Updating Title III Immigrant and LEP (Limited English Proficient) Student Information

Last Updated: 08/20/2007 Table of Contents

TABLE OF CONTENTS Introduction...... 3 Updating Title III Information...... 3 Updating Demographics for All Students...... 3 Updating LEP Test Information for Pre-Kindergarten Students...... 3 Updating Program Assignments...... 3 Appendix A: Valid Country of Birth List...... 3 Appendix B: First Language List...... 3 Appendix C: LEP Testing Type List...... 3

In compliance with federal laws, N C Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to: Dr. Elsie C. Leak, Associate Superintendent Office of Curriculum and School Reform Services 6307 Mail Service Center Raleigh, NC 27699-6307 Telephone (919) 807-3761; Fax (919) 807-3767

8.06 – 08/20/2007 NCDPI NC WISE Page ii of 20 Doc # 111 –Revision .08 Introduction

Introduction This document provides information regarding Title III Immigrant and LEP (Limited English Proficient) students and how these students should be tracked in eSIS. Data for Title III Immigrant and LEP students must be recorded in eSIS no later than October 1st. Students enrolled up to and including October 1st will be included in State reporting to determine funding.

Important: Continue to verify and update the information for Title III immigrant students and Pre-K students as they enroll.

The Title III Federal definition of “Immigrant” is that the person:  Was born outside of the United States.  Has been in US Schools 3 academic years or less (not counting pre-kindergarten).  Is between the ages of 3 and 21.

Note: An ‘immigrant’ student does not have to be LEP (Limited English Proficient)

This definition does NOT include:  Children from other countries who were adopted into American families or children born into American military families who were stationed overseas when they were born.  Pre-school children who are not enrolled in pre-school programs funded by your school system.  Community college or university students.  Students who are not enrolled in your school system (for example, older siblings who are not in school).  Students from Puerto Rico, American Samoa, Guam, Northern Marianas, Republic of Palau, US Virgin Islands  Exchange Students.

CAUTION: Schools may NOT ask for a student’s social security number, Visa, or immigration status (such as guest worker).

The NCDPI definition of a LEP (Limited English Proficient) is that the student:  Scores below Superior in at least one subtest of the state-identified English Language Proficiency test (currently the IPT)

8.06 – 08/20/2007 NCDPI NC WISE Page 3 of 20 Doc # 111 –Revision .08 Introduction

Updating Title III Information Complete the following fields when enrolling ALL new students. Existing students should also be evaluated to determine whether this information is required. Navigation: START > Common View > Student Immigration Related Information

Note: Other navigation methods may be used, including clicking the Basic button from the START screen and using the Next and Previous arrows to navigate the Demographic Loop.

Updating Demographics for All Students 1. Query for the student. 2. Click the Immigration Tab. 3. From the Country of Birth drop-down list, click the applicable country. See the Appendix A for a complete list of all codes.

DANGER! Do NOT use any other fields on this screen, as it may be a violation of laws and/or policies.

4. Click the Lang./Eth Tab.

5. From the First Language drop-down list, click the applicable language. Note: The language recorded in this field may be the student’s first language, language most often spoken at home, or the language most often spoken by the student. Select the language that identifies the student as a National Origin Minority (NOM) student. Use the Home Language Survey or the parent/student interview to make this determination. See the Appendix B for a complete list of all codes. 6. Verify the Home Language Survey check box has been checked. 7. Verify the Home Language Survey Date field is populated.

Important: The Home Language Survey should only be completed once. The Home Survey Date field should not be updated unless it is clear upon investigation that the Home Language Survey was completed incorrectly.

CAUTION: Other fields should NOT be populated.

Updating LEP Test Information for Pre-Kindergarten Students Testing information for Pre-Kindergarten Title III LEP students can be recorded on the LEP tab of the Student Immigration Related Information screen.

Important: This screen should only be used to record LEP testing information for Pre-Kindergarten students.

Navigation: START > Common View > Student Immigration Related Information

Note: Other navigation methods may be used, including clicking the Basic button from the START screen and using the Next and Previous arrows to navigate the Demographic Loop.

8. Query for the student. 9. Click the LEP Tab. 10. From the LEP Testing Type Used drop-down list, click the applicable type. See the Appendix C for a complete list of all codes.

CAUTION: Other fields should NOT be populated.

Updating Program Assignments Use the Program Assignments screen to track the 1st, 2nd, and 3rd year a Title III immigrant student has attended a US school.

Important: All three years must be identified. They do not have to be consecutive. A student admitted and registered for one day in a school year counts as one year.

Navigation: START > Common View > Programs > Student Program Assignment

Complete the following fields for the student:  Year – Enter the school year. For example, for the 2007/2008 school year, type 2007.  Program – Select the appropriate program by clicking ? and selecting the program from the list of values. For example, First Year in US Schools or Second Year in US Schools.  Start Date / End Date – Enter the values for these fields that coincide with school year. In the above example, the entries in the first line mean that the 2006/2007 school year was the student’s first academic year in a US school. The first three years a Title III immigrant student attends a US School must be tracked. The years do not have to be consecutive.

Appendix A: Valid Country of Birth List The subsequent listing of countries has been approved for use by the NCDPI ESL department. It is important that the correct code be used when documenting the Country of Birth. Use the below list to identify the correct country for the student record.

Important: Use the country identified within the bolded parenthesis when appropriate.

`Ajman (select United Arab Emirates instead) Abu Dhabi (select United Arab Emirates instead) Afghanistan Ajman (select United Arab Emirates instead) Al Fujayrah (select United Arab Emirates instead) Albania Algeria Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands (select Virgin Islands (British) instead) Brunei Darussalam Bulgaria Burkina Faso Burma (select Myanmar instead) Burundi Cambodia

Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China (People's Republic) Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo (Dem. Republic) (Zaire) Congo (Republic of Congo) Cook Islands Costa Rica Cote d'Ivoire (Ivory Coast) Croatia (Hrvatska) Cuba Cyprus Czech Republic Denmark Djibouti Dominica Dominican Republic Dubai (select United Arab Emirates instead) East Timor Ecuador Egypt El Salvador England (select United Kingdom instead) Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands (Malvinas) Faroe Islands Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Gambia Georgia Germany Ghana Gibraltar Great Britain (select United Kingdom instead) Greece

Greenland Grenada Guadeloupe Guam Guatemala Guinea Guinea-Bissau Guyana Haiti Heard and McDonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran (Islamic Republic of) Iraq Ireland Israel Italy Ivory Coast (select Cote d'Ivoire instead) Jamaica Japan Jordan Kazakhstan Kenya Kiribati Korea (North) Korea (South) Kosovo Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Libyan Arab Jamahiriya (Libya) Liechtenstein Lithuania Luxembourg Macau Macedonia Madagascar Malawi Malaysia Maldives Mali Malta

Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Micronesia Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar (Burma) Namibia Nauru Nepal Netherlands Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Islands North Korea (select Korea (North) instead) Northern Ireland (select United Kingdom instead) Northern Mariana Islands Norway Okinawa Oman Other Pakistan Palau Palestinian State (select Israel, Jordan, or Syria instead) Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Pohnpei Island (select Micronesia instead) Poland Portugal Puerto Rico (select United States of America instead) Qatar Quwayn (select United Arab Emirates instead) Ra`s al Khaymah (select United Arab Emirates instead) Reunion

Romania Russian Federation Rwanda Saipan (select Northern Mariana Islands instead) Samoa Samoa (American) San Marino Sao Tome and Principe Saudi Arabia Scotland (select United Kingdom instead) Senegal Serbia Serbia and Montenegro (select Serbia OR Montenegro instead) Seychelles Sharjah (select United Arab Emirates instead) Sierra Leone Singapore Slovakia (Slovak Republic) Slovenia Solomon Islands Somalia South Africa South Korea (select Korea (South) instead) Spain Sri Lanka St. Helena St. Kitts and Nevis St. Lucia St. Martin (select Netherlands Antilles instead) St. Pierre and Miquelon St. Vincent and The Grenadines Sudan Suriname Svalbard and Jan Mayen Islands Swaziland Sweden Switzerland Syrian Arab Republic (Syria) Taiwan Tajikistan Tanzania Thailand Tibet (select China instead) Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands

Tuvalu Uganda Ukraine United Arab Emirates (UAE) United States of America Uruguay Uzbekistan Vanuatu Venezuela Vietnam Virgin Islands (British) Virgin Islands (U.S.) (select Unites States of America instead) Wales (select United Kingdom instead) Wallis and Futuna Islands Western Sahara Yemen Yugoslavia Zaire (select Congo (Dem. Republic) instead) Zambia Zimbabwe

Appendix B: First Language List The subsequent listing of languages has been approved for use by the NCDPI ESL department. It is important that the correct code be used when documenting the First Language. Use the below list to identify the correct language for the student record.

Important: Do not use the languages identified as DO NOT USE.

Abhazian Afar Afghani/Western Pashto Afrikaans Aguacateco Akan/Fante Albanian/Shquip Amar American Indian Amharic/Ethiopian Apache Arabic/Egyptian/LebaneseSyrian Armenian/Haieren Ashanti Assamese Assyrian Athabascan Aymara Azerbaijani Balochi Bana Bashkir Basque/Euskera Bassa Belorussian/Byelorussia Bengali/Bangla Bhutani Bihari Bini Bisayan/Llongo Bosnian Braj Bhasha Breton Buginese Bulgarian Burmese/Myanmasa Caddo Cambodian/Khmer Carib Catalan/Catalonian

Cayuga Cebuano Chagatai Chamorro Chechen Cheremis Cherokee Cheyenne Chibcha Chickawa Chinese Chinese (Cantonese) Chinese (Mandarin) Chinese (Shanghai/Wu) Chinese (Taiwan) Chinese (Zhongwen) Chinook jargon Choctaw Chuj Church Slavic Chuukese/Truk/Ruk Chuvash Coptic Cornish Corsican Cree Creek Creoles & Pidgins (French) Creoles & Pidgins (Portuguese) Croatian/Hrvatski Cushitic (other) Czech Dakota Dan/Gio Danish Degha Delaware Dinka DO NOT USE - Creoles (English) DO NOT USE - Creoles (other) DO NOT USE - English/Liberian DO NOT USE - Gaelic/Scots DO NOT USE - Hindi DO NOT USE - Urdu Dogri Duala Dutch Dyula Edo

Efik Ekajuk Elamite English Esperanto Estonian Ethiopic Ewe Ewondo Fang Fanti Faroese Farsi/Persian/Dari Fijian/Lauan Finnish Flemish Fon French Frisian Fulfulde/Fulah/Peul Ga/Adangnie/Krobo Gaeilge/Gaelic/Irish/Scots Galician Georgian/Kartuli German Ghadames/Gha Gola Greek Greenlandic/Kalaallisut Guarani Gujarati/Gujarathi Guyanese Haitian Haitian Creole Hausa Hawaiian Hebrew Hindi/Indian/Urdu Hindko Hmong/Hmong- Mien/Hmongie/Chaug Hungarian/Magyar Ibibio Icelandic/Islenzk Idoma Ikwerre Ilocano Indonesian Inupiak

Italian Jamaican Creole Japanese Jarai Javanese/Bahasa Jawa Kachchi Kalabari Kamba/Kikamba Kanjobal Kannada Kashmiri Kazakh Kikuyu Kinyarwanda Kirghiz/Kyrgyz Kirundi Kishwahali/Kwa/Kitendo Koho Koner Konkani Korean Kpelle Krio/Nigerian Kru/Ibo/Igbo Kurdish/Zimany/Kurdy Lahu Lao/Laotian Tai/Eastern Tai Latvian/Lettish Liberian English Lingala Lithuanian Loma/Bandi Luganda/Ganda Luo Macedonian Malagasy Malay/Bahasa Malaysia Malayalam Maltese Mandingo Mano Maori Marathi Marshallese/Ebon Mayan Mende Mixteco Mohawk Mongolian

Nauruan/Nauru Nepali Newari Ngoni Norwegian Occitan Ojibway/Ojibwa Okinawan Oriya Oromo/Afan Otomi Palall/Palauan Pampangan Papiamentu/Papiamentic Patois Patwin Pele-Ata Phuktoo Pingalapese Pol/Pul Polish Ponapean/Papiamentic/Pohnpeian Portuguese Pulaar (Senegal) Pular (Guinea) Punjabi/Panjabi Pushto/Eastern Pashto Quechua Rade Rhaeto/Romanic Romanian/Moldavian Russian Rwanda Samoan Sangho Sanskrit Sapo Saurashtra/Sowrashtra Serbian Serbo-Croatian Sesotho Shona Sindhi Singhalese/Sinhalese Siswati/Tekela Slovak Slovenian/Slovene Somali Sotho

Spanish Sri Lanka Malay Sudanese Swabian Swahili/Kiswahili Swedish Tagalog/Filipino Tajik Talasco Tamil Tarasco Tatar Telugu Tetela Thai/Tai/Thaiklang Tibetian/Bodskad Tigrinya (Tigrigna, Tigray) Tongan Trinidadian Tsonga Turkish Turkmen Twi Ukrainian Ukwuani/Aboh Urhobo Uyghur Uzbek Vai Vietnamese Visayan Wandala/Montagnard Welsh Wolof/Gambian Xhosa/Zulu Yapses Yoruba Yoruba Yupik

Appendix C: LEP Testing Type List The subsequent listing has been approved for use by the NCDPI ESL department. It is important that the correct code be used when documenting the LEP Testing Type Used. Use the below list to identify the correct testing type for the student record. Basic Inventory of Natural Language BSM I & II Bilingual Syntax Measure IPT I & II Idea Oral Language Proficiency Test Language Assessment Battery LAS-O I & II Oral Language Assessment Scales Oral Proficiency Test Other Reading & Writing Language Assessment Scales Woodcock-Munoz(Language Skills Survey)

8.06 – 08/20/2007 NCDPI NC WISE Page 20 of 20 Doc # 111 –Revision .08