use VISUALS and REALIA that transcend language barriers. (Prints, pictures, artifacts,
crafts, tools, objects, photographs, books, costumes, …) Have students guess what it is,
what it is made of, how it is used…

7. Involve them in HANDS-ON ACTIVITIES that provide opportunity for purposeful

language use. Care needs to be taken that content is NOT “watered down”. Do NOT lower
expectations for LEP students. They need to be intellectually challenged. Pictures, charts,
and timelines make materials more “user friendly”. Comprehensible chunks of words or
phrases can concisely convey essential information.

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8. Have students create unit ORGANIZERS/CONCEPT MAPS that lay out a picture of the big
ideas in a unit and how they are connected to one another. (clusters, semantic maps, story
boards, matrices, webs, Venn Diagrams)

9. Have students: DRAW AND LABEL DIAGRAMS or pictures related to concept,

CLASSIFY words into specific CATEGORIES, fill in charts, order sentences in correct
sequences. USE KEY VOCABULARY to answer how/what/why questions.
SUMMARIZE info from readings, observations, draw conclusions or STATE OPINIONS.

10. ADAPT SPEECH and written materials. Use visual aides (charts, graphs, pictures). Speak
slowly and enunciate well. Consciously use more open-ended questions (How/What).
REPEAT key phrases often. PROVIDE both ORAL and WRITTEN INSTRUCTIONS for
each day’s assignments.

11. ACCEPT ERRORS in grammar and pronunciation. Model correct forms of grammar usage
in your restatement/paraphrase of the student’s answer.

12. USE LANGUAGE MARKERS often, such as first, then, next, but, however, also, as well
as. When possible, USE ACTIONS (body movements, gestures, facial expressions) to
reinforce vocabulary.

13. Pull in PRIOR KNOWLEDGE before a new lesson by BRAINSTORMING with the
students on the board.

14. Teachers can model thinking processes or lead students toward a conclusion by using the
“THINK ALOUD” method. For example, “Well I can see that this is increasing, and this is
decreasing, what do you think that means?” Ask students to CLARIFY and JUSTIFY their
IDEAS both orally and in writing.

15. Repeated 3-TIERED APPROACH: when a concept is explored in 3 ways: a teacher

demonstration (LEP’s can listen and observe without having to produce language), a group
investigation (a chance to use new language with others in a relaxed setting), and an
independent investigation (a more formal, final report which can be oral or written).

16. Use MULTI-SENSORY ACTIVITY-CENTERED approaches to teaching (visual, auditory,

oral, and kinesthetic).

17. OVEREMPHASIZING BASIC SKILLS INHIBITS students in developing problem

solving, reasoning, and other higher order thinking skills. Rather, engage students in
SOLVING INTERESTING REAL-LIFE PROBLEMS that encourage both critical thinking
and basic skills development and practice. Design activities that relate to the student’s
REAL-LIFE EXPERIENCES, such as paychecks, taxes, shopping, grades, etc.

18. Teachers should create POSITIVE CLASSROOM ENVIRONMENTS and instructional

strategies that support/promote language and concept acquisition and development. (Charts,
work displayed, key vocabulary, posters, keep classroom language consistent, be sensitive,
patient, set realistic and measurable goals)

19. JOURNAL WRITING can encourage students to explore and write about their thinking and
learning. Self reflection is vital. The writing can be in native language or in English.
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20. Use VARIETY of instructional METHODS, such as games, hands-on, direct instruction,
guided discovery, cooperative learning, computer-assisted instruction, role playing,
puppetry, readers’ theater, ROUND TABLE (oral or written—one piece of paper and one
pen per group. Each student makes a contribution in writing, then passes the paper and pen
to the next student…).

21. Encourage use of NATIVE LANGUAGE for comprehension (bilingual aides, let students
respond in native language to questions asked in English, locate native language resources-
books, films, magazines, write in journals/reading log in native language, peer tutoring
where a Level 4 student helps a Level 1 student).

22. MODIFY ASSESSMENT and grading of LEP students’ work. Recognize that standardized
tests are often inappropriate for LEP’s. Collect writing samples and track progress. Try
portfolios of work, contracts for certain skills, pass/fail, or a monitoring grading system.
Remember to praise students for successes.

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 Indiana Department of Education ♦ Office of English Language Learning and Migrant Education
www.doe.state.in.us/lmmp

Practical Ideas On
Alternative Assessment for ESL Students
Jo-Ellen Tannenbaum, Montgomery County Public Schools (MD)

Many educators have come to recognize that alternative assessments are an important means of gaining a
dynamic picture of students' academic and linguistic development. “Alternative assessment refers to
procedures and techniques which can be used within the context of instruction and can be easily
incorporated into the daily activities of the school or classroom” (Hamayan, 1995, p. 213). It is
particularly useful with English as a Second Language students because it employs strategies that ask
students to show what they can do. In contrast to traditional testing, “students are evaluated on what they
integrate and produce rather than on what they are able to recall and reproduce” (Huerta-Macias, 1995, p.
9). Although there is no single definition of alternative assessment, the main goal is to “gather evidence
about how students are approaching, processing, and completing real-life tasks in a particular domain”
(Huerta-Macias, 1995, p. 9). Alternative assessments generally meet the following criteria:

• Focus is on documenting individual student growth over time, rather than comparing students with
one another.
• Emphasis is on students' strengths (what they know), rather than weaknesses (what they don't
know).
• Consideration is given to the learning styles, language proficiencies, cultural and educational
backgrounds, and grade levels of students.

Alternative assessment includes a variety of measures that can be adapted for different situations. This
Digest provides examples of measures that are well suited for assessing ESL students.

Nonverbal Assessment Strategies

Physical Demonstration. To express academic concepts without speech, students can point or use other
gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events.
As a comprehension check in a unit on Native Americans, for example, teachers can ask students to
respond with thumbs up, thumbs down, or other nonverbal signs to true or false statements or to indicate
whether the teacher has grouped illustrations (of homes, food, environment, clothing, etc.) under the
correct tribe name. The teacher can use a checklist to record student responses over time.

Pictorial Products. To elicit content knowledge without requiring students to speak or write, teachers can
ask students to produce and manipulate drawings, dioramas, models, graphs, and charts. When studying
Colonial America, for example, teachers can give students a map of the colonies and labels with the
names of the colonies. Students can then attempt to place the labels in the appropriate locations. This
labeling activity can be used across the curriculum with diagrams, webs, and illustrations.

To culminate a unit on butterflies, teachers can ask beginning ESL students to illustrate, rather than
explain, the life cycle of butterflies. Students can point to different parts of a butterfly on their own
drawing or on a diagram as an assessment of vocabulary retention. Pictorial journals can be kept during
the unit to record observations of the butterflies in the classroom or to illustrate comprehension of
classroom material about types of butterflies, their habitats, and their characteristics.

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K-W-L Charts
Many teachers have success using K-W-L charts (what I know/what I want to know/what I've learned) to
begin and end a unit of study, particularly in social studies and science. Before the unit, this strategy
enables teachers to gain an awareness of students' background knowledge and interests. Afterward, it
helps teachers assess the content material learned. K-W-L charts can be developed as a class activity or on
an individual basis. For students with limited English proficiency, the chart can be completed in the first
language or with illustrations.

Sample K-W-L Chart

K W L
Lincoln was Why is Lincoln famous? Lincoln was President
important. of the U.S.
Was he a good
His face is on a penny. President? He was the 16th
President.
He's dead now. Why is he on a penny?
There was a war in
I think Lincoln was a Did he have a family? America when Lincoln
President. was President.
How did he die?
He was a tall person. He let the slaves go
free.

Two of his sons died

while he was still alive.

Before a unit of study, teachers can have students fill in the K and W columns by asking them what they
know about the topic and what they would like to know by the end of the unit. This helps to keep students
focused and interested during the unit and gives them a sense of accomplishment when they fill in the L
column following the unit and realize that they have learned something.

Oral Performances or Presentations

Performance-based assessments include interviews, oral reports, role plays, describing, explaining,
summarizing, retelling, paraphrasing stories or text material, and so on. Oral assessments should be
conducted on an ongoing basis to monitor comprehension and thinking skills.

When conducting interviews in English with students in the early stages of language development to
determine English proficiency and content knowledge, teachers are advised to use visual cues as much as
possible and allow for a minimal amount of English in the responses. Pierce and O'Malley (1992) suggest
having students choose one or two pictures they would like to talk about and leading the students by
asking questions, especially ones that elicit the use of academic language (comparing, explaining,
describing, analyzing, hypothesizing, etc.) and vocabulary pertinent to the topic.

Role-plays can be used across the curriculum with all grade levels and with any number of people. For
example, a teacher can take on the role of a character that knows less than the students about a particular
subject area. Students are motivated to convey facts or information prompted by questions from the
character. This is a fun-filled way for a teacher to conduct informal assessments of students' knowledge in
any subject (Kelner, 1993).
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Teachers can also ask students to use role-play to express mathematical concepts. For example, a group of
students can become a numerator, a denominator, a fraction line, a proper fraction, an improper fraction,
and an equivalent fraction. Speaking in the first person, students can introduce themselves and their
functions in relationship to one another (Kelner, 1993). Role-plays can also be used in science to
demonstrate concepts such as the life cycle.

In addition, role-plays can serve as an alternative to traditional book reports. Students can transform
themselves into a character or object from the book (Kelner, 1993). For example, a student might become
Christopher Columbus, one of his sailors, or a mouse on the ship, and tell the story from that character's
point of view. The other students can write interview questions to pose to the various characters.

Oral and Written Products

Some of the oral and written products useful for assessing ESL students' progress are content area
thinking and learning logs, reading response logs, writing assignments (both structured and creative),
dialogue journals, and audio or video cassettes.

Content area logs are designed to encourage the use of metacognitive strategies when students read
expository text. Entries can be made on a form with these two headings: What I Understood/What I Didn't
Understand (ideas or vocabulary).

Reading response logs are used for students' written responses or reactions to a piece of literature.
Students may respond to questions--some generic, some specific to the literature--that encourage critical
thinking, or they may copy a brief text on one side of the page and write their reflections on the text on
the other side.

Beginning ESL students often experience success when an expository writing assignment is controlled or
structured. The teacher can guide students through a pre-writing stage, which includes discussion,
brainstorming, webbing, outlining, and so on. The results of pre-writing, as well as the independently
written product, can be assessed.

Student writing is often motivated by content themes. Narrative stories from characters' perspectives (e.g.,
a sailor accompanying Christopher Columbus, an Indian who met the Pilgrims, a drop of water in the
water cycle, etc.) would be valuable inclusions in a student's writing portfolio.

Dialogue journals provide a means of interactive, ongoing correspondence between students and
teachers. Students determine the choice of topics and participate at their level of English language
proficiency. Beginners can draw pictures that can be labeled by the teacher.

Audio and videocassettes can be made of student oral readings, presentations, dramatics, interviews, or
conferences (with teacher or peers).

Portfolios
Portfolios are used to collect samples of student work over time to track student development. Tierney,
Carter, and Desai (1991) suggest that, among other things, teachers do the following: maintain anecdotal
records from their reviews of portfolios and from regularly scheduled conferences with students about the
work in their portfolios; keep checklists that link portfolio work with criteria that they consider integral to
the type of work being collected; and devise continua of descriptors to plot student achievement.
Whatever methods teachers choose, they should reflect with students on their work, to develop students'
ability to critique their own progress.

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The following types of materials can be included in a portfolio:

• Audio- and videotaped recordings of readings or oral presentations.

• Writing samples such as dialogue journal entries, book reports, writing assignments (drafts or final
copies), reading log entries, or other writing projects.
• Art work such as pictures or drawings, and graphs and charts.
• Conference or interview notes and anecdotal records.
• Checklists (by teacher, peers, or student).
• Tests and quizzes.

To gain multiple perspectives on students' academic development, it is important for teachers to include
more than one type of material in the portfolio.

Conclusion
Alternative assessment holds great promise for ESL students. Although the challenge to modify existing
methods of assessment and to develop new approaches is not an easy one, the benefits for both teachers
and students are great. The ideas and models presented here are intended to be adaptable, practical, and
realistic for teachers who are dedicated to creating meaningful and effective assessment experiences for
ESL students.

References
Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15,
212-226.

Huerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked questions. TESOL

Journal, 5, 8-10.

Kelner, L.B. (1993). The creative classroom: A guide for using creative drama in the classroom, preK-6.
Portsmouth, NH: Heinemann.

Pierce, L.V., & O'Malley, J.M. (1992). Performance and portfolio assessment for language minority
students. Washington, DC: National Clearinghouse for Bilingual Education.

Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading-writing classroom.
Norwood, MA: Christopher Gordon.

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 Indiana Department of Education ̶ Office of English Language Learning and Migrant Education
www.doe.state.in.us/lmmp

Authentic Assessment
TEACHER: “AN LEP STUDENT IS DOING BADLY ON MY TESTS. WHY IS THIS?”
If a student does poorly on one of your tests, it is helpful to analyze the possible
reasons with them. Perhaps they…
æ Never did (or understood) the work in the first place
æ Did and understood the work, but did not study for the test
æ Understood the work and studied for the test, but did not understand the question(s)
æ Understood the questions, but didn't know how to answer them
æ Understood the questions and knew how to answer in their native language, but
could not answer in English
æ Thought they knew how to answer in English but did not give the right answer or did
not give the full answer
æ Did not check their work carefully before turning in the test

WHAT IS AUTHENTIC ASSESSMENT & WHY USE IT WITH LEP STUDENTS?

Simply testing an isolated skill or a retained fact does not effectively measure a
student's capabilities. To accurately evaluate what a student has learned, an
assessment method must examine his or her collective abilities. The term authentic
assessment describes the multiple forms of assessment that reflect student learning,
achievement, motivation, and attitudes on instructionally relevant classroom activities.

Often, traditional types of assessments (i.e., essays, multiple choice, fill-in-the-blank,

etc.) are heavily language dependent. These content assessments quickly become
English proficiency tests rather than a measure of what students know. Limited
English Proficient (LEP) students frequently have difficulty expressing their
mastery of content unless they have a certain level of English proficiency.

Following the example above, if a student is struggling with sequential vocabulary, they
may not be able to write an essay on the water cycle. However, if given the opportunity
to do a hands-on type of assessment through experimentation or pictures, the same
student may be able to demonstrate knowledge of that content, confirming for the
teacher their knowledge of science, not their limitations in English. While some
authentic forms of assessment can be time-consuming, they are worth the effort when
working with students who often have high anxiety levels under traditional testing
situations and who may simply need additional time to complete a test or task.

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AUTHENTIC ASSESSMENT GENERALLY ACCOMPLISHES THE FOLLOWING GOALS:
o Emphasizes what students know, rather than what they do not know
o Requires students to develop responses instead of selecting them from predetermined
options
o Directly evaluates holistic projects
o Uses samples of student work collected over an extended period of time
o Stems from clear criteria made known to students and parents
o Elicits higher-order thinking
o Allows for the possibility of multiple human judgments
o Relates more closely to classroom learning
o Teaches students to evaluate their own work
o Considers differences in learning styles, language proficiencies, cultural and educational
backgrounds, and grade levels

IS AUTHENTIC ASSESSMENT FAIR? FAIR IS NOT ALWAYS EQUAL!

In the landmark 1974 Lau vs. Nichols case the US Supreme Court established that
providing an ‘equal’ education for LEP children did not always mean students were
getting a fair education. In fact, the courts found that Chinese students involved in the
suit were being excluded from educational opportunities because, even though they
were provided with the same instruction and materials as the English-speaking children,
they could not take advantage of those opportunities since they did not have adequate
English skills. Given that many LEP students often need accommodations well after
they are mainstreamed (Cummins, 1994), it is not equal or fair to them to use the same
instructional strategies as with native English speakers since LEP learners cannot take
equal advantage of these opportunities.

Additionally, teachers often fail to note cultural and linguistic differences that can affect
how LEP children learn (Nieto, 1996). This lack of knowledge may result in teachers
having difficulty accepting differences and appropriately accommodating LEP students’
needs. Consequently, we must embrace the differences that all children bring with them
in order to educate each of them according to his/her own needs.

"Fairness" does not exist when assessment is uniform, standardized, impersonal, and
absolute. Rather, it exists when assessment is appropriate. Therefore, assessment is
fair when it is personalized, natural, and flexible, when it can be modified to pinpoint
specific abilities and function at the relevant level of difficulty, and when it promotes a
rapport between teachers and students.

There are several challenges to using authentic assessment methods. They include
managing its time-intensive nature, ensuring curricular validity, and minimizing evaluator
bias. Despite these challenges, efforts must be made to appropriately assess all LEP
students and to welcome the possibility of assessment strategies that can empower
students to take control of their own learning and to become independent thinkers and
users of the English language.

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 Indiana Department of Education Office of English Language Learning and Migrant Education
www.doe.state.in.us/lmmp

Types of Authentic Assessments

Authentic assessments include a variety of measures that can be adapted for different
situations. These are some examples of authentic assessments.

Assessment Description Advantages

▪ Informal and relaxed context
Teacher asks students questions
▪ Conducted over successive days
Oral Interviews about personal background,
with each student
activities, readings, and interests
▪ Record observations on an
interview guide
▪ Student produces oral report
▪ Can be scored on content or
Students retell main ideas or
language components
selected details of text
Story or Test Retelling ▪ Scored with rubric or rating scale
experienced through listening or
▪ Can determine reading
reading
comprehension, reading
strategies, and language
development
▪ Student produces written
Students generate narrative, document
Writing Samples expository, persuasive, or ▪ Can be scored on content or
reference paper language components
▪ Scored with rubric or rating scale
▪ Can determine writing processes
▪ Students make formal
Projects/ Students complete project in presentation, written report, or
content area, working individually both
Exhibitions or in pairs ▪ Can observe oral and written
products and thinking skills
▪ Scored with rubric or rating scale
▪ Students make oral presentation,
Experiments/ Students complete experiment or written report, or both
Demonstrations demonstrate use of materials ▪ Can observe oral and written
products and thinking skills
▪ Scored with rubric or rating scale
Constructed-Response ▪ Student produces written report
Students respond in writing to
▪ Usually scored on substantive
Items open-ended questions
information and thinking skills
▪ Scored with rubric or rating scale
Teacher observes student
▪ Setting is classroom environment
attention, response to
Teacher Observations ▪ Takes little time
instructional materials, or
▪ Record observations with
interactions with other students
anecdotal notes or rating scales
▪ Integrates information from a
number of sources
▪ Gives overall picture of student
Focused collection of student performance and learning
Portfolios work to show progress over time ▪ Strong student involvement and
commitment
▪ Calls for student self-assessment

From Authentic Assessment for English Language Learners: Practical Approaches for Teachers
by J. Michael O’Malley and Lorraine Valdez Pierce
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 Resources
Indiana Department of Education. Office of English Language Learning and Migrant Education.
website: http://www.doe.state.in.us/lmmp/

Hill, Jane D. and Kathleen M. Flynn. Classroom Instruction that Works with English Language
Learners. Virginia: ASCD, 2006.

Herrell, Adrienne and Michael Jordan. Fifty Strategies for Teaching English Language Learners.
Ohio: Pearson, 2004.

Lessow-Hurley, Judith. Meeting the Needs of Second Language Learners: An Educator’s Guide.
Virginia: ASCD, 2003.

Fay, Kathleen and Suzanne Whaley. Becoming One Community: Reading and Writing with
English Language Learners. Maine: Stenhouse, 2004.

Collier, Virginia. Acquiring a Second Language for School. Directions in Language and
Education, 1 (4), 1995.

Sumaryono, Karen, and Floris Wilma Ortiz. “Preserving the Cultural Identity of the English
Language Learner.” Voices from the Middle 11.4 (May 2004): 16-19.

“Authentic Assessment” on the Funderstanding Website:

http://www.funderstanding.com/authentic_assessment.cfm

“Authentic Assessment Toolbox” created by Jon Mueller, Professor of Psychology at North

Central College, Naperville, IL:
http://jonathan.mueller.faculty.noctrl.edu/toolbox/

When Something is Lost in the Translation: the Top Five Things Mainstream Content Area
Teachers Should Know about English Language Learners:
http://ts14324-02.su01.fsu.edu/article.html

EAC East Resource List: Using Alternative Assessment with English Language Learners:
http://www.gwu.edu/~eaceast/reslist/alter.html

ESOL & Migrant Resources from the Sarasota County School District in Sarasota, FL:
http://www.sarasota.k12.fl.us/ESOLmigrant/ed_resources.htm

Sus Amigos – Hispanic Services in Kosciusko County:

http://www.cardinalcenter.org/sus-amigos.asp

El Puente – Latino Youth Development Services:

http://elpuenteproject.com/index.php

Doing What Works:

http://dww.ed.gov

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 Glossary of Terms and Definitions

BICS - Basic Interpersonal Communication Skills

Everyday, social language that students pick up on the playground, bus, and cafeteria. People
may think that because kids can talk to their friends or chat about their day that they are fluent…
but often they are missing CALPS.

CALPS -Cognitive Academic Language Proficiency Skills

This is the academic vocabulary we need to explicitly teach students so that they are able to
think, learn, and express themselves in English.

Content-based ESL
This approach to teaching English as a second language makes use of instructional materials,
learning tasks, and classroom techniques from academic content areas as the vehicle for
developing language, content, cognitive and study skills. English is used as the medium of
instruction.

ILP - Individual Learning Plan

An individual education plan for the English Language Learner (ELL). An ILP must be created
by the ESL teacher for proficiency levels 1-4 and distributed to general education teachers.

ESL - English as a Second Language

English as a second language (ESL) is an educational approach in which English language
learners are instructed in the use of the English language. Their instruction is based on a special
curriculum that typically involves little or no use of the native language and focuses on language
as opposed to content.

ENL - English as a New Language

A course (#1012) for high school students which may count as four of the eight English/language
arts credits needed for high school graduation.

ELL - English Language Learner

English language learners (ELLs) are students whose first language is not English and who are in
the process of learning English.

FEP - Fluent English Proficient -A student is considered Fluent English Proficient (FEP) if
he/she is able to demonstrate “near native” or “native like” English abilities as determined by an
English language proficiency instrument which measures competence in speaking, reading, and
writing. A score of level 5 is considered to be FEP.

LAS Links – Language Assessment Scale -Yearly proficiency test used to determine proficiency
level. Students must achieve level 5 two years in a row to be exited from the program.

LAS Placement or Screener

Students are assigned a placement score when they enroll in the district if there are no previous
LAS Links score. Use these scores until the students receive a LAS Links score. Keep LAS
individual scores (either kind) in students’ permanent file and one copy in the file in your
classroom.

LM - Language Minority is a student for whom at least one of the following statements is true:
1. the student’s first acquired (learned) language is other than English; regardless
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 of which is dominant;
2. the language most often spoken by the student is other than English; or
3. the language most often spoken in the student’s home is other than English.

Pull-out ESL
A program in which LEP students are "pulled out" of the regular, mainstream classrooms for
special instruction in English as a second language.

Sheltered English
An instructional approach used to make academic instruction in English understandable to
English language learners to help them acquire proficiency in English while achieving in content
areas. Sheltered English instruction differs from ESL in that English is not taught as a language
with a focus on learning the language. Rather, content knowledge and skills are the goals. In the
sheltered classroom, teachers use simplified language, physical activities, visual aids, and the
environment to teach vocabulary for concept development in mathematics, science, social studies
and other subjects.

Migrant Student – A student who moves with his/her family as many as two or three times each
12B

year and whose family’s source of income is generated from short term seasonal jobs related to
food processing, crop harvesting, or fish catching.

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