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EL Plan
Posted On:
Monday, October 31, 2016



The LEA will:


Assure that the LEA consulted with teachers, school administrators,   parents, and, if appropriate, education-related community groups and   institutions of higher education in developing the plan


Assure that all teachers in any language instruction educational   program for limited-English proficient students that is funded with any   source of federal funds are fluent in English, including having   written and oral communication skills


Assure   that all schools in the LEA are in compliance for serving English language   learners (ELs)


Assure that all individuals used as translators or interpreters are   fluent in the language they are translating.


Assure ELs have equal access to appropriate categorical and other   programs and are selected on the same basis as other children


(The following   assurances apply only to LEAs that receive Title III funds)


Assure that the LEA has a process for parents to waive Title III   Supplemental Services.


Assure that the LEA has a non-public school participation plan.


Assure timely and meaningful consultation with private school   officials regarding services available to ELs in non-public schools that   are located within the geographic boundaries of the LEA





EL Program Administrator












LEA Superintendent








EL Advisory Committee   Signatures


















Comprehensive English Learner District Plan
Each LEA in Alabama must develop and implement a Comprehensive EL District Plan, in accordance with Section 3116 of Title III of the No Child Left Behind Act of`2001, for serving students who are limited-English proficient and immigrant students, where one or more students are determined to need support. The LEA is required to have a Comprehensive EL District Plan whether or not the LEA currently has ELs enrolled and regardless of Title III eligibility.

The Comprehensive EL District Plan should address each aspect of the LEA’s program for all ELs, at all grade levels, and in all schools in the school system. The Comprehensive EL District Plan should contain sufficient detail and specificity so that each staff person can understand how the plan is to be implemented and should contain the procedural guidance and forms used to carry out responsibilities under the plan.

To facilitate LEA compliance and the Alabama State Department of Education (SDE) review of the plan, LEAs will develop the Comprehensive EL District Plan using the template included at the end of the checklist. LEAs are encouraged to use the
EL Policy and Procedures Manual when developing and revising the plan for a clear understanding of the requirements for serving ELs. The EL Policy and Procedures Manual was developed by the Alabama State Department of Education and is available for downloading at




Section   II Checklist



1)        Include the LEA’s   educational theory and goals for its program of services.

This   English Learner District Plan is an outgrowth of the State Department of   Education's voluntary agreement with the U.S. Department of Education and the   Office of Civil Rights for providing services to students who are English   Learners (ELs). It incorporates requirements and applicable references to   Title III of the No Child Left Behind   Act of 2001 (NCLB). The document is intended to relate the basic   requirements and to provide guidance for policies, procedures, and practices   for

identifying, assessing, and   serving English Learners (ELs).

The   plan was devised with the cooperation of a committee that represents all   aspects of the student's world. Parents, teachers, counselors,   administration, and other stakeholders collaborated to develop a plan that   will serve as a framework for the Oxford City English Language Development   Program (ELD Program) for years to come. It will be reviewed and modified   annually to accommodate any challenges, address future needs, and comply with   new federal, state, and local laws, regulations, or guidelines.


The   Plan will be revised at the beginning of each school year using input from a   committee composed of at least one school administrator, ESL teacher, regular   program teacher, EL parent and the federal programs coordinator. The current   EL Plan will be made available on the system’s web site. Paper copies will be made available to the   public at each school office and at the central office.  


Educational Theory

Based   on current research of second language acquisition, Oxford City Schools   faculty and staff are cognizant of the fact that it takes an English Learner   (EL) five to seven years or longer to acquire the language skills needed to   function in an academic setting. The World-class Instructional Design and   Assessment (WIDA) Consortium, of which Alabama is a partner, has developed   English Language Proficiency Standards for English Learners (K-12). These standards have been adopted as a   means to align curriculum, instruction, and assessment for ELs. This program   meets the requirements of the No Child   Left Behind Act of 2001 by linking language learning with state academic   content standards. This program places emphasis on the development and
  mastery of the four language domains - listening, speaking, reading, and   writing - along with content area concepts and skills. This standards-based   approach to deliver instruction addresses the language needed and used by ELs   to succeed in school and enables all students to participate effectively in   the regular academic classroom.



The   instructional goal for all school personnel, including regular classroom   teachers, special education teachers, Title I teachers, counselors,   administrators after-school staff, summer school staff, and ESL teachers is:

To increase the English language proficiency and   academic performance of each program participant to the degree necessary to   allow independent functioning in the regular school program and to become   productive successful citizens.



1)      Include the LEA’s procedures for implementing   the EL Advisory Committee.


Implementing the EL Advisory   Committee

Oxford   City Schools will establish/maintain an EL Advisory Committee for the purpose   of program needs assessment, program evaluation, and the development of the   Comprehensive English Learners Plan.   This committee includes central office administrators, assessment   specialists, school administrators, school counselors, ESL staff, parents,   and community representatives who work with these students and their families   in other settings.


The   EL Advisory Committee shall make recommendations to the LEA regarding its   English Learners program. Some   examples of committee responsibilities would be to make recommendations   regarding:

·           The English   language development program.

·           High-quality   professional development for staff.

·           Parental   involvement programs to further student success.

·           The budgeting   of state, local, and federal funds.

·           The English   language program evaluation.

·           Support EL   School Teams as needed


2) Include the LEA’s methods for identifying   and assessing the students to be included in the English language   instruction educational program. The following components must be evident in   the plan.

·           Home Language Survey

·           WIDA-ACCESS Placement   Test (W-APT) or WIDA Model

·           EL Committee Placement

Identifying and Assessing Students

Home Language Survey

A Home   Language Survey shall be administered to every student upon initial   enrollment. This begins the procedure to identify, assess, and place English   learning students, including immigrant children and youth, who have a primary/home   language other than English and who are LEP. Upon registration for the first   time, parents and/or students in grades kindergarten through twelve are asked   to complete a Home Language Survey (HLS)   which contains, at a minimum, the following questions:


  1. Is a language other than English spoken at        home?
  3. Is your child’s first language a language other        than English?


A   translation to appropriate language is available as needed, and the   assistance of a bilingual translator may be required for completion of the   survey. The completed survey becomes a part of the student’s cumulative   record.


When all responses on the   HLS indicate that English is the only language used by the student and by   individuals in the home, the student is considered an English-only speaker.   School system procedures for placement of general student population are   followed.


If   any response on the HLS indicates the use of a language other than English by   the student, individual in the home, the student is considered a language-minority   student. The registrar notifies the counselor to complete a referral to   conduct further assessment. However, the presence of a

language   other than English does not automatically signify that the student is not a   competent and proficient speaker of English. Assessments of English language   proficiency will be conducted for two purposes:


Ÿ    to determine   the development and attainment of English proficiency and

Ÿ    to make   appropriate instructional and program decisions.


The   State required screening assessments will be administered by the counselor or   ESL teacher to determine the student’s English-language proficiency   level.


Enrollment Policy

It is the policy of the Oxford City School   System that every language minority student is allowed to attend school,   regardless of ability to produce birth certificate, social security number or   immigrant documentation. Children may not be excluded from school because   they do not have a social security number (Plyler v. Doe).Application forms to obtain social security   numbers may be distributed, but the option of completing the forms must be   left to the parents. The district will   use procedures described in Alabama   Administrative Code to create a student number. Procedures will be   developed and followed so that students learning English will be considered   for EL services.


The   staff at Oxford City Schools will make every effort to obtain immunization   records. If the parents do not have   immunization records available, information may be obtained from a previous   school. The staff will also work collaboratively with community and area   agencies to facilitate the school enrollment process. Bilingual translators   will provide counselors with assistance in communicating methods of meeting   immunization requirements for entrance into school.


Program Placement

Initial   assessment of English language proficiency must be conducted to determine the   level of English proficiency and to facilitate appropriate instructional and   program placement decisions.   Language-minority students identified through the HLS during   registration at the beginning of the school year must be assessed for   English-language proficiency within thirty (30) days of enrollment. Language-minority students who register   after the beginning of the school year must be assessed within ten (10) days   of enrollment. The LEA will record the   registration date as “original entry date in STI or “date first enrolled”   when completing the demographics page of the ACCESS for ELs English   proficiency test.


The   ESL teacher will review the student's records and gather all pertinent   data. If this data includes scores for   the Assessing Comprehension and Communication in English State to State for   English Language Learners (ACCESS for ELLs 2.0) assessment from a previous   school, the results may be used to establish English language   proficiency. When there are no former   ACCESS scores, the EL teacher will assess the student using the World-Class   Instructional Design and Assessment (WIDA Model) to help determine   eligibility for placement in the English language development program. The WIDA Model assesses English language   proficiency in all four domains of language development- listening, speaking,   reading, and writing- as well as comprehension to ensure that students’   language needs are properly identified and addressed through the educational   program.


The   WIDA Model yields an overall composite score based on the language domains   tested. The following guidelines must   be adhered to in determining eligibility for placement in the English   language instruction educational program:


  1. Any student scoring        an overall composite score of 3.9 or below on the Model must be        identified as limited-English proficient and will require placement in        an English language instruction educational program.
  3. Any student scoring        an overall composite score of 4.0 or above on the Model may be        identified as limited-English proficient and may require placement in an        English language instruction educational program. Further assessment of the student’s        English language proficiency is needed to determine placement.


The   WIDA Model should be considered as only one piece of evidence in the   decision-making process regarding placement.   Teacher judgment, other assessments, and extenuating circumstances,   such as the student’s age and amount and quality of previous schooling,   should be factored into the decision.


English Learner Committee

The   English Learner (EL) Committeeis   a school team responsible for guiding and monitoring the placement, services,   and assessment of students who are ELs.   The EL Committee may be comprised of content-area or general classroom   teachers of ELs, assessment specialists, school administrators, school   counselors, ESL staff, and other members as appropriate (e.g., parents and   central office administrators).





Individual English Language Plan

An Individual English   Language Plan (I-ELP) is developed for each student designated as Limited   English Proficient (LEP) which is updated annually until the student achieves   Former LEP (FLEP) status.


The EL Committee will use   the following guidelines in implementing the I-ELP:

1.      Ensure full consideration of each student’s language   background before placement in an English language instruction educational   program.

2.      Ensure implementation of systematic procedures and   safeguards related to appropriateness of identification, placement,   assessment, instructional and support programs, and program exit.

3.      Review student’s progress in language acquisition   and academic achievement annually.

4.      Convene as needed to discuss changes or adjustments   in the ELs instructional services.

5.      Identify accommodations needed on high stakes   assessments. Additional classroom   strategies and accommodations should be identified as appropriate.

6.      Communicate in a timely manner the student’s I-ELP   with faculty and staff who interact with and provide instruction for the   child.

7.      Ensure the I-ELP describes how the school will   communicate with the student’s parents in their native language.

8.      Determine and record the date of placement into the   ESL program on ACCESS for ELLs Demographics page so that “Length of time in   LEP/EL Program” is established.


General Education Placement

It   is the goal of the Oxford City School System that students who are ELs be   able to attain fluency in English, achieve the state’s performance standards   and progress to graduation. Research related to student placement and   retention shows that ELs should be placed in their age-appropriate grade to   the maximum extent possible. It is important that ELs be placed in the least   restrictive environment. Retaining or placing a student in a lower grade is   generally ill advised, and it is to be understood that such a placement will   not expedite the learning of English. Age-appropriate grade placement is   recommended unless the school-based EL committee determines that the child   would receive greater benefits from lower or higher placement. Such a   determination must be based upon objective and educationally relevant   standards.


Roles of Problem Solving Team (PST) and EL   Committees


1.                             The PST process   plays a central role in implementation of Response to Instruction (RtI). The purpose of RtI is to combine core   instruction, assessment and interventions within a multi-tiered system in   order to increase student achievement and to reduce behavior problems. The role of the PST is to help guide   general education intervention services for all students who are at risk of   failure academically or behaviorally.   (At-risk definition: Students   that are scoring below the 25%tile in grade appropriate measures in   curriculum based measures, students that are below mastery on grade level   standards noted on skills based report cards, students that are below a C on   grade level material, students that score IN NEED OF SUPPORT on Aspire   Interim or Summative, and chronic behavior referrals, etc.). Although it is a required step before   special education testing, it is not used only for pre-special education   testing purposes. ELs may be referred   to the PST only after differentiated instructional strategies have been provided   for a reasonable amount of time in Tier I and there is data showing this   instruction has been unsuccessful. ELs   cannot be referred to the PST if language is the barrier to achievement. PST committees may not have the specialized   training needed to write appropriate strategies or accommodations for   students whose primary language is other than English.

2.                             If an EL is   being discussed for possible special education issues and language clearly is   not the issue, then PST is the appropriate vehicle, provided EL staff members   are part of the team. Once language   has been eliminated as the barrier to achievement, ELs must be served in the   same way as all other students.

The EL Committee and PST   are separate entities, but may include some of the same members. Appropriate personnel include content-area   or general classroom teachers of ELs, assessment specialists, school   administrators, school counselors, and ESL staff.



Waiver of Services


Upon   written instructions from a parent, an EL may be withdrawn from the EL supplemental   program. The student will be placed in the regular classroom and will be   served as an EL student with regards to classroom instruction by the   classroom teacher. The system is still obligated to provide appropriate,   informal strategies to ensure that the student’s English language and   academic needs are met.


A   waiver of EL services should be utilized by the school and parent to provide   documentation of denial of services. A bilingual translator will be utilized   to explain benefits of services and the form will be provided in the   parent’s/student’s home language, when appropriate.



2)      Include the LEA’s   method and procedures for exiting students from the English language   instruction educational program and for monitoring their progress for a   period of at least two years, and at a minimum, follow SDE exiting   requirements for ELs. The State established exit criteria a composite score   of 4.8 on the ACCESS for ELLs® English language proficiency test.

Exit Procedures

A student may be exited from   the EL program when the following criteria apply:

1.      The student meets State ACCESS level requirements.   (4.8 Composite Score or higher)

2.        The EL   Committee convenes to review and determine if an EL meets all the following   criteria below:

Ÿ    Work   samples/grades of the student are examined and indicate on-grade-level   performance without accommodations in the core content classes (math,   science, social studies and English).

Ÿ    Teacher   observation indicating student readiness to work in the classroom on regular   curriculum activities without accommodations or assistance.

Ÿ    Other formative   and summative assessments

3.      The parent of the student requests that his/her   child no longer receive EL services.


When EL students score a 4.8 they will exit the LEP program.  A   meeting will be held to exit students and students will be monitored for four   years.  During this four year monitoring the committee can meet and   determine the student is not performing without the EL support and retest the   child for entry.  Exit criteria should be the same statewide and that   exit criteria is a 4.8 composite score on ACCESS. 


Monitoring ELs Who Have Exited the EL Program

After   the above criteria have been reviewed, a recommendation will then be made for   exiting the program within two weeks. A follow-up review will be updated to   verify that the student is functioning academically and socially in the new   setting. Students who are exited from ESL services are placed on monitoring   status for two academic years. The EL teacher will continue to monitor the   student for the next four years. During the monitoring time, the EL teacher   and classroom teacher(s) communicate regularly (at least once every nine   weeks during the first year of monitoring, and at least once each semester   during the second, third, and fourth years of monitoring) to ensure that the   exited student is functioning in the classroom without EL support. Students are classified as FLEP 1 (Former   Limited English Proficient, Year 1) during the first year of monitoring, FLEP   2 (Former Limited English Proficient, Year 2) during the second year of   monitoring, FLEP 3 (Former Limited English Proficient, Year 3) during the   third year of monitoring, and FLEP 4 (Former Limited English Proficient, Year 4)   during the fourth year of monitoring.   Upon successful completion of four years of monitoring, ELs are   classified as Former Limited English Proficient (FLEP) and are no longer   included in the LEP subgroup for accountability purposes


If   the student is having difficulty, then he/she will be recommended to the EL   Committee. Progress monitoring may   include:

·                        review of   grades

·                        review of   formal & informal student assessment results

·                        review of   student work samples

·                        interview with   the student

·                        interview with the   student’s parent(s) or guardian(s)


1) Describe the programs and   activities that will be developed, implemented, and administered to ensure   that ELs acquire academic language as part of the core ESL program.

·           Process the district   uses to conduct a comprehensive needs assessment

·           Rationale for   selecting the particular ESL program/s and how they are based on scientific   research

Comprehensive Needs Assessment

A   comprehensive needs assessment is conducted by the LEA and by individual schools. The following data is analyzed:


·                       ACCESS for ELs

·                       ACT Aspire

·                       AIMS Web

·                       ACT Aspire   Interim

·                       STAR


English Learners must simultaneously learn English   and content. The World-class Instructional Design and Assessment (WIDA)   Consortium, of which Alabama is a partner, has developed English Language Proficiency Standards for English Language Learners   in Kindergarten through Grade 12.   These standards have been adopted as a means to align curriculum,   instruction, and assessment of ELs and also meet the requirements of the No Child Left Behind Act of 2001 by   linking English language acquisition standards and state academic content   standards.


By   implementing the WIDA ELP standards in the classroom, teachers are able to   provide ELs with meaningful access to local curriculum as they progress   through the stages of language acquisition.    


To provide effective instruction that leads to the   timely acquisition of proficiency in English and enables each student to   become proficient in the state’s academic content and student academic   achievement standards and in College and Career Readiness Standards,Oxford   City Schools will implement various instructional methods that will be   utilized by EL staff and general program teachers. To ensure that EL students   gain the English language skills necessary to function successfully in an   English-speaking academic setting, the following instructional strategies of   language instruction will be utilized:


Ÿ  Instruction that makes   content comprehensible

Ÿ  Adequate amount of   pre-activities and modeling

Ÿ  Meaningful hands-on   activities that contextualize abstract concepts

Ÿ    Opportunities   for all students to feel successful by providing appropriate accommodations   for the needs of students’ different proficiency levels

Ÿ    Integration of   language skills, thinking skills, and content knowledge


There   will be communication and collaboration between EL teacher(s) and   content-area teachers to determine   appropriate instructional strategies and assessments for the same challenging   academic content as outlined in the Alabama Course of Study for Reading,   Math, Science, and Social Studies. ELs   remain in the regular classroom for academic subjects with classroom teachers   who are trained to aid the ELs so that they can effectively participate in   classroom activities and comprehend the academic material being presented.


The primary method of instruction used by Oxford   City schools is the Sheltered Instruction model. This approach is used widely for teaching language and   content to ELs in the mainstream classroom, particularly as schools prepare   students to achieve high academic standards.This method requires that teachers deliver content (social studies,   math, science, and language arts) in ways that are comprehensible to the   student while also promoting their English language development. Sheltered   Instruction helps ELs acquire proficiency in English while at the same time   achieving in content areas.


In addition to sheltered instruction, the EL   teacher delivers language development services through both Pull- Out   and/or Push- In instructional approaches.


ESL Pull-out

In this approach, students are taken out of their mainstream classroom, in the same   facility, for a scheduled time with the ESL teacher to receive English   language development instruction. ESL-certified teachers who may or   may not be bilingual will provide the pull-out instruction. The focus of instruction is on English   language development which promotes content area comprehension.


ESL Push-In

The   same goals are applied as in ESL Pull-out; however, the ESL teacher will   provide instruction by working with ELs in the regular classroom.



These   programs will be implemented in various ways to best meet the needs of ELs in   Oxford City Schools. Instruction in   the EL program will be provided by qualified and appropriately trained   teachers.



2) Describe how language   instruction educational programs will ensure that ELs develop English   proficiency.

·           Practice of continuous   improvement and use of data to improve the rate of language acquisition for   ELs

·           Support the LEA   provides each school with respect to continuous improvement practices

·           LEA integration of the   World-class Instructional Design and Assessment English language proficiency   (WIDA ELP) standards with the curriculum

·           Teacher integration of   the WIDA ELP Standards in lesson plans


Continuous   Improvement Plan (CIP)

Each school writes a Continuous Improvement Plan   (CIP) to indicate how and when goals and strategies will be met and to   evaluate the effectiveness of the program.   Each plan includes goal(s), action step(s) and specific strategies for   improving Annual Measurable Achievement Objectives (AMAOs) and/or English   proficiency needs are addressed based on identified weaknesses. The Central Office CIP Committee monitors   implementation of each plan by conducting on-site school walk-throughs,   instructional rounds, and debriefing sessions with each school’s CIP   Team.


Data Meetings

Data   Meetings are held with all certified staff at individual schools. Data is analyzed to drive teacher   instruction and student achievement.


Problem Solving Team

Problem Solving Team meetings are held at   individual schools. Data is analyzed   to determine effectiveness of instruction and program decisions are made to   ensure the needs of students are met.



The   following materials are used for instruction:

Ÿ  Alabama Course of Study /   College and Career Ready Standards

Ÿ  WIDA Consortium English   Language Proficiency Standards for English Language Learners (WIDA ELP   Standards)

Ÿ  District Pacing guides for   all content areas

Ÿ  College and Career   Readiness Standards

Ÿ  Materials from the Alabama   State Department of Education distributed for state and national assessment   preparation (Grades 3-12).

Ÿ  WIDA Can do Descriptors


A   combination of strategies is used to teach language: whole language   techniques, phonics, vocabulary development, oral language skills,   cooperative learning, and integrated reading.   Emphasis is placed upon the development of the four communication   skills: listening, speaking, reading, and writing across all content areas   including social and instructional language development. The WIDA Language   Acquisition Standards are used in regular classroom instruction as well as in   the EL classroom.




Standard   1:   English language learners communicate in English for

SOCIAL AND INSTRUCTIONAL purposes   within the school setting.


Standard   2:   English language learners communicate information,   ideas,

and concepts necessary for academic   success in the content are of



Standard   3: English   language learners communicate information, ideas,

and concepts necessary for academic   success in the content area of



Standard   4:   English language learners communicate information,   ideas,

and concepts necessary for academic   success in the content area of



Standard   5:English language learners communicate information, ideas,

and concepts necessary for academic   success in the content area of SOCIAL



3) Include the specific   components of the LEA’s program of English language acquisition and   academic services for ELs.

Program Components

Oxford   City Schools will ensure that each school evaluates and documents the   progress of each English Learner’s acquisition of English and their academic   progress. Comprehensive and comparable data on all students will be kept in   order to evaluate the success of students in obtaining an effective and   appropriate education. Data on current and former students will be maintained   as part of a system that includes information on all students. This allows   comparisons to be made between ELs and non-ELs in mainstream programs.   College and Career Readiness Standards will be included. Data   collection and analysis includes state tests (Act Aspire, Aimsweb, Star, and   ACCESS, etc.) and standard based curriculum tests.


The   Federal   Programs Coordinator is responsible for the total EL program and   conducts all aspects of the program in cooperation with school administrators,   the curriculum coordinator, the special education coordinator, and other   appropriate personnel. Responsibilities of this person, at a minimum, are to   ensure that students are identified and that an effective, appropriate   instructional program is provided. All school personnel should know who has   been designated as the system's Federal Programs Coordinator.


The   Federal Programs Coordinator is a liaison for school personnel, parents, and   the community. This person must work diligently with teachers and   administrators to assure that limited-English proficient students are identified   and served.


The   Federal Programs Coordinator is responsible for submitting annual reports and   surveys to the Alabama State Department of Education. The Federal Programs   Coordinator works closely with the Student Services Coordinator to ensure that   there are no barriers to enrollment for ELs.   The enrollment policies and procedures for Oxford City Schools include   appropriate mechanisms for facilitating the entry of students who may not   have a birth certificate, social security number, immunization record, or   immigrant documents.


Principals will ensure that the EL   Committee identifies potential social, emotional, or academic problems that   may affect an EL’s performance and assists in planning an appropriate course   of action for instructional effectiveness.   Following the annual EL evaluation, principals will assist in   developing annual goals and objectives along with planning the EL curriculum.


ESL Teachersplan   and implement instruction based on diagnosed needs of each individual   student, and provide written evidence of these plans. By building our English Language Development Program on the WIDA Standards, our instruction is   anchored in academic standards, focused on academic language proficiency,   models the progression of language acquisition, contains model indicators of   language incorporated with content, and provides high levels of cognitive   engagement, even at low proficiency levels.
  ESLTeachersevaluate student performance in the EL class and provide   classroom teachers with input regarding progress. The English Language   Development Program incorporates and   follows the language performance rubrics and definitions used by WIDA   Performance Indicators. ESL Teachers review the accommodations folder   maintained by the classroom teacher to assist the teacher with using   assessments to inform instruction. Under reasonable terms, ESL Teachers are   available to students and parents for education-related purposes outside the   instructional day when it is required or requested. They are also an invaluable resource member   of their local school staff. They play   an important role in developing program goals for the upcoming year along   with planning curriculum. The ESL Teachers agree that conversation and   collaboration are the keys to successfully serving ELs.


Classroom teachers communicate closely with   the ESL Teacher in their school regarding EL’s progress and class   assignments. They participate in state   and district staff development opportunities to increase understanding of   ELs. They learn about the needs of   their ELs and how to incorporate effective strategies and methodologies into   their classroom lessons. Classroom   teachers in Oxford City Schools are aware of the assessed English language   proficiency level for each EL they serve. Documentation of accommodated lessons is   maintained in a folder for each EL served by the teacher. Classroom teachers play a vital role in   assisting the EL Committee when writing the Individual English Learner Plan   (I-ELP). The classroom teacher   collaborates with the ESL Teacher to discuss different strategies and   approaches for struggling students.   Classroom teachers are included in the annual development of program   goals and in planning the EL curriculum.


Professional   Development


Staff   development opportunities will be provided for all ESL personnel, certified   and non-certified. ESL teachers and committee members attend SAMUEL workshops   provided by the state department. Each committee provides turnkey training to   faculty and staff through workshops and/or faculty and data meetings.   Additionally, regular program teachers receive training in the instruction of   second language learners through scheduled district staff development days. Access to additional workshops,   conferences, and/or through contracted consultants will also be provided.


Additional   staff development opportunities and training will be provided to address   specific areas of need as required.   This will be accomplished by providing the opportunity to attend   related workshops, conferences, and/or through contracted consultants.


ESL   personnel meetings will be held annually to coordinate the implementation of   the EL program toward the attainment of the program’s goals and objectives.





4.   Describe the grading and retention policy   and procedures; ELs cannot fail or be retained if language is the barrier.

Grading: It is against the law to fail a student because he/she is not   proficient in English.  

Grades   earned by EL students must reflect the student’s academic achievement on   grade level academic content standards.   Assessments must allow students to demonstrate their knowledge and   skills in spite of language barriers.   Alternative assessments are to be used when needed. Examples of alternative assessments include   but are not limited to portfolios, presentations, oral reports, making lists,   or any product that allows a student to express what they have learned.

Ÿ  An accommodations folder   for each EL is to be kept in the regular classroom with evidence of accommodated   work and assessments.

Ÿ  Grades placed in a   student's cumulative folder must reflect the student's academic achievement   on grade level academic content and student academic achievement standards.

Ÿ  When applicable, designate   on the report card that an EL has received grading accommodations.



School   districts are directed, by federal law, to ensure that LEP students can   participate meaningfully in the districts’ educational program. This does not mean that ELs cannot fail.   Rather, the classroom teacher must provide full documentation of   accommodations having been made to assure the student full access to the   content. Classroom teachers and the   ESL teacher must collaborate in order to guarantee this access. Evidence and documentation of instructional   and assessment accommodations are kept by the classroom teacher in each ELs   accommodations folder. When a student   is not demonstrating mastery and appropriate assessment suggestions have been   implemented, the classroom teacher will collaborate with the ESL teacher to   consider other accommodations. If the   student is still not performing successfully, the EL Committee will convene   to review the child’s accommodations folder and discuss other possible   strategies.


Retention of ELs shall not be based solely upon   level of English language proficiency (Lau   vs. Nichols). Prior to considering   retention of an EL, the following points should be addressed and documented   by the EL Committee:


  1. What is the student’s        level of English language proficiency?
  3. Has an Individual        English Language Plan (I-ELP) been implemented to document classroom        accommodations and student progress?
  5. To ensure meaningful        participation, are classroom accommodations being made in the areas of:

·           Teacher lesson delivery?

·           Activities and assignments?

·           Homework?

·           Formal and informal assessments (e.g., quizzes, tests)?

  1. How much individual        English language development instruction is the student receiving during        the school day?
  3. Has an alternate        grading strategy been implemented (e.g., portfolio, checklist, teacher        observation, or rubric assessment on content and language objectives)?
  5. Has the student’s        classroom teacher been adequately trained with instruction and        assessment strategies specifically designed for the students learning        English?
  7. Do the report cards        indicate that students were graded according to their I-ELPs?


At the end of each   nine-week grading period, the ESL Teacher will review the grades of ELs. These grades will be discussed with the   principal and EL Committee, if needed.   Grades will be filed in the student’s EL folder.



5) Include the specific staffing and other   resources to be provided to limited-English proficient students under the   LEA’s English language instruction educational program. As with other   instructional personnel, ESL staff must be qualified with academic   preparation in English-as-a-second-language, as stipulated in the 1991 Office   of Civil Rights (OCR) Memorandum.

·           Qualified personnel   (ESL licensure)

·           ESL staff development

·           Content teacher and   administrator staff development



Oxford   City Schools will strive to employ educational personnel who have formal   training in second language acquisition. All teachers and paraprofessionals   in any language instruction educational program for LEP students are fluent   in English, including having written and oral communication skills. ESL staff   members are responsible for English language instruction for ELs. They may also provide tutoring and   monitoring to LEP students and Former Language Proficient (FLEP) students as   indicated in the Individual English Language Plan (I-ELP).


All   ELs will receive their primary instruction from certified teachers through   the regular academic program.


If   sufficiently qualified teaching applicants are not available, non-certified   applicants may be employed who are bilingual, have EL experience, and/or have   EL training. Non-certified ESL   personnel will work under the direct supervision of a certified teacher.


Currently   a Federal Programs Coordinator, (5) ESL teachers (2 of whom are content   teachers with ESL certification and HQ content status), and (1) bilingual   translator are employed by Oxford City Schools.


State Requirements for Teaching ESL


Ø  ESL Certification is awarded through programs at   Alabama colleges or with reciprocal agreements with other states and as of   June 1, 2007, with PRAXIS II.

Ø  ESL P-6 Teachers can have:

o     ESL   Certification

o     Foreign   Language Certification

o     Regular   Elementary Certification

Ø  Secondary ESL Teachers can have:

o     ESL   Certification

o     Foreign Language   Certification

o     Regular   Elementary Certification

o     English/Language   Arts Certification

Ø  Highly Qualified teacher regulations under the No Child Left Behind Act of 2001 do   not apply to ESL teachers who teach language development to ELs.

Ø  ESL teachers shall not teach any core subject area   classes without falling under NCLB Highly Qualified regulations.

Oxford   City Schools will maintain its status of hiring only Highly Qualified staff   and will provide appropriate professional development for teachers who have   not received formal ESL certification.


6) Describe how the LEA will collect   and submit data in accordance with SDE requirements.

·           How schools are   trained to use STI or INOW to code ELs and enter reliable and accurate data

Collecting and Submitting Data

The Federal Programs   Coordinator works closely with Technology Specialists, ESL teachers,   counselors, registrars and INOW managers to ensure that EL data is correctly   entered into INOW. Periodic data   verifications are made to ensure that data requested by the ALSDE is   correct.


Upon   identification and placement, students are given a code in the STI Program. The SDE uses the following coding system   for ELs:


LEP 1-Limited-English Proficient   students who are in their first year in a U.S. school.


LEP 2 or more- Limited-English Proficient students who are in their   second year or more in a U.S. school.


FLEP 1- (Monitoring Year 1)-Students   who have exited the EL program and are in their first year of systematic   monitoring by the ESL teacher. Should these students experience academic   failure based on their lack of proficiency in English, they will be   re-identified as LEP and will be served again in the EL program. These students no longer take ACCESS for   ELLS English Language Proficiency test.


FLEP 2- (Monitoring Year 2) -Students who have exited the EL program and are in   their second year of systematic monitoring by the ESL teacher in the regular   classroom. Should these students experience academic failure based on their   lack of proficiency in English, they will be re-identified as LEP and will be   served again in the EL program. These   students no longer take ACCESS for ELLS English Language Proficiency test.


FLEP 3- (Monitoring Year 3) -Students who have exited the EL program and are in   their third year of systematic monitoring by the ESL teacher in the regular   classroom. Should these students experience academic failure based on their   lack of proficiency in English, they will be re-identified as LEP and will be   served again in the EL program. These   students no longer take ACCESS for ELLS English Language Proficiency test.


FLEP 4- (Monitoring Year 4) -Students who have exited the EL program and are in   their fourth year of systematic monitoring by the ESL teacher in the regular   classroom. Should these students experience academic failure based on their   lack of proficiency in English, they will be re-identified as LEP and will be   served again in the EL program. These   students no longer take ACCESS for ELLS English Language Proficiency test.


FLEP-Former Limited-English   Proficient students who have successfully completed four years of monitoring   and are no longer LEP.


LEP Waived Services- Students who are LEP yet parents have refused   supplemental Title III services.


NOM PHLOTE-National Origin Minority   Student Who’s Primary Home Language is Other Than English. These students have a non-English language   background but are fluent in English and do not require EL services. Parents, however, may need information in   their home language.


7) Include the LEA’s   method for evaluating the effectiveness of its program for   limited-English proficient students (including those enrolled in non-public   schools)

·           LEA engagement in the continuous   improvement cycle

Program Evaluation

All   districts awarded Title III grants must report to the SDE how their Title III   program and professional development activities link to scientific research   on the education of ELs.


Oxford   City Schools uses both formal and informal evaluations of the program to   determine progress in meeting the determined goals. The evaluation is an ongoing process. The progress of each EL student is assessed   by reviewing a variety of data and Report Cards. These reports are available in data portals   and will be used in the annual evaluation.  


A   formal evaluation of the EL Program is conducted at the end of each school   year and a copy of the results is submitted to the SDE. This evaluation   consists of data collected from the individual schools concerning the   following:


  • The number of students in the district who        attained language proficiency (4.8 or greater on the ACCESS for ELLs)
  • The percent of students in the district who        scored proficient
  • The number of students in the district who have        been in an LEP program five years or longer
  • The percent of students in the district who        have been in an LEP program five years or longer who scored proficient
  • Number of students in the EL program
  • Number of students who were recommended to exit        the program
  • Promotion and retention rates


All of this information   will be compiled into a system report that will be completed by the Federal   Programs Coordinator. The EL Main Data   Collection is submitted annually to the ALSDE through the Accountability Web   Portal.


8) Include LEA’s method of   identification and referral of ELLs to Special Education. Note that the   Individual English Language Plan must describe how the school will   communicate with the child and parent in their native language.

Oxford   City Schools receives Federal financial assistance and does not, on the basis   of national origin or limited English proficiency:

Ÿ    provide   services, financial aid, or other benefits that are different or provide them   in a different manner,

Ÿ    restrict an   individual’s enjoyment of an advantage or privilege enjoyed by others,

Ÿ    deny an   individual the right to participate in federally-assisted programs, or

Ÿ    defeat or   substantially impair the objectives of federally-assisted programs.


It   is understood that the regulatory requirements from Title VI of the Civil   Rights Act of 1964 have been interpreted to prohibit denial of equal access   to education because of a student’s limited proficiency in English.


It   is also understood that all teachers are language teachers and models of   language for their students. Throughout life, all individuals are language   learners perfecting their skills in understanding, speaking, reading, and   writing. When ELs enroll in this   system, it is essential that needed support such as language development and   instructional accommodations be provided.   It is expected that as the EL gains fluency, fewer variations and   accommodations in classroom activities will be necessary.



Services provided to all eligible students,   including EL students, are as follows:


Referral of ELs to Special Education

All   students with disabilities are guaranteed the right to a free, appropriate   public education; an IEP with related services, if needed, that meet their   specific needs; due process; education in the least restrictive environment;   tests that are not culturally discriminatory; and a multidisciplinary   assessment. Public Law 108-446   requires that state and local education agencies ensure that the students are   assessed in all areas related to the suspected disability. The materials and procedures used to assess   a limited-English proficient student must be selected and administered to   ensure that they measure the extent to which the student has a disability and   needs special education, rather than measuring the student’s English language   skills. The LEP student with disabilities   has a right to the same individual special education services as other   students with disabilities. ELs must   be provided English language acquisition services that are an integral part   of their IEP.


ELs   are eligible to receive Special Education Services on the same basis as all   other students. Care should be   exercised to ensure that limited-English proficiency is not the basis of a   referral. (See Appendix I, Information   on preventing inappropriate placements of ELs in SES).


In   situations where it is not realistic to test in the native language or mode   of communication for an EL, the LEA must consider information that will   enable the eligibility team to make a decision as to whether the child has a   disability and the effects of the disability on educational needs.

A   child may not be determined to be eligible for special education if the   determinant factor is the child’s lack of instruction in reading, math, or   limited-English proficiency. The IEP   for an EL with a disability must include all of the components as listed in   the Alabama Administrative Code. The IEP team shall consider the   language needs of the student as those needs relate to the student’s   IEP. Parent participation is a   required part of the special education process and to ensure active   participation, accommodations must be made at all meetings and in written   communications for the non-English speaking parent. This may also be necessary for parents of   students who are National Origin of Minority whose Primary Home Language is   Other Than English (NOM-PHLOTE). These   accommodations must include a translator for oral communication, and written   communication must be in the parent’s nativelanguage.


ELs cannot be referred to the PST if language is the   barrier to achievement.

English   Learners may be referred to the Problem Solving Team (PST) only after   accommodations and differentiated instructional strategies have been provided   for a reasonable amount of time in Tier I and there is data showing that this   instruction has been unsuccessful. .


The   PST is the appropriate vehicle if an EL is being discussed for possible   special education issues and language is clearly not the issue, provided ESL   staff member(s) are part of the team.   Once language has been eliminated as the barrier to achievement, ELs   must be served in the same way as all other students.


The school system ensures:

  • that the individualized education program for        each child with disabilities is reviewed in accordance with Federal and        State regulations, and
  • that an evaluation of the child, based on        procedures which meet Federal and State regulations, is conducted every        three years or more frequently if conditions warrant or if the child’s        parent or teacher, requests an evaluation.


Gifted and Talented

Oxford   City Schools’ Gifted Education Program is available to all students   identified for placement in accordance with regulations established by the   Alabama State Department of Education regardless of their race, ethnicity,   sex, national origin, or primary language.   In compliance with the Title VI Resolution Agreement, Oxford City   Schools will focus on finding gifted students in under-represented   populations. ELs will not be denied   access to gifted services on the basis of EL status.


Title I

EL students are eligible for   Title I services on the same basis as other students who receive   service.  


Advanced Placement (AP) Courses

English   Learners are eligible to participate in advanced placement courses; however,   according to the College Board Advanced Placement Program, accommodations for   ELs are


not   permitted on AP Exams. ELs enrolled in AP courses will receive classroom   accommodations when needed to access the content. This information is shared   with parents and students.



1) Describe how the LEA will   encourage and hold schools accountable for annually measuring the   English proficiency of limited-English proficient students and for   participating in the state-administered testing program.

·           Coordination with the LEA   Student Assessment Director

·           Communication of   assessment and accountability requirements to schools


Participation Requirements

All   ELs, whether they receive or waive supplemental Title III services, must be   tested annually on the state adopted English proficiency test, Assessing Comprehension and Communication   in English State-to State for English Language Learners (ACCESS for ELLs   2.0).


All ELs must participate in the statewide assessment program for   accountability purposes with the following exceptions per ALSDE Memo.


An EL student during his/her first 12 months of enrollment in   U.S. schools is defined as an EL student who has attended schools in the   United State (not including Puerto Rico) for 122 months or less. The definition provided a window (the   student’s first 12 months attending schools in the U.S.) within which time   such a student is entitled to an exemption from academic content assessments   in reading/language arts for accountability purposes.


All EL students in Grade K-12, regardless of the number of years   of enrollment in U.S. schools, must participate in ACCESS, the   state-administered English language proficiency test, or Alternate ACCESS for   ELLs. Participation in one of these   English language acquisition assessments, which is required, will satisfy the   reading participation requirement for accountability purposes for these   students.


EL students, during their first 12 months of enrollment in U.S.   schools, must take the mathematics test of the ACT Aspire, the mathematics   test of The ACT Plus Writing, or the mathematics test of the AAA, with   accommodations as necessary.


EL students, during their first 12 months of enrollment in U.S.   schools, must take the science portion of the ACT Aspire, the science test of   The ACT Plus Writing, or the science test of the AAA (Grades 5, 7, and 11),   with accommodations as necessary.


EL students, during their first 12 months of enrollment in U.S.   schools, must take the English and the writing test of The ACT Plus Writing.


All EL students must participate in the end-of-course   assessments for any of the courses for which they are enrolled and receiving   course credit and for which an end-of-course assessment is administered.


The EL Committee must include decisions regarding the criteria   outlined above in the Individual English Language Plan for EL students in   their first 12 months of enrollment in U.S. schools. These decisions must be made on an   individual basis.


Accommodations on High Stakes   Assessments

Decisions   regarding appropriate accommodations for ELs must be made on an individual   basis by the EL Committee.


All ELs will participate in the high stakes assessments. Accommodations for ELs will be according to   the current guidelines found in the Alabama   Student Assessment Program Policies and Procedures for the Students of   Special Populations

2) Describe how the LEA will hold   schools accountable for meeting proficiency and Annual Measurable   Achievement Objectives (AMAOs).

·           Monitoring and   evaluating school engagement with continuous improvement plan

Annual Measurable Achievement Objectives (AMAOs)


  • AMAO-A: Making        annual increases in the number or percent of children making progress in        learning English (APLA) *Measured by ACCESS for ELLs
  • AMAO-B: Making        annual increases in the number or percent of children attaining English        proficiency each school year *Measured by ACCESS for ELLs




The following table shows   the proportion of ELs within a district that must make at least a 0.5 overall   composite proficiency level (CPL) gain in order to make APLA beginning in   2010. Each year the proportion of   students in a district expected to make a 0.5 CPL gain increases until 2019.


AMAO-A Targets

















































Alabama has defined ELP as   a composite proficiency level of 4.8.   The goal is to have 100% of students attaining proficiency in five   years or less. To make AMAO-B, each   LEA must improve the percentage of students who have attained proficiency as   demonstrated in the following table.


AMAO-B Targets















































Adequate Progress in Language Acquisition (APLA) and   Adequate Yearly Progress (AYP)


Proficiency Accountability

Oxford   City Schools will use a variety of methods to measure the adequate progress   of ELs. Instructional specialists   collaborate with classroom teacher for input on student progress. This input   is shared and discussed at PST meetings held at each building. During the   meeting, the Problem Solving Team consisting of instructional specialists and   administrators

meet   to discuss student progress in reading and math at each grade level. By following the District’s Reading and   Math Progressions in grades K-3 , high stakes assessment preparatory   materials in grades 3-8, and ASPIRE/ACT language and reading standards skills   assessments and report card grades in 9-12th all ELs are receiving instruction that will   move them toward the goals of attaining English proficiency while achieving   high levels of instruction in core academic areas and becoming contributing   members to the community. In order to   track their progress, the following instruments will be used:


*   AIMSWEB benchmark scores along with progress monitoring scores for students   in grades K-6.


*Progress Reports - Student progress reports are   sent to parents. The criteria used in   these reports include achievement in core academic subjects and attendance in   the regular classroom program for grades 5-12.


*Scores on the Language Proficiency Instrument -   Each student in the EL program will be given the WIDA Model to assess   language proficiency when the Home Language Survey indicates that they are a   language minority student. This   assessment tool will be administered upon their arrival from another   destination and will be measured with the ACCESS assessment in the   spring. The scores are compiled on a   chart by the ESL Teacher and compared to measure adequate progress in   language acquisition.


Through the various methods   of systematically monitoring student progress, data driven instruction and   assessment can be planned using the WIDA Amplified Standards and Performance   Indicators appropriately. Assessments   must allow students to demonstrate their content area knowledge in spite of   their English language proficiency. The   WIDA Model Performance Indicators , WIDA Amplified Standards, and WIDA Cand   do Descriptors can be used to develop appropriate assessments for ELs.



1) Describe how the LEA will   promote parental notification and parental and community   participation in programs for limited-English proficient students.

·           Eight requirements for   parent notification regarding program placement

·           Separate notification   to parents regarding failure of the LEA or school to meet Annual Measurable   Achievement Objectives (AMAOs) within the specified
  time limit

Parent Notification


Oxford   City Schools will implement effective means of outreach so parents can be   involved in the education of their children.   It is the goal that parents of ELs be active participants in assisting   their children to learn English, to achieve at high levels in core academic   subjects, and to meet the same challenging state content and achievement   standards of all students. Since the   parents of ELs may speak little or no English, assistance in understanding   school-related information is needed. When possible, documents are translated   into the parent’s home language and/or an interpreter is employed to   assist. When needed and possible, each   school will:

1.        Annually   evaluate educational programs to determine any barriers that may exist in   preventing parents of LEP students from participating in school activities.

2.         Provide an interpreter to assist in   the registration of LEP or non-English speaking students.

3.         Provide   an interpreter for parent/teacher conferences.

4.         Provide information related to school   and parent programs, meetings, and other activities in the home language.

5.         Provide   full opportunities for the participation of parents with limited-English   proficiency in the education of their children, including providing   information and school profiles in a language and form parents can   understand.

6.         Include parents of LEP students in the   development of school and/or system plans.

7.                    Parents are   encouraged to participate in PTO (Parent Teacher Organization)


Staff   will consider the following factors that may impact the degree and extent of   involvement by parents of ELs:

Ÿ    Length of   residence in the U.S.

Ÿ    English   language proficiency

Ÿ    Prior   experiences of parents

Ÿ    Economic need   of parents

Ÿ    Availability of   support groups and bilingual staff


According   to NCLB Title III requirements, districts must, not later than 30 days after   the beginning of the school year, provide notification to parent(s) of ELs   identified for participation in an English language instruction educational   program of:

  1. The reasons for        identification.
  3. The child’s level of        English proficiency including how such level was assessed and the status        of the child’s academic achievement.
  5. The method of        instruction used in the program.
  7. How the program will        meet the educational strengths and needs of the child.
  9. How the program will specifically help their child learn English        and need age-appropriate academic achievement standards for grade        promotion and graduation.
  11. The specific exit requirements for such program, expected rate of        transition from such program into the regular education classroom.
  13. In the case of a child with a disability, how the program meets        the objectives of the individualized education program of the child.
  15. Information pertaining        to parental rights that includes written guidance detailing:
    1. The right of the         parents to have their child immediately removed from supplemental Title         III programs upon request.
    3. The options that         parents have to decline to enroll their child in such supplemental         Title III programs or to choose another program or method of         instruction if available.
    5. The various programs         and methods of instruction if more than one program or method is         offered by the eligible entity.

Parent   notification is to be communicated in a language and/or manner that the   parents can understand. An interpreter   and/or TransACT will be used to assist in this communication. It is not necessary for parents to respond   affirmatively to the notification for the student to participate in the ELL   program.


Efforts will be made to   furnish notices in a language appropriate to the parents. The district has determined that assessment   results should be translated in the home language using either a translated   document or presented orally by a translator.

Separate Notification Regarding Accountability for   Annual Measurable Achievement Objectives (AMAOs)

Each   system and/or school that is using Title I and/or Title III funds to provide   a language instruction educational program and that has failed to make AMAOs   for any school year shall separately inform parents of children identified   for participation in the program, or children currently enrolled in the   program, of such failure not later than 30 days after such failure occurs.


If   a child enrolls in school after the beginning of the school year, the LEA   will notify parents of the failing school’s language instruction educational   program within two weeks of the child being placed in such a program. Parent notifications will be communicated   in a language and/or manner that the parents can understand. Parent notification forms are available in   22 languages at




This section   should be completed if the LEA receives Title III supplemental funds.

1) Describe how   the LEA uses Title III funds to supplement the core ESL program.

The   purpose of Title III is to ensure that limited English proficient (LEP)   students, including immigrant children and youth, develop English proficiency   and meet the same academic content and academic achievement standards that   other children are expected to meet.   Oxford City Schools use Title III funds to implement language   instruction educational programs designed to help ELs achieve these standards   and to provide professional development activities to aid teachers in meeting   the needs of ELs.


The   National Staff Development Council   Standards are used when planning professional development. These standards focus on staff development   that improves the learning of all students.


Context Standards

  • Organizes adults into learning communities        whose goals are aligned with those of the school and the district.        (Learning Communities)
  • Requires skillful school and district leaders        who guide continuous instructional improvement. (Leadership)
  • Requires resources to support adult learning        and collaboration. (Resources)


Process Standards

·           Uses   disaggregated student data to determine adult learning priorities,

monitors   progress, and helps sustain continuous improvement. (Data Driven)

·           Uses multiple   sources of information to guide improvement and demonstrate its impact.   (Evaluation)

·           Prepares   educators to apply research to decision making. (Research Based)

·           Uses learning   strategies appropriate to the intended goal. (Design)

·           Applies   knowledge about human learning and change. (Learning)

·           Provides   educators with the knowledge and skills to collaborate. (Collaboration)


Content Standards

  • Prepares educators to understand and appreciate        all students, create safe, orderly and supportive learning environments,        and hold high expectations for their academic achievement. (Equity)
  • Deepens educator’s content knowledge, provides        them with research-based instructional strategies to assist students in        meeting rigorous academic standards, and prepares them to use various        types of classroom assessments appropriately. (Quality Teaching)
  • Provides educators with knowledge and skills to        involve families and other stakeholders appropriately. (Family        Involvement)

Current Identified Topics for Ongoing Professional   Development Specific to ELs

  • WIDA Language Amplified Standards
  • WIDA Performance Model Indicators (How to use        this resource to address content and language development in the regular        classroom, thus providing Sheltered Instruction)
  • WIDA Language Development Assessment (How the        ACCESS is used to measure Adequate Progress in Language Acquisition and        Adequate Yearly progress)
  • Cultural diversity in the classroom.
  • EL assessments
  • On-going sheltered instruction implementation        in all learning environments
  • WIDA Online Professional Learning Modules


Supplementary Services

Four of the six schools in the Oxford School System had teams   participate in the Cohort training provided through the Alabama State   Department of Education. Those teams   have done turn-around training within the system. Members of the team serve on each school’s   CIP team and present at grade level/faculty meetings to keep all teachers   current on strategies and assessment needs.   High intensity, ongoing professional development is also provided   after system EL teachers and/or principals attend SAMUEL workshops. In monthly data meetings at each school,   ELs are very much a part of student reviews and planning for instruction   according to needs.


The core instructional programs in Oxford City Schools are   carried out by grade level/subject area teachers with all students (regular   program, EL, gifted, special needs).


Professional development is provided by vendors and local   specialists so that scientific, research-based programs are carried out with   fidelity. The programs adopted and   used in Oxford are Go Math, V-Math, Wonders, Journeys, Flex, Corrective, Read   Well, Read 180, Read Naturally, and Early Interventions in Reading. Supplementary support to ELs is given   through the employment of resource teachers who are either HQ elementary or   ESL certified. EL resource teachers   work with small groups of students beyond the core instruction provided in   the assigned classrooms. EL teachers   serve as resources to regular program teachers in identifying strategies and   interpreting assessment results for planning.   They support ELs in the same supplementary manner that a Title I   resource teacher support regular program instruction.


2) Describe the method the LEA   uses to initiate contact with non-public school officials to engage in timely   and meaningful consultation regarding services available to ELs in non-public   schools that are located within the geographic boundaries of the LEA.

·           How ELs are identified

·           How needs of ELs are   identified

·           How, when, where, and   what services will be provided

·           How the services will   be assessed

·           The amount of   funds/services available

Non-Public School Contact

The five public school systems in Calhoun County work   collaboratively each spring to hold an annual meeting with non-public school   officials regarding federal programs.   Invitations are sent by certified mail to announce the purpose,   meeting date, place, and time. In that   letter, information is given as to contact names for each school system in   case a non-public official would like to make an individual appointment.


At this meeting, federal regulations and procedures are   discussed so that non-public school officials who attend will know student   rights to participation in the programs funded through



For those who do not wish to attend the meeting, an information   sheet is requested giving enrollment information to each public school system   to be used to complete surveys for the Alabama State Department of Education.



















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