Equal Educational Opportunity (LAU) Plan for English Language Learners

2012-2013 Canby School District

EEO Plan for English Language Learners Revision May 2009 Page 1 Table of Contents

SECTION I.A. SCHOOL DISTRICT INFORMATION District Schools...... Program History & Demographics...... Overview of ELL Plan...... SECTION I.B . ELL PROGRAM GOALS AND PHILOSOPHY ELL Mission Statement and Beliefs...... ELL Program Design & Program Goal...... Oregon ELL OAR 581-23-100...... Research...... ELL Planning Committee & Activities...... SECTION II IDENTIFICATION OF THE PRIMARY LANGUAGE OTHER THAN ENGLISH Timeline and Activities for Implementation...... SECTION III.A. & B. ASSESSMENT OF LEP STUDENTS Overview of Identification, Assessment, Placement, Re-classification, Exiting...... Registration Forms and Home Language Survey...... Initial Assessment in L1 and English...... Placement into ELL and/or Core Academic Areas...... Transitioning and Exiting...... Monitoring Student Progress...... SECTION IV PROGRAM OF SERVICES FOR ENGLISH LANGUAGE LEARNERS Curriculum Alignment and Curriculum Maps for English Language Development...... Curriculum Alignment and Curriculum Maps for Spanish Native Language Development...... Key Components of ELL Program Services...... Classifications of ELL Students ...... Grades K-5 Developmental...... Grades 6-8 Developmental...... Grades 9-12 Developmental...... Support Services List...... Section V Staffing and Professional Development Instructional staff Staff Development Plan...... Materials ...... Talented and Gifted Program...... Special Education Program...... Title IA ...... Title IC ...... Vocational Education...... Extra Curricular Activities ...... SECTION VI REASSESSMENT,RECLASSIFICATION, AND EXITING Transitioning and Exiting...... Monitoring Student Progress...... SECTION VII EQUAL ACCESS TO OTHER DISTRICT PROGRAQMS

EEO Plan for English Language Learners Revision May 2009 Page 2 Talented and Gifted Program...... Special Education Program...... Title IC ...... Statement of Communication Plan for ELL Families and Community...... SECTION VIII PARENT AND COMMUNITY INVOLVEMENT Communication...... Placement Information...... Program Decisions...... Evaluation of Inclusion of ELLs in Full Curriculum...... SECTION IX.A. & B. PROGRAM EVALUATION, REVIEW AND IMPROVEMENT Evaluation of Program Design and Components...... Evaluation of Process for Providing ELL Services...... Evaluation of Inclusion of ELLs in Full Curriculum...... Data Collection...... SECTION X. APPENDICES (FORMS & RESOURCES) Appendix A- Registration Form with Migrant Trigger Questions Appendix B- Home Language Survey Appendix C- NCLB Parent Notification of Program Placement Appendix D- Parent Denial of ELL Services Form Appendix E- Local School ELL Team Contacts Appendix F- ELL Special Education Addendum Appendix G- ELL Portfolio Appendix H – TIER II Home Language Survey

EEO Plan for English Language Learners Revision May 2009 Page 3 Section I: Canby School District Information

SECTION A OVERVIEW

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I. Canby School District Information

I.A. Introduction: School District Information as of 10-1-2009 1. Size of the School District 6 Elementary School, 2 Middle Schools and 1 High School 2. District Total Enrollment Total Enrollment 4978 (as of 10-01-09) SCHOOL ENROLLMEN T Canby High School 1630 Ackerman Middle School 468 Baker Prairie Middle School 489 Carus (K-6) 376 Eccles 406 William Knight 401 Lee Elementary 365 Ninety-One (K-8) 461 Cecile Trost 391 TOTAL 4978

3. District Ethnic Diversity Hispanic 1232 students 24.75% American Indian 43 students .86% Asian 39 students .78% Black 18 students .36% Pacific Islander 9 students 0.18% White 3458 students 69.47% Multiple 179 students 3.60%

4. Number of Limited English Proficient (LEP) Students in District The total number of LEP students in the district is 767 (10-1-09 data) 5. Number and Percent of LEP Students in Special Education 79 LEP students are in Special Education which is 10% of the ELL population 6. Number and Percent of LEP Students in Talented and Gifted Program (TAG) Currently, we have three students identified as TAG in the ELL population Number and Percent of Students Progressing to a Higher Proficiency Level Currently we have 299 students (50%) progressing to a higher proficiency level(07-08 AMAOs)

7. Number and Percent of Students Exited from a 5-Year Program Most recent AMAO shows 69 students (21%) have exited from a 5-Year program (07- 08 AMAOs) 8. Number and Percent of Students on Monitoring Status: Year One 85 students (11%) are in year one of monitoring status 9. Number and Percent of Students on Monitoring Status: Year Two 10.

69 students (9%) are in year two of monitor status 11. Number and percent of students who have re-entered into the program from monitoring status. 1%

12. Oregon State Assessment results 2005-2006 for LEP students. Meeting or Exceeding READING AND LITERATURE 2005-2006 GRADE 3 4 5 6 7 8 10 TOTAL Number 49 54 37 35 26 18 12 231 Percentage 70% 69.2% 68.5% 56.5% 37.7% 31% 28.6% 53.3%

MATHEMATICS 2005-2006 GRADE 3 4 5 6 7 8 10 TOTAL Number 48 58 41 31 38 19 11 246 Percentage 68.6% 73.4% 75.9% 50.8% 55.1% 32.8% 26.2% 56.8%

Oregon State Assessment results 2006-2007 for LEP students. Meeting or Exceeding READING AND LITERATURE 2006-2007 GRADE 3 4 5 6 7 8 10 TOTAL Number 36 30 14 16 21 10 6 133 Percentage 49% 47% 25% 28% 38% 22% 17% 35%

MATHEMATICS 2006-2007 GRADE 3 4 5 6 7 8 10 TOTAL Number 19 27 18 22 19 8 11 124 Percentage 26% 42% 32% 39% 35% 18% 32% 32%

Oregon State Assessment results 2007-2008 for LEP students. Meeting or Exceeding READING AND LITERATURE 2007-2008 GRADE 3 4 5 6 7 8 10 TOTAL Number 45 32 20 19 12 6 2 Percentage 60% 43% 32% 35% 24% 14% 8%

MATHEMATICS 2007-2008 GRADE 3 4 5 6 7 8 10 TOTAL Number 42 38 35 19 26 12 7

Percentage 56% 51% 57% 35% 50% 27% 29%

Oregon State Assessment results 2008-2009 for LEP students. Meeting or Exceeding READING AND LITERATURE 2008-2009 GRADE 3 4 5 6 7 8 10 TOTAL Number 34 39 24 12 14 3 5 Percentage 45% 60% 38% 27% 29% 7% 22%

MATHEMATICS 2008-2009 GRADE 3 4 5 6 7 8 10 TOTAL Number 37 32 29 13 22 9 7 Percentage 49% 49% 45% 30% 45% 21% 30%

Description of District’s Schools (10-01-09)

The Canby School District is made up of nine schools with a total enrollment of 4,986 students. The District includes one high school (grades 9-12), Ackerman Middle School (6-8), Baker Prairie Middle School (6-8), Ninety-One School (K-8), Carus School (K-6), Eccles School (K-5), Knight School (K-5), and Trost School (K-5). A seven-member elected Board of Directors governs the District. Reporting to the Superintendent is the Director for Human Resources, the Chief Financial Officer and Director of Curriculum and Instruction, Director of Student Services, the Director of Network Services, and NCLB Coordinator. The District was created in 1995 as the result of a unification vote, which passed in the three elementary and one union high school districts. An active citizen and staff planning process provided positive guidance to the Board of Directors as this transition was made. Five geographic regions make up the Canby School District. They include the city of Canby, a town of about 12,000, the rural community immediately surrounding the city, Carus, which is a rural community about five miles south of Oregon City and about 8 miles east of Canby, Ninety-One or Whiskey Hill area, about 8 miles south of Canby, and Charbonneau, a planned community about six miles west of Canby which is a part of the city of Wilsonville. The ethnic profile of the district has become diverse in the past 10 years. Hispanic student population has grown rapidly in recent years and is now 25% of the student body. The next largest ethnic group is the Russian community that lives primarily in the Ninety-One area. Approximately 25% of the 461 students at Ninety-One School are of Russian descent with

EEO Plan for English Language Learners Revision May 2009 Page 7 Section I: Canby School District Information most continuing their Old Believer faith. More than 90% of the Russian–culture children do not speak Russian. Since 1999, the population of ELL students has risen from 11.48% to 18% in May 2009. The percentage of students in the ELL Program fluctuates between 16 % to 19%. This number includes students who receive direct services and are part of the NCLB collection. The district has a .5 ELL Coordinator. Ackerman Middle School Spring 2007enrollment at Ackerman reflects 468 students in grades 6-8. The school has a principal, one assistant principal, one counselor, 1.0 FTE ELL teacher, and .75 ELL assistants A wide range of educational programs and services are provided. In addition Ackerman houses a Skills Development Center which serves students with students with emotional and behavioral challenges in grades 6-8. The LEP population is 10% of the student body with 47 ELL students. Baker Prairie Middle School Baker Prairie Middle School opened in the fall of 2006. It has 489 students in grade 6-8. The school has a principal, one assistant principal, one counselor, 2.0 FTE ELL teachers, and 1.0 ELL assistant. Staff and students are divided into 3 wings of about 150 students which allows a better opportunity for teachers to assist each student. A Structured Learning Center serves special needs children in grades 6-8. The LEP population is 15.75% with 77 ELL students. Of the 77 students, 8 are classified as newcomers. Canby High School About 1,630 students are enrolled at the high school. The school is administered by a principal and three associate principals. The counseling office is comprised of three counselors and there are 3.0 FTE ELL teachers and one full-time ELL bilingual instructional assistant. The school offers students a comprehensive program with a strong professional- technical program and honors and college credit class options. Over half of the student body participates in extra-curricular activities. The LEP population is 6.13% of the student body with 100 ELL students. Eccles School Enrollment at Eccles is 406 students in grades K-5. The school is administered by a principal and includes a full-time counselor a 3.0 ELL teachers, and .9 FTE ELL bilingual instructional assistant. The LEP population is 16.26% of the student body with 66 ELL students. Carus School With 367 students, Carus is our only K-6 school in the district. The school is served by a principal, full-time counselor. The LEP population is 1.63% of the student body with 6 ELL students.

Knight School Knight School is in town with school fields that adjoin Eccles School. It is also a K-5 school and has 401 students enrolled. The school has a principal, full-time counselor, full-time resource room teacher, and 2.5 FTE ELL teachers and 2.25 FTE bilingual instructional

EEO Plan for English Language Learners Revision May 2009 Page 8 Section I: Canby School District Information assistants. A Structured Learning Center serves children with special needs. The LEP population is 26.43% of the student body with 106 ELL students. Lee School Philander Lee School opened in the fall of 2006 as our newest K-5 elementary school. With the completion of a new middle school, Lee was converted back to an elementary school. The district went through an extensive boundary reconfiguration and Lee school and has 365 students. The school has a principal, full-time counselor, 2.50 FTE ELL teachers and 1.0 FTE bilingual instructional assistant. The LEP population is 26.30% of the student body with 96 ELL students.

Ninety-One School As a rural elementary school with grades K-8 that has 461 students. Approximately 90 students are of Russian descent. The school is served by a principal, full-time counselor, resource room teacher, and 2.5 FTE ELL teachers and 1.0 FTE bilingual instructional assistants. The LEP population is 15.62% of the student body with 72 ELL. Trost School Trost is a K-5 elementary school with 406 students. It lies in the high growth area of Canby. The school has a principal, full-time counselor, full-time resource room teacher, and 3.75 FTE ELL teachers and 2.0 FTE bilingual instructional assistants. The LEP population is 50.38% of the student body with 197 ELL students. Trost is also in their fourth year of implementation of their Dual Language Immersion Program.

1. Demographics of ELL population Historically in Canby, the largest language group is Spanish speaking. The Spanish-speaking families are most often from Washington and California or from Oaxaca and Michoacán, Mexico. While Russian is not spoken by most of the children at Ninety-One School, the Russian-speaking families are second and third-generation Old Believers who live in the Ninety-One School boundaries.

Table 5 Total student enrollment (Ss) and Total ELL student enrollment 2002 , 2007 and 2009**

May 2002 May 2007 May 2009 Total % Total % Total % School Ss ELL ELL Ss ELL ELL Ss ELL ELL Eccles K-5 466 103 22% 404 86 21% 416 73 18% Trost K-5 582 179 31% 406 171 42% 411 211 51% Knight K-5 550 138 25% 379 105 28% 389 97 25% Lee K-5 403 99 25% 376 98 26% Ninety-One K-8 526 82 16% 493 89 18% 480 77 16% Carus K-6 390 5 1% 401 10 2.4% 346 6 .017% Ackerman 6-8 1067 145 14% 441 58 13% 458 48 10% Baker Prairie 6-8 443 89 20% 476 83 17% Canby High 9-12 1670 201 12% 1616 132 8% 1549 107 7% Canby SD K-12 5251 853 16.24% 4968 842 17% 4970 800 16%

**Enrollment shifts due to new attendance areas placed in effect May 2007. HLD Explanation: Second Generation Language Learners: According to Valdés, 2000 “heritage” speaker refers to “ a student who is raised in a home where a non-English language is spoken by one who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language. The current Russian-culture population at Ninety-One School does not fit the definition of “heritage” language. The Russian families and students that attend Ninety-one School are second and third generation language learners who have linguistically assimilated into English. TIER II Home Language Survey: TIER II provides additional information to allow the school district to better determine family linguistic background. This information assures more appropriate placement in linguistic services . (See Appendix B for the TIER II HLS) The current Russian-culture population at Ninety-One School was administered the TIER II Home Language Survey in 2000-2001. In addition to the TIER II Home Language Survey, we administered a Russian language survey to the 80 identified students to assess their Russian BICS level. Upon analysis of the data, it became evident that the Russian-culture students at Ninety-One School had English as a first language. To provide Russian language services to this population would mean that this group of students would be learning their heritage language as a second language. The goal of the ELL Program is provide students with language services that provide them access to academic content in a language they can understand as well as the use of native language knowledge to teach English. This group of Russian- culture students does not benefit from NLD. Parents have expressed a desire to include access to Russian classes for their students. This would need to be an enrichment class. Parents have not agreed on which Russian language should be taught: church Russian or modern Russian. Some of the Russian-culture students do qualify to English Lange Development classes as demonstrated through their scores on the Woodcock-Muñoz.

EEO Plan for English Language Learners Revision May 2009 Page 11 Section I.B: School District Information on Program Goals and Philosophy

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English Language Learner Program Mission Statement

Canby School District is committed to empowering English Language Learners through a rigorous education that values their individuality. In partnership with staff, families and the community, the Canby School District English Language Learner Program will:  educate students to become socially and academically proficient in English  expect students to achieve academic excellence through native language instruction and English language instruction  assist students in participating equitably across all of the educational experiences from kindergarten through graduation  develop students’ multicultural understanding and promote awareness of the contributions that languages and cultures make to society Beliefs Provided with educational and extracurricular opportunities, English Language Learners in the Canby School District will:  take pride in their native language and culture  use and develop English and their native languages in a variety of ways inside and outside the classroom  meet high expectations and graduate from high school  have higher education and career choices in the future Canby School District will:  design a specialized curriculum and an instructional delivery model that is based on sound research and best practices for second language learners  design program options that take into account the fact that English language learners are a heterogeneous group with varied needs  develop a strong multicultural program for all students  provide students & parents with a wide range of support services such as counseling, tutoring, parent workshops, referrals for dental and medical services, and interpreters.  provide staff with specialized training in appropriate research-based linguistic, cultural, instructional, and parent involvement approaches  provide equitable access to resources (staffing and materials)

 support families of language minority students in their involvement in their children's schooling  integrate multiple resources to create partnerships with parents and the community

ELL Program Goals The Canby ELL Program is a developmental bilingual program. Students will learn English while developing their native language literacy. The Canby School District also provides a Dual Language Immersion Program as an option at one elementary school. The DLI program is in its 4th year and will transition to a new DLI program in middle school. Definition of Terms ELD – English Language Development: Classes designed specifically for the development of English for non-English speakers; reading, writing, speaking and listening NLD – Native Language Development: Classes designed specifically for the development of a child’s native or home language; reading, writing, speaking and listening in order to develop a strong foundation for literacy. In Canby this language is Spanish. Area Measurable Goals Details Identification, 1. 100 percent of eligible ELL students will be  ELL students will be identified and assessed in Assessment, identified, assessed and appropriately placed into English and the native language. the K-12 program.  ELL students will be transitioned from each Placement, 2. At least 70 percent of ELL students enrolled in the ELL level using a combination of ELPA Transition and newcomer level of the program will be reclassified WMLS-R , levels tests, other language Exit/Monitoring as beginning or intermediate each year. acquisition formative assessments, and work 3. 100 percent of ELL students enrolled in the samples from a variety of core classes. advanced or transition level of the ELL program  All ELL students will be monitored for up to will be evaluated yearly to determine if they are two years after exiting the ELL Program to eligible for exit/monitoring status. determine their progress and success in 4. At least 70 percent of ELL students enrolled in the English-only classrooms. (See Appendix G) advanced or transition level of the ELL program for 5 or more years will exit the program yearly. English Language 5. 100 percent of ELL students will receive a high  ELL student will receive daily language Development quality English Language Development through a development that is of sufficient scope and recognized method of ELD, Content-ELD, or quality to meet their English language (ELD) Sheltered English Language Arts. development needs. Both social and academic (AMAO targets) 100 % of students will meet AMAO 1 and 2 as English will be addressed and developed. measured by ELPA.  Beginning and Intermediate ELL students will receive high quality ELD curriculum aligned to the state standards.  Advanced ELL students will receive ELD and high quality Sheltered English language Arts using locally adopted language arts materials.  ELL students will become English proficient.

Native Language 6. 100 percent of ELL qualified students whose  ELL student will receive daily native or Development native language is Spanish will receive a high heritage language development that is of quality Spanish Native Language Development sufficient scope and quality to meet their (NLD) Program. native/heritage language development needs. Both social and academic language will be addressed and developed.  ELL students will become literate in their native language and maintain this literacy through the 12th grade.

Access to high 7. The percentage of ELL students enrolled in the  The ELD and NLD curriculum as well as the quality instruction ELL program and promoted to the next grade level Sheltered curriculum K-12 will be aligned to will equal the percentage of promotion for all the state and local standards. and Academic students in the district.  ELL students will be monitored for adequate Success 8. The percentage of 12th grade students who were academic growth through linguistic and (AYP targets) enrolled in the Canby ELL Program for 5 years or academic testing and portfolios.

Area Measurable Goals Details more will earn enough credits to graduate from  ELL students will graduate from Canby High CHS at the same rate of all students who earn School having achieved a regular diploma. enough credits to graduate from CHS.  ELL students will participate in the Statewide 9. The percentage of ELL students meeting AYP Assessment as per the testing eligibility criteria targets will equal the percentage required by the set by Canby SD and NCLB. state.  The EDL staff will be trained on Systematic 10. The percentage of ELL students meeting all 3 English Language Development. criteria for AMAO’s will increase every year until  The general ed. Staff will be trained in GLAD, the targets are met in all areas. SIOP and forms and functions. 11. 100 percent of ELL students enrolled in the Canby ELL program will participate in the Oregon Statewide Testing program as per the testing eligibility standards set by Canby SD and NCLB. Staff Development 12. ELL Students will be instructed by staff that are  Qualified credentialed staff will be recruited for And Recruitment trained and knowledgeable to work with culturally positions in the ELL Program. and linguistically diverse students.  Qualified bilingual staff (classified and 13. Classified, certified and administrative staff in certified) will be recruited for the regular Canby schools will be knowledgeable of the program. linguistic, social and cognitive/academic needs of  Staff development opportunities will be ELL students. offered: Bilingual Assistant Training, Bilingual Teacher pathways, Bilingual Special Education Program, PSU/Lewis & Clark Bilingual and ESOL Endorsement Classes in Canby, Administrator Classes, General Overview of SLA, Culture, GLAD, SIOP Parental 14. Families of ELL students will experience  The Canby School District REACH Center will Participation meaningful participation in the education of their provide training and resources for both children. families and staff in the areas of language, cultural understanding, community services and general understanding of the educational system in the US.  Regular ELL Parent meetings will be held to involve parents in their children’s education.  Regular Parent Advisory Council meetings will be held 2 times per year.

Overview of the District’s EEO Plan for Linguistically Diverse Students The Canby ELL Program is based on a careful look at current research and exemplary school programs for English Language Learners. An effective ELL Program positively affects both the development of English and the core academics of English Language Learners. The following is an outline of key principles. The ELL Program binder contains more detail of the research upon which the program was designed. (Located at ELL Coordinator’s Office) The Canby ELL Program is a developmental bilingual program. Students will learn English while developing their native language literacy, while being provided meaningful access to the regular core program. The graphic below shows the components of the developmental bilingual program. A full description of the components is located in Section D.

ENGLISH SPANISH CORE CONTENT Learn both social Learn both social and academic native language. Participate fully in a and academic rigorous academic English. program taught by teachers who have been trained to work with English Language Learners.

PARENT SUPPORT INVOLVEME SERVICES NT Provide services throughout the K-12 experience that Provide services for support ELL students parents that invite to meet and exceed their active state and national participation. standards.

Research-Based Program for English Language Learners The Canby ELL Program is based on current research and exemplary school programs for English Language Learners. An effective ELL program positively affects both the development of English and the core academics of English Language Learners. The following is an outline of key principles, based on research and practice from Cummins, Krashen, Collier and Thomas, Moll, Swain, Chamot & O’Malley, Vogt, Echevarria, and Short. Research articles for each of these items are available in the District ELL Office. II. Time Factor for ELD and Core Academic Development  It takes 1-2 yrs. to develop social language (BICS)  It takes 5-7 yrs. to develop cognitive academic language proficiency (CALP)  It takes 7-11 years to be “average” student in L2 if student does not receive L2 support  Time allocated for ELD must be appropriate for ELL and literacy levels  Kids need to meet the language and academic levels of their peers (moving target-English and academics) who are constantly improving and progressing towards Benchmark Standards  Level of L1 literacy affects rate of ELD  Receptive language precedes expressive language III. Input Factor (of content and English)  Quantity  Quality (comprehensible input)  Accessibility to comprehensible language in school  Accessibility at home to “print” in any language IV. Role of Native language  Common Underlying Proficiency (CUP)  Transferability  Length of residence and first language loss  Academic & socio-cultural effects of language loss  *Threshold Theory (low development in L1 + low development in L2 = difficulty in processing information in either language) V. Attributes which either add to or subtract from progress  Age  Cognitive abilities  School exposure  Personality  Motivation  Definitions of “success”  Learning styles  Immigrant/sojourner/refugee  Level of acculturation  • Socio-economic status  • Family literacy level

Best Practices for ELD, NLD & Core Academics  Age-appropriate placement. Placement is not based on language proficiency, but on age and/or skill level in core academics.  High levels of comprehensible input. Language sensitive teachers will adjust lessons so what the English students hear/read is understandable; they cannot learn English by being submersed in it.  Low affective filter. The more tense the room, the less the child will learn English  Academic rigor. Higher order thinking skills emphasized even when student is at the beginning of language acquisition process.  Cooperative learning: students learn language and experiment with language with peers.  Sheltered instruction: Bridge between ELD and mainstream allows students to develop English and core academics simultaneously; best for students who are transitioning into English with an intermediate level of English and literacy in their native language.  L1 Support & recognition of L1 as a tool by all staff working with students.  Core classes should be language sensitive and integrate language development.  ELD classes should follow core content themes with focus on direct language instruction of content language.  The organization and delivery of instruction should take the students’ culture into account. VI. Exemplary Schools/Programs  Inclusion of ELL program as integral to entire school.  Creatively include ELL students into educational programs.  Core curriculum is modified to meet the needs of ELLs by incorporating language instruction.  Enrichment programs provided for ELL students.  Program provides students with a rich, intellectual and challenging curriculum.  Explicit skill instruction included in school curriculum.  Flexibility is key to designing a program that meets the needs of the students.  Innovative ways to organize time and teaching resources.  A variety of bilingual, ELL, Sheltered programs developed to fit needs of student population.  Responsive to students, families and local conditions.  Coordination is achieved both vertically and horizontally.  Staff development attends the unique and common needs of ELL students.  Home-school involvement achieved in a variety of ways.

Federal and State Mandates Federal mandates:

Cite: Civil Rights Act, 1964: EEO for all. Cite: LAU Decision, 1974: Students’ equality rests on understanding English; therefore, districts must take affirmative steps to rectify the language deficiency. Cite: EEO Act, 1974 Cite: LAU Guidelines, 1974-1982: The Office for Civil Rights uses both Title VI of the Civil Rights Act and the Castaneda (three prong test) Standard to determine compliance. Cite: Castaneda vs. Pickard: The Three Prong Test Cite: Plyer vs. Doe, 1982: Immigration status of a student is irrelevant and not a school’s business. A school district cannot do anything that would discourage enrollment by asking questions or requiring documentation that could expose immigration status (ie, Social Security number, immigration documents)

State Mandates OAR 581-21-030(2)(a): Before administering individual intelligence tests and all tests of personality to children in public schools, districts shall inform parents in the language spoken in the home. OAR 581-21-046(8): Districts shall develop and implement a plan for identifying students whose primary language is other than English, and shall provide such students with appropriate programs that allow effective and relevant participation in regular classroom instruction and other educational activities. OAR 336.074: Teaching in English Is required. Instruction may only be conducted in more than one language in order that pupils whose native language is other than English have access to curriculum. They can develop bilingual skills in order to make transition to English and to benefit from increased educational opportunities. OAR 336.079: Specific courses to teach speaking, reading, and writing of the English language shall be provided at kindergarten and at each grade level to those children who are unable to profit from classes taught in English. OAR 581-23-100

ELIGIBILITY CRITERIA FOR STUDENT WEIGHTING To be eligible, a student must be in the ADM of the school district in grades K through 12 and be a language-minority student attending English-as-a-Second-Language (ELL) classes in a program which meets basic US Department of Education, Office of Civil Rights guidelines. These guidelines provide for: (A) A systematic procedure for identifying students who may need ELL classes, and for assessing their language acquisition and academic needs,

(B) A planned program for ELL and academic development, using instructional methodologies recognized as effective with language-minority students. (C) Instruction by credentialed staff trained in instructional strategies that are effective with second-language learners and language-minority students, or by tutors supervised by credentialed staff trained in instructional strategies that are effective with second-language learners and language-minority students. (D) Adequate equipment and instructional materials,

 EVALUATION OF PROGRAM EFFECTIVENESS IN PREPARING ELL STUDENTS FOR ACADEMIC SUCCESS IN THE MAINSTREAM CURRICULUM

EEO Plan for English Language Learners Revision May 2009 Page 20 Section II: Identification of the Primary Language Other than English

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Procedures for Identification of Students Who Have a Primary or Home Language Other than English (PHLOTE)

Registration includes HLS to All Students

Language other than or in addition to English Native English Speaker Administer Woodcock-Muñoz English within 10 (no other languages in home) days. To include Native Americans if appropriate

Mainstrea Fluent English Speaker Beginning-Advanced English m (CALP) Speaker (CALP) Classroo Woodcock-Muñoz English 4 - 6 Woodcock-Muñoz English 1,2,3 (broad score) m

Other Languages Spanish Speakers: Administer Woodcock-Muñoz Administer BVAT if available Spanish Administer Reading Test in L1 Administer Writing Test in L1

K-12: K-5 6-8 9-12 Clustered Class Clustered Team ELD & NLD Support ELD & NLD ELD & NLD Sheltered & Services, or Dual Immersion Sheltered & L1 Core Migrant L1 Core Ed, Title IA or Dual Immersion

Notes: -1- Decision for PHLOTE Student Placement requires NCLB Parent Notification Letter . If parents do not agree to the Bilingual/ELL Program placement, a waiver of program services must be signed and filed in the student progress folder. See Appendix D for Parent Information Form -2- Although students may achieve social (BICS) English in about 2 years, it is important to recognize that cognitive academic English proficiency (CALP) takes from 5-7 years to develop. Students will continue to receive ELL services as long as they do not meet the exit criteria herewith explained.

II. Identification of Primary Language Other than English (PHLOTE)

1. Procedures for Identifying PHLOTE Students 2. Home Language Survey Administration 3. Identification PHLOTE Within 30 days of Beginning of School Year and Within Two Weeks During the School Year Procedures to Identify Native American Students Who May Need Language Development Services Registration and Home Language Survey Procedures Registration & Home Language Survey Procedures (Example)

PROCEDURES PERSON TIME FRAME STANDARDS DOCUMENTATION RESPONSIBLE

Parent or interpreter  Parent Upon  Make sure all questions have been Complete Registration completes the registration Registration answered on the HLS Form form and the Home  ELL Program Language Survey (all Staff  Make sure parents have answered students). the questions (not student)  Front Office ELL Portfolio begun This includes Native Staff  Make sure that persons self- Americans if there is and/or identifying as Native American, indication of an influence of a have specified language used on language other than English  REACH the registration and Home in the home. Center Staff Language Survey.  ELL staff will make sure entire HLS is completed.  ELL Staff will open new ELL PORTFOLIO for all students requiring a HLS with language other than English on their HLS.

 Original of Home Front Office Staff Upon receipt ALL student HLS sent to ELL Office. .  Record of HLS Language Survey is in ELL Office sent to School ELL Binder Office.  HLS data  Copy of HLS recorded for maintained in student ALL students in file. eSIS,  Input HLS and registration data in Canby Student Information System (eSIS)  HLS original filed in ELL Portfolio.

 Registration and HLS Head ELL teacher After ELL ALL student registration and HLS sent to  Copy of HLS sent from School ELL status ELL Office. and registration Office to District ELL determination. in REACH Office. (REACH Office) Office Binder

 For ELL students: HLS Office Staff and Upon receipt ALL student registration and HLS filed  eSIS database Information input in ELL verified by ELL ELL Office will include all Database. Office information from ALL ELL student information updated in HLS.  One copy of HLS and eSIS. registration in binder  Copy HLS is (non-ELL) and in file filed in ELL

(ELL students) Program Office.  HLS and registration information is input in Canby eSIS.

 Title III Coordinator will Title III Coordinator Quarterly Compliance with the procedures outline  Canby ELL ensure that procedures in the LAU Plan Quarterly for HLS and Tracking Registration are being System implemented Program consistently throughout the district.

 ELL Program ELL Program Quarterly ALL PHLOTE students will be accurately  Canby ELL Coordinator reviews Coordinator tagged. Program eSIS and ELL Quarterly Database Reports to Title III Support Tracking ensure that all PHLOTE System students are appropriately tagged on each database system.

EEO Plan for English Language Learners Revision May 2009 Page 24 Section III A & B: Assessment of LEP Students

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Procedures for ASSESSMENT and PLACEMENT of Students Who Have a Primary or Home Language Other Than English (PHLOTE) This section of the plan describes the district’s procedures for assessing PHLOTE students to determine which students are ELLs (English Language Learners) and in need of an Alternative Program of Services. It is important to remember that all students who are identified as PHLOTE must be evaluated to determine their English language proficiency (unless parents refuse to have the student tested for English language proficiency). The placement and instructional decisions, which are made for each PHLOTE student, occur as a result of the information obtained from the assessment. ASSESSMENT for INITIAL PLACEMENT OF ELL Students

PROCEDURES RESPONSIBLE TIME FRAME STANDARDS DOCUMENTATION

 Training provided to New staff: 6 hr WMLS-R new staff on WMLS-R. Training Refresher Course: 2 hr. to  Returning staff will First 2 weeks in Logs of Training ELL Staff Administer WMLS also receive refresher September Participants. training for administration Credentialed ELL staff: and interpretation of the Interpreting the WMLS – 4 WMLS and the SOLOM hr.

Staff will check to make sure the student has not been tested with the LAU students tested with Head ELL Teacher Within 10 days of WMLS-R in the prior 180 Staff will complete test WMLS-R English and student’s arrival. Support from ELL days. pre-screening form WMLS-R Spanish or BVAT assistants and REACH *For 6-12, within two Staff will administer for other languages Staff) days of registration. WMLS-R in English and Spanish (or BVAT for other languages) Tests are sent to ELL Original tests will be Program Office. filed at ELL Program Tests will be scored and Office. Within two days of test Tests scored. Head ELL Teacher entered into ELL eSIS. Copies of results filed administration. Copies of results will be in student ELL Portfolio. sent to ELL certified staff Test results will be in each building. available in eSIS Results of all assessments reviewed and student’s ELL ELL certified staff will status determined. review test results and Placement decisions will Head ELL Teacher Upon testing. make placement be documented in Students with an RPI of 0 to recommendation to school student ELL Portfolio. 75 will be placed in the ELL principal programs

Assessment forwarded to ELL staff will forward Within seven days of the district ELL office and Head ELL Teacher assessment to the program Testing protocols testing. added to eSIS coordinator

All ELL students will be Head ELL Teacher Once per year SOLOM /Language Testing protocols tested yearly using ELPA Rubrics or formative and WMLS-R when exiting WMLS-R Support staff: assessments will be ELL staff and REACH administered when a Staff change of language level SOLOM support staff: is being considered. ELL certified staff.

 NCLB parent ELL Coordinator 10 days upon ELL teacher and/or Parent notification letter notification of program registration coordinator explains will be placed in the placement at the beginning ELL Certified Staff when placement options and school ELL portfolio and of the year. students arrive after the rationale to parents. REACH Center ELL

PROCEDURES RESPONSIBLE TIME FRAME STANDARDS DOCUMENTATION

start of the school year. Portfolio.

Original of Parent Waiver ELL Head Teacher meets ELL Head Teacher Upon testing completion must be sent to the ELL Parent Waiver with parents who would like Program Office to opt out of the ELL Beginning of year and Copy of parent Waiver is Program. beginning of each trimester and upon placed in the ELL Portfolio Parents must sign waiver for arrival for new students. Descriptions of students’ students whom they do NOT behavior and teacher’s want to receive services. behavior of each language level. ELL teachers provide The student level report description of student provided to classroom language level to all teacher. teachers of ELL student. Copy of report will be placed in the ELL Portfolio and replaced each year. **For all current IEP Head ELL teacher and Needs to meet IDEA 97 Full compliance with IDEA Examiner and bilingual students or students being appropriate Special regulations 2004 Part B and EEO assistants will sign off on referred for special services, Education teacher guidelines. the testing protocol. testing administration must be done by a certified If a bilingual assistant is specialist. needed, then a certified specialist must supervise the test administration.

Title III Coordinator will Title III Coordinator Quarterly 100% of testing protocols Canby ELL Program review assessment will be accurate Quarterly Tracking protocols to ensure 100% System accuracy of test administration.

Once student is in the ELL Building Principals and Weekly meetings and 65% of ELL students will Weekly collaborative Program, building and ELL Coordinator new SMART goals every increase one proficiency minutes shared on district level ELL teachers 4 to 6 weeks level every year. google docs. will work in collaborative teams, writing SMART goals to ensure the progress toward AYP and AMAOs

Formative Assessments ELL teacher teams To coincide with the Meeting targets set by Every 4 to 6 weeks developed for each SMART goals every 4 to collaborative teams language level based on 6 weeks ELP standards are each proficiency level

Procedures for Identification of Students Who Have a Primary or Home Language Other than English (PHLOTE)

Registration includes HLS to All Students

Language other than or in addition to English Native English Speaker Administer Woodcock-Muñoz English within 10 (no other languages in home) days. To include Native Americans

Mainstrea Fluent English Speaker Beginning-Advanced English m (CALP) Speaker (CALP) Classroo Woodcock-Muñoz English 4 or 5 Woodcock-Muñoz English 1,2,3,4 (broad score) m

Other Languages Spanish Speakers: Administer Woodcock-Muñoz Administer BVAT if available Spanish Administer Reading Test in L1 Administer Writing Test in L1

K-12: K-5 6-8 9-12 Clustered Class Clustered Team ELD & NLD Support ELD & NLD ELD & NLD Sheltered & Services, or Dual Immersion Sheltered & L1 Core Migrant L1 Core Ed, Title IA or Dual Immersion

Notes: -1- Decision for PHLOTE Student Placement requires NCLB Parent Notification Letter . If parents do not agree to the Bilingual/ELL Program placement, a waiver of program services must be signed and filed in the student progress folder. See Appendix ___ for Parent Information Form -2- Although students may achieve social (BICS) English in about 2 years, it is important to recognize that cognitive academic English proficiency (CALP) takes from 5-7 years to develop. Students will continue to receive ELL services as long as they do not meet the exit criteria herewith explained.

VII. General Procedures 1. Registration and Home Language Survey Procedures Registration & Home Language Survey Procedures (Example)

PROCEDURES PERSON TIME FRAME STANDARDS DOCUMENTATION RESPONSIBLE

Parent and Parent or interpreter Upon Complete Registration ELL Program Staff  Make sure all trigger questions completes the registration Registration have been answered. Form Front Office Staff form and the Home and/or Language Survey (all  Make sure parents has answered students) REACH Center the questions (not student) Staff ELL Portfolio begun  ELL staff will make sure entire HLS is completed.  ELL Staff will open new ELL PORTFOLIO for all students requiring a HLS with language other than English on their HLS.

 Original of Home Front Office Staff Upon receipt ALL student HLS sent to ELL Office. .  Record of HLS Language Survey is sent to in ELL Office Binder School ELL Office.  HLS data  Copy of HLS recorded for ALL maintained in student file. students on eSIS,  Input HLS data in eSIS)  HLS original filed in ELL Portfolio.

 Registration and HLS Head ELL teacher After ELL ALL student registration and HLS sent to  Copy of HLS sent from School ELL Office status ELL Office. and registraiton in to District ELL Office. determination REACH Office Binder (REACH Office)

 For ELL students: HLS ELL Office Staff Upon receipt ALL student registration and HLS filed  ELL Database Information input in ELL ELL Office will include all Database. information from ALL ELL student information updated in HLS.  One copy of HLS and ELL Database. registration in binder ()non-  Copy HLS is ELL ) and in file (ELL filed in ELL Program students) Office.  HLS information is input in Canby eSIS.

 Title III Coordinator will Title III Coordinator Quarterly Compliance with the procedures outline  Canby ELL ensure that procedures for in the LAU Plan Program Quarterly HLS and Registration are Tracking System being implemented consistently throughout the district.

EEO Plan for English Language Learners Revision May 2009 Page 29 Section III A: Assessment of LEP Students

Process for Providing Services to English Language Learners

 Identification  Assessment process for placement

Placemen  t into Program

 Transitioning Process

 Exit from Direct Service to Monitor Status

Exit  Student Monitor Status from ELL Program Services

EEO Plan for English Language Learners Revision May 2009 Page 30 Section IV: Instructional Program and Educational Approaches for LEP Students

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d n e o i t c e S EEO Plan for English Language Learners Revision May 2009 Page 32 Section IV: Instructional Program and Educational Approaches for LEP Students

English Language Development and Native Language Development 1) 100 percent of ELL students will receive a high quality English Language Development through a recognized method of ELD, Content- ELD, or Sheltered English Language Arts. Students will make adequate yearly progress as defined by the State of Oregon. 2) 100 percent of Spanish-speaking students will receive a high quality Spanish Language Development Program. Students will score commensurate with monolingual English speaking peers using a standardized test in Spanish literacy. 3) 100 percent of ELL students in grades K-12 will participate in the Oregon Assessment of Knowledge and Skills (OAKS) to comply with AMAO #3 and English Language Proficiency Assessment with accommodation as appropriate. 4) 100 percent of ELL students enrolled in NLD will participate in the Canby adopted Spanish Literacy Assessment

Activity Person Resources Budget Measurable Indicators Year of Implementation* Responsible of Success 1 2 3 4 5

Hiring qualified 100 percent of ELL ELL students at K-5 staff students in K-5 will  will receive ELD ELD teacher ELL Budget receive daily ELD from a instruction every day. certified ELL teacher.

ELL students at 6-8 will receive ELD 100 percent of ELL instruction for Hiring qualified students in 6-8 will  between 45-90 ELD Teacher ELL Budget staff receive daily ELD from a minutes daily certified ELL teacher. depending on their level of English.

ELL students at 9-12 will receive ELD 100 percent of ELL Hiring qualified instruction for students in 9-12 will  ELD Teacher staff ELL Budget between 1-3 periods receive daily ELD from a daily depending on certified ELL teacher. their level of English.

Spanish-speaking 100 percent of ELL students at K-5 will students in K-8 (as receive NLD appropriate) will receive instruction every day daily NLD from a certified for at least 45 minutes NLD teacher. or 90 minutes in NLD teacher Hiring qualified ELL Budget 100 percent of  literacy block. Bilingual staff Regular Budget newcomers and ELL students at 6-8 Assistant beginners will receive will receive daily NLD from a certified NLD/Literacy NLD teacher in grades6- instruction every day 8. for at least 60 minutes. (NLD = Spanish Literacy)

100 percent of Spanish-speaking newcomers and students at 9-12 will Hiring qualified ELL Budget beginners will receive  receive elective NLD NLD teacher staff daily NLD from a certified instruction for at least Regular Budget NLD teacher in grades 9- one period daily. 12

Trained Hiring qualified For students in low classroom staff ELL Budget 100 percent of ELL  incidence schools, students in low incidence teachers in Regular Budget ELL students will be Sheltered schools will be placed in clustered techniques or appropriately placed classrooms with a ESOL teacher trained in endorsed

Sheltered Instruction or be considered for transfer to a school teachers that has a full ELL Program.

100 % of the ELD teachers will use the All ELD teachers will use Adequate ELL Budget  Canby adopted ELD ELD teachers the Canby adopted ELD materials curriculum (Hampton Regular Budget curriculum Brown)

100 % of the NLD NLD All NLD teachers will use teachers will use the teachers Adequate ELL Budget  the Canby adopted ELD Canby adopted NLD Bilingual materials Regular Budget curriculum materials. curriculum coordinator

100 % of the ELD Training on teachers will use the ELD teachers the English Canby adopted ELL Budget  Building Language Classroom observations English Language Proficiency Regular Budget Proficiency grade principals Standards level standards.

100 % of the NLD Training on NLD teachers will use the the Spanish teachers ELL Budget ELD assessment three Canby adopted Native Language Buiilding times a year.  Language Proficiency Proficiency Regular Budget principals grade level standards. Standards

Programa 100% of ELL students Adelante 50 percent of ELL will have access to coordinator & students will attend at extended enrichment Program staff ELL Budget least one of the offered programs that support coordinator  Stay & PLAY programs throughout the the ELD and NLD year standards. after school program

100% of ELL students will participate in the All trained 100 percent of ELL  Oregon ELPA test, ODE ELL Budget staff participation including “Parent Refusal’

ELL teachers will use 100 percent of the ELD the Canby English ELL teachers will be trained  Language Proficiency ODE Title III coordinator on the use of the participation guidelines guidelines

100% of students receiving NLD will be ELL Each building has access assessed each coordinator ELL Budget to the EDL test and  EDL test trimester using a NLD Regular Budget collects data 3 times a standardized Spanish Teachers year. Literacy Assessment

100% of classroom teachers and SIOP and ELL Title III and Title Ongoing recordkeeping to  specialist will be Strategies Coordinator 2A funds ensure all staff are trained trained in SIOP book strategies

Program options are explained to all Head ELL  parents of new ELL  General Funds Teacher students upon registration

The ELL Program is Attendence at ELL Parent described in detail to Building ELL   General Funds meetings and parent parents during the fall Teams surveys ELL parent night

Each building provides translation  Bilingual IAs  General Funds Log of translations and interpretation services to parents

REACH Center provides district level REACH Staff General Funds Log of translation and  translation and ELL  and Title III interpretation services interpretation services secretary to parents and staff

Access to high quality instruction and academic success The percentage of ELL students enrolled in the ELL program and promoted to the next grade level will equal the percentage of promotion for all students in the district. The percentage of 12th grade students who were enrolled in the Canby ELL Program for 5 years or more will earn enough credits to graduate from CHS at the same rate of all students who earn enough credits to graduate from CHS. 100 percent of ELL students in grades 3-10 will participate in the Oregon Statewide Assessment (OAKS) program with appropriate accommodations and modifications if necessary.

Activity Person Resources Budget Measurable Indicators Year* Responsible of Success 1 2 3 4 5

Building Hiring qualified ELL students at K-5 Principal staff Regular Budget 100 percent of ELL  will be enrolled in a students will have a Training classroom whose teacher who has training current staff teacher is receiving in ESOL. training in ESOL strategies or holds an ESOL or Bilingual/ESOL endorsement.

Building Hiring qualified ELL students at AMS Principal staff Regular Budget 100 percent of ELL  and BPMS will be students at BPMS and Training enrolled on a team in AMS will be on a team current staff which teachers are with teachers trained in receiving training in Sheltered/ESOL Sheltering, ESOL techniques. strategies or holds an ESOL or Bilingual/ESOL endorsement.

Building Hiring qualified ELL students whose Principal staff Regular Budget 100 percent of Newcomer  native language is and Beginner ELL Training Spanish at BPMS will students at BPMS will current staff have access to one or have access to Spanish more core classes in classes. Spanish.(Beginners and Newcomers)

Building Hiring qualified ELL students at CHS Principal staff Regular Budget 100 percent of ELL  will be enrolled in core students at CHS will be Training classes in which the taught core content by a current staff teacher is bilingual teacher who is bilingual and/or is receiving and/or trained in training in Sheltering, Sheltered/ESOL ESOL strategies or techniques. holds an ESOL or Bilingual/ESOL endorsement.

Building Hiring qualified ELL students whose Principal staff Regular Budget 100 percent of beginner  native language is and newcomer ELL Training Spanish at CHS will students at CHS will have current staff have access to one or access to Spanish core more core classes in content taught by a Spanish. (Beginners credentialed teacher. and Newcomers)

ELL Training Develop and Coordinator ELL Budget Consistent use of the  implement Canby participation guidelines participation across grades K-CIM guidelines for ELL students in Oregon Assessment of Knowledge and Skills

ELL ELL head Implement roles and coordinator teacher •Ell Budget Effective implementation  responsibility for of the LPAC in each  meetings school level Language • Title III school Proficiency Advisory Committee (LPAC) to support ELL academic achievement

DEVELOPMENTAL K-5 PROGRAM SERVICES CLUSTERING OR PARTNER L1/L2 CLASSROOMS MODEL t l S E S M P n E E G A e L e S C A E I v S A U R V m A e T G C R p L

S N E L o l C N A I M

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T s N s E e T c N c O A ( C

R D E ½ Day 1 hour L1 with trained with trained    E  M T O CALP 1 R C Language bilingual assistant as bilingual assistant E W R T E RPI 0-3 Arts/Literacy need arises. L N E A ELPA 1 H S ( H C

E  ½ day  90 minutes L1  with trained  with trained N E

N Language bilingual assistant bilingual assistant I

G WM 1.5 Arts/Literacy C

E  PE

B RPI 3-10 I  Art  Music/Band V R E R S E  45 minutes ELD  90 minutes L1  with trained  with trained

N Language bilingual assistant bilingual assistant I T G WM 2 and Arts/Literacy

E  PE

B 2.5 R

H RPI 3-24  Art G I  Music/Band O H

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T  45 minutes ELD  90 minutes L1  with trained  with trained U A I

D Language bilingual assistant as bilingual assistant S E WM 3

Arts/Literacy needed M  PE

R RPI 24-67 e E  Grades 4-5:  Art T

N Sheltered Science, e I ELPA 3  Music/Band Social Studies etc (Low) S D

E  45 minutes ELD-  90 minutes L1   PE C

N writing Language  Art A WM 3.5

V Arts/Literacy

D RPI 76-82  Music/Band A E T A I

D ELPA 3 E M

R (High) E T N I

EEO Plan for English Language Learners Revision May 2009 Page 38 Section IV: Instructional Program and Educational Approaches for LEP Students N O I  30 minutes ELD  L1 Language  Sheltered  PE T I S

N Arts/Literacy Language Arts  Art A

R WM 4 (optional) /Literacy 90 minutes T  Music/Band RPI 82-95  ELPA 4 S U

T  ELD as needed  L1 Language  Language Arts in  Language Arts A T Arts/Literacy General Ed S  PE

R WM 4.5 (optional) classroom O

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E 100 T I X E ELPA 5 and 6

DEVELOPMENTAL 6-8 PROGRAM SERVICES BRIDGING BILINGUAL PROGRAM* (L1 + SHELTERED) t l S E S M P n E E G A e L e S C A E I v S A U R V m A e T G C R p L

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s s e c c A R E  Newcomer  L1 Language Arts/Literacy   Lunch M T O CALP 1 C English –  L1 Science  PE W R E RPI 0-3 Survival

N  L! Social Studies  Music Curriculum ELPA 1  L1 Math  Electives A H C R

E  Beginning ELD  L1 Language Arts/Literacy  Sheltered  Lunch N

N Computers I  L1 Science  PE S

G WM 1.5

E  L! Social Studies  Music E

B RPI 3-4  L1 Math  Electives C I V R

E  Beginning ELD  L1 Language Arts/Literacy  Sheltered  Lunch N R

N Science I  L1 Science  PE

G WM 2 and 2.5 E E  L1 Social Studies  Music

B RPI 3-24

S H  L1 Math  Electives

H ELPA 2  Computers T R E

T  Content ELD  L1 Language Arts/Literacy  Sheltered  Science A I O

D (Reading,  L1 Social Studies Math  Lunch E WM 3

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 Content ELD-  L1 Language Arts/Literacy  Sheltered  Math e C

N Reading & (optional) Social Studies  Science S A WM 3.5 V Writing

D RPI 68-82  Lunch A E

T  PE A I

D ELPA 3 (High)  Music E M

R  Electives E T N I Y

L  Content ELD-  L1 Language Arts/Literacy  Sheltered  All Classes R

A Writing (optional) Instruction in except E

E WM 4  Any Content Class in Native the classroom Advanced ELL C RPI 82-95 N language with teacher/parent Writing A

V recommendation (Bilingual D ELPA 4 A Maintenance)

EEO Plan for English Language Learners Revision May 2009 Page 40 Section IV: Instructional Program and Educational Approaches for LEP Students R O

T  ELD as  L1 Language Arts/Literacy  Sheltered  All Classes I N

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*As non-native English (ELL) students come through the K-5 Dual Immersion program and arrive with higher bilingual skills in all skill areas, more students will be part of the content classes in the native language. They will be able to opt into these classes in order to maintain and even expand their bilingual abilities. It is also our vision that native English speakers who have been enrolled in K-5 dual immersion programs will be able to opt into these classes in order to maintain or expand their bilingual abilities.

DEVELOPMENTAL 9-12 PROGRAM SERVICES BRIDGING BILINGUAL MODEL (L1 + SHELTERED) t l S E S M P n E E G A e L e S C A E I v S A U R V m A e T G C R p L

E v T W E

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s s e c c A R E  3-4 Periods  L1 Language Arts   Electives M T O CALP 1 C  Survival and  L1 Pre-Literacy or  PE W R E RPI 0-3 Newcomer English L1 Literacy N  Art

Language Learners A ELPA 1  L1 Sciences  Music  Literacy Skills  L1 Math  H  L1 Social Studies C  L1 US History S R

E  3-4 Periods  L1 Language Arts/Literacy   Electives N E N

I  Beginning ELD  L1 Sciences  PE

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 L1 Math  Art I

B RPI 3-4  L1 Social Studies  Music V  L1 US History  R E S R

E  2-3 periods  L1 Language Arts/Literacy  Sheltered  Electives N N Health T I  Content ELD  L1 Sciences  PE

G WM 2 and E

  L1 Math  Art R

H RPI 3-24  L1 Social Studies  Music O G I

H  L1 US History  ELPA 2 P P E U

T  2 Periods  L1 Language Arts/Literacy  Sheltered  Electives A I S

D Math

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M (Reading/Writing/  Sheltered  L1 US History  Art e

R RPI 24-67

E Speaking) Sciences e

T  Music N I

ELPA 3 S (Low) E T

A  1 Period  L1 Language Arts/Literacy  Sheltered  Math I D E  Content ELD (optional) Social  Science M

R WM 3.5 E (Reading/Writing/ Studies T  Electives

N RPI 68-82 I

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E US History

C ELPA 3  Art N

A (High)  Music V D A

EEO Plan for English Language Learners Revision May 2009 Page 42 Section IV: Instructional Program and Educational Approaches for LEP Students N O I  1 Period Content  L1 Language Arts/Literacy  Sheltered  Social T I S

N ELD (optional) Language Studies A

R WM 4 Arts

T  US RPI 82-95 History ELPA 4  Math  Science  Electives  PE  Art  Music S U

T  Mainstream classes  L1 Language Arts/Literacy  Mainstream  A T with monitoring (optional) classes with S

R WM 4.5S AND monitoring O T I ABOVE* RPI N

O 95-100 M

D E T I ELPA 5 X E

SUPPORT SERVICES FOR ENGLISH LANGUAGE LEARNERS AND THEIR FAMILIES:

 ELD and NLD Curriculum and materials are aligned and to state standards”

 English Language Development Curriculum is common throughout district

 Native Language Development Curriculum is common throughout district

 Translations for Parents; centralize translation and interpretation services; make forms common

 REACH Center (Resources, Education And Community Help Center)

 Registration Process to include testing and placement

 Registration Process to include procedures that welcome non-English speaking families

 Extended Day/Year Programs (Programa Adelante)

 Extended Day/Year ELD -Programa Adelante

 Extended Day/Year L1 Literacy - Programa Adelante

 Extended Day/Year Stay & PLAY

 Home Visits by staff outside of ELL Program

 All Staff working with ELLs –becoming trained in sheltered and the impact of culture and language in classroom and school

 Interpretation System (Equipment and personnel)

 Interpretation Training for all staff using/providing services; create interpretation workshop and guideline book; procedures…

 Leadership Opportunities for all ELL students

 Health Services/Referrals; Home –School Liaisons at buildings

 Flexible Enrollment (between schools) to allow ELLs to fit best in ELL Program

 Parent Literacy/ Parent Language Classes/Involvement

 Extra-Curricular Activities

 Bilingual Assistants to help in core content classrooms and other programs

 Provide all teachers with ELLs accurate information about student ELL levels and Native literacy levels

 Accommodations or Modifications for state and/or local assessments

IV. Instructional Program and Educational Approaches for LEP Students Elementary Level: The programs available at the elementary level are English Language Development, Native Language Development, Dual Language Immersion Program, sheltered instruction and after school acceleration and enrichment classes. Students are placed in ELL based upon their language level according the WMLS-R and ELPA scores. ELL classes are taught by highly- qualified staff. The decision to move a student to the next proficiency is made with the ELL team that includes the classroom teachers.

Middle School Level: The program at the middle school consists of English Language Development, Native Language Development for Newcomers and sheltered instruction in the content areas. The ELL staff is instrumental in placing ELL students in the appropriate ELD level to maximize support and current resources.

High School Level: The high school provides ELD 1-V classes for content and language development, as well as sheltered content classes, NLD classes and content classes in Spanish. The high school also provides a “Future Focus” class in Spanish to provide equal access to the content.

Instructional approaches include SIOP, GLAD, Sheltered Instruction and Susana Dutro training on form and function. Students are placed in classes where teachers have received district training in researched based strategies on supporting English language learners.

The amount and type of services vary depending on the language needs of the student. The comprehensive options available to students allows for flexibility in the service delivery.

ENGLISH LANGUAGE DEVELOPMENT CURRICULUM ALIGNMENT AND CURRICULUM MAPS (NEW CURRICULUM FOR 2007-2008)

K-GRADE 1 GRADE 2-3 GRADES 4-5 GRADES 6-8 GRADES 9-12

WHAT WE CORE CORE CORE CORE CORE TEACH Program: Program: Program: Program: Program: Hampton – Hampton – Hampton – Hamption Hamption Brown Avenues Brown Avenues Brown Avenues Brown High Brown High Point /Encore Point/Edge Pearson Longman Supplemental: Supplemental: Supplemental: Shining Star Supplemental: Scott-Foresman Scott-Foresman Scott-Foresman Supplemental: Accelerating Accelerating Accelerating Scott-Foresman Heinle&Heinle English English English Accelerating Language Language Language English Making Development Development Development, & Language Connections & Voices in Development Hampton- Hampton- Literature Brown Into Brown Into Hampton- Voices in English English Brown Into Literature English Heinle&Heinle Making Connections

WHY WE Provides English Language development of ACADEMIC ENGLISH as well as social HAVE THESE English. PRIORITIES: Provides thematic approach to English Language Development thus allowing a full range of content-enriched ELD. Provides for Newcomer through Advanced Levels of ELD

WHERE WE ELL Classes TEACH Sheltered English

HOW WE Full range of sheltered strategies TEACH: Cooperative Learning, Thematic Units METHODS AND STRATEGIES

SPANISH NATIVE LANGUAGE DEVELOPMENT CURRICULUM ALIGNMENT AND CURRICULUM MAPS

K-GRADE 1 GRADE 2-3 GRADES 4-6 GRADES 7-8 GRADES 9-12

WHAT WE McGraw-Hill: McGraw-Hill: McGraw-Hill: McGraw-Hill Sendas TEACH Lectura Lectura Lectura Lectura Literárias

WHY WE Correlation to English Language Arts Series by Aligns with the Aligns with the HAVE THESE Canby adopted Canby adopted McGraw-Hill PRIORITIES: reading reading program program

WHERE WE Spanish Literacy TEACH

HOW WE Sheltered Instruction, Cooperative Learning, Thematic Units TEACH:

METHODS AND STRATEGIES

ALIGNMENT TO All lessons are designed to help support English standards STATE STANDARDS (LANGUAGE ARTS )

CANBY ENGLISH LANGUAGE LEARNER PROGRAM

Canby ELL students receive a variety of social, linguistic and academic services that make up the entire ELL Program.

 English Language Development appropriate for each level of language acquisition (ELD)

 Spanish Native Language Development for each grade level K-12 (NLD)

 Access to Core Content area but at differing levels of comprehensibility through combinations of: Core Content in Native Language (L1 Content) BRIDGE Classes (Sheltered)

 A wide-range of Support Services throughout the school

 Planned inclusion for meaningful interactions and learning opportunities

CLASSIFICATIONS OF CANBY ENGLISH LANGUAGE LEARNERS Guidelines for ELL Program Services

Woodcock-Muñoz Assessment Results Classification Broad CALP Relative Proficiency Index RPI ELPA Guidelines in English

Newcomer 1 RPI 0 – 3 1 - Beginner

Beginner 1.5 RPI 0 - 3

High beginner 2 and RPI 3 - 24 2 – Early Intermediate 2.5

Early 3 RPI 24 - 67 Intermediate

Intermediate 3.5 RPI 76 - 82 3 - Intermediate and Early Advances

*Advanced 4 RPI 82-95 4 – Early Advanced Transition

4.5 RPI 95-98

5 RPI 98-100 5 - Advanced

6 RPI 100

*Exited & 4 or above Usually WM CALP 4 or above but may be lower. See ELL Exit Procedures for ELL Team decision process. Monitored for (SOLOM, OSA, ELPA work samples, Recommendation by ELL and up to two Classroom Teacher(s), Student Input, Portfolio Work Samples) years

*INDIVIDUAL DECISIONS MADE REGARDING PLACEMENT INTO ADVANCED TRANSITION OR EXIT STATUS.

QUALIFICATIONS OF INSTRUCTIONAL STAFF NECESSARY TO IMPLEMENT THE PROGRAM ENGLISH LANGUAGE DEVELOPMENT CERTIFIED  Master’s in TESOL preferred  ESOL Endorsed required  Bilingual skills desired NATIVE LANGUAGE DEVELOPMENT CERTIFIED  Master’s in Spanish preferred  ESOL Endorsed required  College-level language skills required  Pass Canby Spanish Language Proficiency test with 70% or better

METHODS TO ENSURE THE QUALIFICATIONS OF INSTRUCTIONAL STAFF NECESSARY TO IMPLEMENT THE PROGRAM  Review of Transcripts and Credential/Endorsements  Interview includes questions in Spanish  Interview process includes written test in Spanish  Reference Checks STAFF DEVELOPMENT PLAN  Portland State University ESOL Endorsement program offered in Canby (Tuition Reimbursement)  PSU Bilingual Teacher Pathways Program for up to 2 candidates per year  Bilingual Special Education Program at PSU  Spanish for Staff  Sheltered Content Instruction  Administrators’ Staff Development Plan  Oregon Summer Bilingual Institute, OACE, CABE, NABE, 2 Way CABE  GLAD, SIOP and Systematic ELD training  Difference Maker Training for classified staff

 MATERIALS NECESSARY TO IMPLEMENT THE PROGRAM

 English Language Development Materials: o Avenues, High Point (Hampton Brown) and Shining Star (Pearson) o Scott Foresman Accelerating English language Acquisition o INTO ENGLISH (Hampton Brown) o Making Connections (Heinle & Heinle) o Voices in Literature (Heinle & Heinle)  Primary Language Materials| o McGraw-Hill Lectura (K-6) o Sendas Literarias ((6-12) o Russian: Work with Heritage and other schools for material information  Sheltered Materials o Regular classroom texts and teachers must have 24 hours of training in Sheltered Content Teacher  Bilingual Materials o Supplemental materials purchased to support the core NLD reading program. All purchased material must be in alignment with the core curriculum, selected by a committee comprised of Spanish literacy teachers.

EEO Plan for English Language Learners Revision May 2009 Page 51 Section V: Staffing Development and Professional Development

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n o i t EEO Plan for English Language Learners Revision May 2009 Page 52 c e S Section V: Staffing Development and Professional Development

Staff Development and Recruitment 1) ELL Students will be instructed by staff that are trained and knowledgeable to work with culturally and linguistically diverse 2) students. 3) Classified, certified and administrative staff in Canby schools will be knowledgeable of the linguistic, social and cognitive/academic needs of ELL students.

Building Provide 24 hours of Principal ELL Budget and yearly  sheltered instruction Title 2A ELL for all new staff Coordinator

Building Staff survey Offer classes based Principals ELL Budget yearly  upon the staff needs Director of assessment Curriculum and Instruction ELL Coordinator Building Provide Provide ongoing Principal teachers with ELL Budget yearly  GLAD, SIOP, ELL class Sheltered and Title 2A Coordinator information Systematic ELD training

Building Bilingual Place all bilingual Principal Assistant Job ELL Budget Additional hours of  assistants in buildings bilingual assistants will be ELL Description by number of ELL in added based upon ELL Coordinator Oregonian building. numbers

Building Interview will Desired skills of future Principal include an Regular Budget Job description and  hires in all positions assessment of Interview questions will will include: oral and include “desired skills”. bilingual/biliteracy, written skills in Bilingual/ESOL languages endorsement, ESOL other than Endorsement, English Sheltered English Training/Experience

HR Director Postings Advertise on EdZapp, Regular Budget  Job fairs in and out of state, and recruiting overseas

Curriculum ESOL Self- Administer Self and Assessment Regular Budget  Assessment to all staff Instruction ESOL Staff ELL Questionnair Coordinator Bilingual Assistant Questionnair

ELL Meeting times Provide LPAC with coordinator • ELL Budget Active participation  orientation and  training • Title2A

ELL Title IIA and Provide ongoing coordinator Title III • ELL Budget Increase number of ELL  training to new and students’ participation in ELL STAFFF existing K-12 staff to • Title 2A all school programs support ELL academic growth in all school programs

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EEO Plan for English Language Learners Revision May 2009 Page 55 Section VI: Reassessment, Reclassification, and Exiting

VIII. Procedures for TRANSITIONING students from each level of the program (through placement into all general education classes)

AREA MEASURED TRANSITIONING (within the direct service category) TIME FRAME WHO IS RESPONSIBLE

English Language Student meets ELD standards for each level as measured At each grading period ELD Teacher Development by formative assessments and Adept

Native language Student meets NLD Standards for each level as measured At each grading period NLD Teacher Development by EDL (Spanish DRAs)

Head ELD Core Content teacher Students will be placed in classes based on ENGLISH Classroom Sheltered Classes At each grading period LANGUAGE PROFICIENCY teacher L1 Core Classes Counselor LPAC Students will be placed in classes based on ENGLISH English-Only Classroom At each grading period LPAC LANGUAGE PROFICIENCY

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IX. 5a. Procedures for Transitioning students to Monitoring Status X.

5555a5a. Procedures for transitioning students to monitoring status

 

CANBY SCHOOL DISTRICT Procedures Transitioning ELL students from DIRECT SERVICES TO MONITORING STATUS

1. Guidelines and criteria for instrument use Transition reviews occur annually in the early included in procedures Spring (typically in late February or March). All The instruments used to transition students available information for ELL students is from direct services to monitoring status are reviewed by building LPAC to identify administered according to standard district and candidates for transition from the ELL program. state procedures. Criteria for instrument use are In addition, students may be nominated for described in the TRANSITIONING CRITERIA review for transition at any time by any staff GUIDELINE TABLE. member who has reason to believe the student should be transitions from direct services to 2. Transition procedures describe how district monitoring status in the ELL Program. will assess in speaking, listening, reading and writing. 6. Procedures include statement of criteria Procedures listed in TRANSITIONING used to determine English proficiency CRITERIA GUIDELINE TABLE address needed for success in the English-Only assessment in speaking, listening, reading and classroom. writing. The goal of the Canby ELL Program is to develop grade-level academic English 3. Transition procedures describe how district proficiency such that a student will have the will assess in academic areas. English skills needed to be able to learn in an English-Only classroom. The English Procedures listed in TRANSITIONING CRITERIA GUIDELINE TABLE address proficiency expected of a student is the assessment in academic areas in English. proficiency that will support student’s academic progress toward meeting Oregon State Grade- Level Standards. 4. Transition procedures identify the person(s) who will conduct transition assessments Criteria for transition from the ELL Program, and qualification necessary therefore, are indicators that English will not be Language proficiency assessment will be a barrier to academic success in the English- conducted by trained, licensed staff. Work Only classroom. Guidelines and criteria for samples are collected by the instructor in the determining English proficiency are clearly subject area for which the instructor is primarily delineated in TRANSITIONING CRITERIA responsible. Other assessments will be GUIDELINE TABLE. conducted in accordance with normal district policy and procedures for academic test administration. 7. Procedures include a description of documentation maintained on assessment information and transition decision. 5. Time frames for implementing transition Annual transition consideration will be initiated procedures described by ELL head teacher or designee based on the Academic proficiency assessment occur in TRANSITIONING CRITERIA GUIDELINE accordance with normal district policy and TABLE. A completed transition form will be procedures for academic test administration. maintained in the student’s ELL portfolio. Local and state academic English language proficiency assessments occur at grades K-12. *LPAC Language Proficiency Advisory EEO PlanW forork English sam Languageples Learnersare collected in accordanceRevision with May 2009 Committee Page 63 normal district policy.

Section VI: Reassessment, Reclassification, and Exiting

EEO Plan for English Language Learners Revision May 2009 Page 64 Canby School District K-12 ELL Program FORM Transitioning from DIRECT SERVICES to MONITORING T-1 Section VI: Reassessment, Reclassification, and Exiting ID# Name DOB Years in Program

Grade School Date

III. FINAL DISPOSITION I. ACADEMIC ACHIEVEMENT (to be completed by LPAC) Meets Criteria? YES Check one: 1. Woodcock Muñoz Date Score RPI TRANSITION: Oral ______р This stude nt has bee n recom mende d to be Reading/Writing ______transitioned from “ Direct Services” ot “Monitoring Status”: ______Date Broad Scores ______RE TENTION:

2. OS-ELPA Date Score Level This stude nt has bee n recom mende d for Composite ______р continued “Direct Services” in the ELL Reading ______Program : ______D ate

Writing ______PROMOTION: Listening ______р This stude nt has bee n recom mende d for Speaking ______promotion from “ Direct Services” ot “Monitoring Status”. ______D ate 3. OSA Date Score %tile Reading ______Principal Writing ______

Math ______ELD Teache r

4. BASIC/DRA ______NLD Teacher

5. Writing Work Samples Ideas Org. Sent. Conv. Classroom Teache r ______Spe cialist/Other 6. Additional Evidence

______Pare nt

II. CLASSROO M PERFOR MANCE DATA

SUBJECT Classroom Teacher Current G rade Comments (i.e . participation , study skills, success Signature or Mark Read ing

Writing Math

Science EEO So c.Plan S cfori. English Language Learners Revision May 2009 Page 65

Section VI: Reassessment, Reclassification, and Exiting

TRANSITION TEAM 1. LPAC (Language Proficiency Advisory Committee) ____NLD Teacher Date______ELD Teacher Date______Principal /Designee Date______Classroom Teacher Date______2. ____Specialist (if appropriate) Date______3. ____Parent/Guardian Date______4. ____ELL Coordinator/Designee Date______

USE THE TRANSITIONING CRITERIA TABLE

XI. CANBY SD ELL PROGRAM Procedures for Monitoring Transitioned ELL Students M-1, M-2, M-3

1. Description identifies person(s) responsible for monitoring transitioned ELL students Once students have transitioned from receiving direct ELL services, the case manager (ELL head teacher or designee) maintains primary responsibility for monitoring transitioned ELL students, with assistance from the student’s regular classroom teachers.

2. Description sets forth timetable for monitoring transitioned ELL students Transitioned ELL students are monitored on a trimester basis for a period of three years following transition. During the first year of monitoring, the student’s academic performance will be monitored at the middle of the first trimester of monitoring, and at the end of each trimester. During the second and third year of monitoring, the student’s academic performance will be monitored at the end of each trimester

3. Description includes statement of data used for monitoring The goal of the ELL Program is to develop academic English language proficiency such that language is not a barrier to student’s academic progress towards Oregon State Standards. Therefore, academic grades, academic assessments, and test scores will be reviewed. If a student is making adequate progress towards State Standards, the student will remain on monitoring status. If a student is not making adequate progress towards State Standards, the LPAC will review the student’s progress. The LPAC will develop an academic plan to meet the needs of the student.

4. Description includes criteria district will utilize to measure success for former ELL students If student grades drop at least two letter grades and/or if student test scores drop at least ten percentile rankings, the student will be re-evaluated. Case manager and classroom teacher re-evaluates the student’s performance. LPAC team meets when the above criteria is observed at the end of any trimester.

*LPAC Language Proficiency Advisory Committee

EEO Plan for English Language Learners Revision May 2009 Page 78 Section VII: Equal Access to Other School District Programs

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SUPPORT SERVICES FOR ENGLISH LANGUAGE LEARNERS AND THEIR FAMILIES:

 ELD and NLD Curriculum and materials are aligned and STATE STANDARDS

 English Language Development Curriculum is common throughout district

 Native Language Development Curriculum is common throughout district

 Translations for Parents; centralize translation and interpretation services; make forms common

 REACH Center (Resources, Education And Community Help Center)

 Registration Process to include testing and placement

 Registration Process to include procedures that welcome non-English speaking families

 Extended Day/Year Programs (Programa Adelante)

 Extended Day/Year ELD -Programa Adelante

 Extended Day/Year L1 Literacy - Programa Adelante

 Dental Van/ (ELL teacher in each building notifies classroom teacher of eligible migrant students

 Home Visits by staff outside of ELL Program

 All Staff working with ELLs –becoming trained in sheltered and the impact of culture and language in classroom and school

 Interpretation System (Equipment and personnel)

 Interpretation Training for all staff using/providing services; create interpretation workshop and guideline book; procedures…

 Leadership Development Opportunities for all ELL students

 Health Services/Referrals; Home –School Liaisons at buildings

 Flexible Enrollment (between schools) to allow ELLs to fit best in ELL Program

 Parent Literacy/ Parent Language Classes/Involvement

 Extra-Curricular Activities

 Bilingual Assistants to help in core content classrooms and other programs

 Provide all teachers with ELLs accurate information about student ELL levels and Native literacy levels

 Accommodations or Modifications for state and/or local assessments

 How do families have access to this information? (Translated material)This is a bulleted item on the scoring guide.

Procedures for identifying students who qualify for Talented and Gifted Program

 Compliance with OARs 581-015-0805 and 581-022-1310

 Procedures are not English Language dependent

 We use the non-verbal test COGAT (non-verbal test). This test measures the fluid reasoning of a student rather than the crystallized intelligence.

 Raven Coloured Progressive Matrices

 SUPERA from Terra Nova (Spanish)

 OAKS data

 Parent Request

 ELL students score at the 93rd percentile on intellectual or academic assessments will be considered for the Talented and Gifted Program

 Responsibility for the TAG identification remains at the building level under district procedures.

Procedures for Identifying students who qualify for Special Education Services  All special education decisions which affect an English Language Learner must be made in consultation with a certified ELL teacher.

 All procedures are in alignment with IDEA-2004 Part B

 Completed ELL Addendum for Special Education Referral

 Tier 2 HLS survey

 Incorporate the RTI Process

 Procedures are not English Language dependent: Academic and Speech and language assessments are available in Spanish. (WJ-La Bateria, the WMLS-S, BVAT-Spanish) Developmental Articulation charts for Spanish language are implemented. Formal and informal academic and social language samples are part of the pre-referral and referral process. 

EEO Plan for English Language Learners Revision May 2009 Page 82 Section VIII: Parent and Community Involvement

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VIII. Parent and Community Involvement

1. Process Used to Communicate NCLB Related Information to Parents: Required NCLB letters are sent to parents in English and Spanish. All NCLB related information is provided in written and oral format in a language the parents understand. This information is presented during building meetings (3 per year) and the 1 district wide ELL parent meeting

2. Process and Procedures Used to Inform Parents of Their Child’s Placement and Progress in the District LEP Program:

Parents are provided written documentation in the form of a letter from the district describing the ELL program placement

3. Process Used to Ensure Parents of LEP Students and Community Play a Role in Program Decisions: Canby has a strong PAC group made up of parents form all nine district schools. The PAC meets monthly and they are becoming parent leaders among the Latino community. The PAC speaks at school board meetings, participates at local and national conferences, and they are an active voice in the community.

See Chart on next page

Parental Participation Families of ELL students will experience meaningful participation in the education of their children.

ELL Parent Phone ELL/Migrant Parent Coordinator Calls ELL Budget Parent Meeting Logs will  survey will be indicate that at least 50% Ell Staff Parent Flyers provided at each Migrant Budget of the children’s parents school at least Regular Budget attended at least one once/year to request meeting per year. parent input on the ELL Program addition

ELL Parent Phone ELL/Migrant Family Coordinator Calls ELL Budget Parent Meeting Logs will  Meetings will be held indicate that at least 50% ELL Staff Parent Flyers at least 3 times per Migrant Budget of the children’s parents year. attended at least one meeting per year.

Building Parent Phone ELL and Migrant Principal Calls Regular Budget Parent Surveys indicate  parents will attend that at least 50% of the ELL Staff Parent Flyers regular school children’s parents Regular Staff Interpreters functions. attended at least two school functions per year.

 

ELL  REACH Center will Coordinator ELL Budget Essential  provide translations of Communications are Principal district level and Regular Budget available to parents in Superintende principal level languages other than nt communication in English. Spanish REACH Staff Bilingual Staff in each building Bilingual Staff will provide classroom level communication in Spanish. REACH Center will coordinate translations of other languages.

ELL TALK REACH Center will Coordinator SYSTEM ELL Budget Essential MEETINGS are  provide interpretation available to parents in Principal at district level languages other than Superintende meetings in Spanish English. nt REACH Staff Bilingual Staff will provide school level meetings in Spanish. REACH Center will coordinate

Activity Person Resources Budget Measurable Indicators Year* Responsible of Success 1 2 3 4 5 translations of other languages.

ELL  All staff serving as Coordinator ELL Budget 100 percent of the staff  translators and serving as interpreters will Migrant Budget translators/interpreters receive appropriate are trained in basic training on basic procedures, roles and procedures, roles, and ethics. ethics of translation and interpretation.

EEO Plan for English Language Learners Revision May 2009 Page 86 Section IX: Program Evaluation, Review and Improvement

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The ELL Program evaluation includes a detailed look at the components of the program and all of the goals. Therefore we examine: identification process for ELL, student success in English language development, Spanish literacy and academic development in progress towards meeting Annual Yearly Progress, ELL staff and regular education staff awareness and parent knowledge and awareness. In addition, our program evaluation includes a review of results, a plan for modification/improvement, ongoing review. Through the evaluation process, it was noted that the language and student achievement levels of our students transition from 5th to 6th grade declined. The Canby School District hired an outside consultant to objectively and systematically gather information regarding factors or variable that influence student achievement for the ELL students. Information was collected from a variety of resources including AMAO data, OAKS achievement data, nine focus groups, and classroom observations.

There were five themes that emerged from this study with possible solutions. 1. We highly value our SIOP training and we are open to additional training, assistance or resources that would lead to improving instruction that would benefit ELL students. Many teachers had their initial and only training 8 years ago and they are ready for a refresher. Staff members feel that traditional trainings in which experts deliver information about strategies is not as effective as seeing lessons modeled in real classrooms with real students. 2. We can do a better job of transitioning students from grade 5 to grade 6. There are misconceptions held by staff members about what is happening in other schools in the Canby School District. Teachers are unaware or misinformed as to classroom expectations, grading practices, homework support, and ELD/NLD instructional programs. Steps are now in place to help articulate the K-5 educational experience for all in-comoing 6th graders. 3. The key to improving ELL student achievement lies in our ability to build relationships with children and families. 4. We believe that ELL students should not be segregated and isolated from peers whose native language is English. We believe that isolation leads to negative outcomes for everyone. ELL students have a designated time for daily ELD. Our newcomers spend an extra period a day in the ELL program. More communication is needed for all staff to understand that students are separate based on language needs. This is ongoing learning and deepening the cultural competencies of staff. 5. We believe that ELL students are OUR students, not someone else’s students. It is our responsibility to provide the support they need to be successful. This will mean making changes. There is a desire to make the system work and more can be done to improve student achievement. A copy of this study is available at the district office.

Evaluation of students growth and achievement and length of years in program.

1. The Title III coordinator met with each principal and or ELL team and shared data related to the length of years in the ELL program and language growth. Through this analysis, we were able to identify students who have been in the program for a number of years and not made the expected language growth. Teachers then developed a plan to

meet the unmet language needs of the ELL student. This information was shared in the collaborative teams at the building level.

2. The collaborative teams k-12 are aware of the achievement gap for our Latino students and are beginning to disaggregate the formative assessment data for all populations. Sharing data district wide has been a powerful strategy in developing a sense of urgency for our second language learners. 3. At every in-service, the superintendent has shared information related to the achievement gap. 4. Individual achievement plans have been created for the most at-risk ELL students who are not making the expected language and academic growth. 5. Analysis of AMAO data shows students at a level 2 on the ELPA are most at-risk of not meeting AMAO #1. 6. Building level targets for meeting AMAOs have been created based on current building AMAO status. 7. Students at the middle school level are the most at-risk for not meeting AMAO 1 and 3 8. Trainings are provided to each all staff where to find information regarding language and achievement levels for all current and former ELL students

During the 2008-2009, a team comprised of ELL teachers, general education teachers, and administrators met to review the LAU Plan and district achievement data. Each goal in the LAU plan was evaluated and for need and next steps. From this evaluation, the entire K-12 ELL team worked on a year-long action research project to determine the barriers for students not making the expected reading or language growth. As a result of the project, teachers are targeting specific students for intensive ELD support and teaming with the Title 1A teachers to provide this additional support. Many of our students who are not making growth are now receiving intervention in Spanish. This is something we are addressing through RTI. Tier 2 and Tier 3 materials in Spanish were identified by an intervention team. Materials were ordered for use and implementation for fall 2008.

Another important factor that was revealed through the action research project was many of our students who are not making growth have parents who are not involved in school activities outside of parent conferences. We will target this group of parents and try to identify their needs to make sure we are providing the type of support they need.

Who evaluates program?  The evaluation team will consist of: the ELL Coordinator, the ELL Staff Director of Curriculum and Instruction, Director of Student Services, principals, teachers and parents I. When will evaluation take place?  The evaluation team will collect data during the school year and report to the Superintendent as requested (at least once per year). An ELL parent survey was administered at the beginning of the school K-12 ELL parent meeting. II. How will parents participate in evaluation and results?  The Parents will participate in the Parent Advisory Council as well as the regular parent meetings during the school year. In addition, the parents will have at least one representative on the Evaluation Team. III. What will the evaluation be comprised of: ELPA data, disaggregated OAKS Data, disaggregated Classroom observation data Years in ELL Program Classroom Observation Data Formative and Summative Assessment data Staff Surveys Parent Surveys Focus groups of parents comprised from all Title Programs Review of curriculum material Review of implementation of the curriculum material Collaborative Team Data

IV. Plan for Modification/Improvement: The focus for the 2008 and 2009 school years is increasing student achievement through collaborative teams. Teams meet weekly and building and district administrators rotate between collaborative teams. The ELL staff support the grade level collaborative teams and reinforce the need for students to have access to language all day. Data from the SMART goals and formative assessments are part of the ongoing analysis in the teams.

Through the collaborative efforts, we are beginning to see changes in student growth. The process allows for flexibility between general education teachers and specialist.

We are in the beginning stages of creating formative assessments for the different language levels and grade levels. The ELL team is using the rubrics on the Title III ODE site as a tool to measure language growth. Another tool that we are piloting for the 2009-2010 school year is the ADEPT and gap finder analysis tool for long term ELL students at the middle and high school level.

Teachers who complete the Sheltered B training will receive support in the classroom to transfer skills taught in the training to the application level in the classroom.

Student who receive their literacy instruction in Spanish now have access to intervention materials that are in the same language as their literacy instruction.

Each school completed the Progress Toward Standards- A Self Assessment in the areas of Vision, Provision, Collaboration, School Improvement Plans and Administrators to describe where the school is presently related to the overall ELL program.

During the 2009-2010 school year, administrators will have an opportunity to visit elementary, middle and high schools that are showing promising practices of closing the achievement gap according to the study by ECONorthwest, The Hispanic-White Achievement Gap in Oregon.

Section IXB: Program Evaluation, Review and Improvement Eliminated Practices: 1. ELD classes no longer conflict with the required educational courses. All students now have access to the general education curriculum at a time of day that does not conflict with ELD. Some students did not have access to the required curriculum and this lack of access could potentially have a negative impact on students move through the grades. 2. Elimination of the before school READ 180 intervention. Elementary students arrived 90 minutes early for school to be a part of the RED 180 program, 4 days a week. We did not see the results that were anticipated and students were very tired at 7:00 AM. Promising Practices: 1. The implementation of collaborative teams, K-12. Research by the DuFour’s, Robert Marzano, Mike Schoker . 2. The Canby School District is working with a consultant from Focus on Results (www.focusonresults.net) to create an Instructional focus at each school to educate ALL students at high levels. This is a 2 year commitment for the Canby School District. 3. Creating formative assessments to monitor language growth several times a year as opposed to waiting for the ELPA results. 4. Implementation of an innovative technology strategy, iREAD, using iPod nanos and itouches to increase language, reading, speaking reading and writing. We are collecting baseline data as well as on-going data to track the efficacy of this project. 5. We are providing additional training for teachers beyond the initial SIOP training to ensure the intensity is adequate to meet the needs of the ELL students.

6. Increased parent involvement. During the 2008-2009 school year, two teacher leaders who were trained through the TOT program to implement the parent involvement curriculum from SKCE. Topics addressed in this training are as follows:

Parent & Family Workshop Series Overview

Unit 1: The Reality of Latino Youth in our Community: Recognizing the Importance of Education & Parent Involvement in our Children’s Future Success

The sequence of workshops begins by encouraging parents to identify the importance that parent participation plays in their children’s educational achievement and lifelong success. It also gives parents information about the national and local data regarding student achievement and the reality of educational outcomes for Latino youth.

Unit 2: No Latino Student Left Behind in their Education: Federal Law “No Child Left Behind” (NCLB)

The next workshop provides opportunity for parents and families to understand their rights and their responsibilities according to the federal education law.

Unit 3: Education Programs and your Child’s Learning: How Education Law has Evolved to Provide Special Programs Designed to Protect your Children and Support their Learning

The series continues by providing an overview of how civil rights laws formed the basis to educational laws and programs that protect and support all children’s potential for academic success. This workshop also explores a history of parent involvement activities that have resulted in creating new education laws.

Unit 4: Report Cards, State Tests & Understanding your Child’s Learning Progress

This workshop invites parents and families to understand how their children’s learning is progressing in order to participate in and support their education. It helps explain the difference between a child’s report card and school report cards.

Unit 5: Effectively Communicating with Schools for the Success of your Children

As a follow-up to Unit 4, this workshop encourages families and parents to use the knowledge of how their child is doing in order to effectively communicate and partner with the school staff in ways that promote and advance student achievement.

Unit 6: Raising Achievement by Teaching & Supporting your Children at Home

This workshop provides support to families and parents so that they can be equipped to help inspire and motivate their children, teach them language and literacy skills, assist them with school work, and help them be successful in school and life. It explores all the ways parents can be involved with their children’s education at home—starting with helping them create and communicate high expectations

Unit 7: School Leadership and Decision-Making

Building upon previous learning, this workshop helps parents explore the many ways they can be involved in school leadership and decision-making. It introduces them to site councils, parent advisory committees, and the parent involvement sections of a school’s improvement plan.

Unit 8: Planning and Preparing for Your Child’s Future

This next to the last workshop, helps parents plan for their child’s future. It looks at the early ways that parents can help encourage their children’s education—including setting goals, taking the right courses, and the ways parents can talk about the future in concrete ways. It is directed towards a college or post secondary education (of some sort) as well as vocational training. It encourages parents to be involved from the early years in helping their kids dream (and plan) for becoming successful adults.

Unit 9: Our Reality as Parents

Finally the series closes with an opportunity for parents to explore, reflect and discover the obstacles that may challenge their level of engagement in their children’s education. This unit allows for peer-to-peer conversations to take place in order to internalize the reasons why there isn’t more parent involvement in the schools and ways to keep each other motivated and engaged.

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EEO Plan for English Language Learners Revision May 2009 Page 95  Identification  Assessment process for placement

Placemen  t into Program

 Transitioning Process

 Exit from Direct Service to Monitor Status

Exit  Student Monitor Status from ELL Program Services

EEO Plan for English Language Learners Revision May 2009 Page 96 

EEO Plan for English Language Learners Revision May 2009 Page 97 Policy: Keep data for all ELL students until they graduate or would have graduated (even if they leave district before graduation)

The ELL Database and ELL files are located in the District ELL Office. In addition, each student’s CUMULATIVE FOLDER will include the ELL portfolio of identification, placement and ELL assessment information. A. The information located in the ELL Database and ELL files at the District ELL office includes:

 Registration and Identification Information for ALL Canby students HLS results for ALL Canby students

 Parent Signatures for non-Participation in ELL Program Services

 Woodcock-Muñoz results (every time taken)

 Placement results

 Transition Decisions

 Exit Decisions

 Monitoring Decisions and Results

 ELL status until graduation

 Statewide Assessment Results

 Other testing results

 Migrant Identification and Status

 Migrant Support Services Received

 Parent Involvement Activities and Meetings

 K-12 Staff Development

 ELL Staff Development

EEO Plan for English Language Learners Revision May 2009 Page 98 Section X: Appendices (Forms & Resources)

SECTION IX PROGRAM EVALUATION, REVIEW AND IMPROVEMENT

SECTION VIII PARENT AND COMMUNITY INVOLVEMENT s e c i d n e p p A

Appendix A Appendix B Registrat ion Form with Migra nt Home Lang uage Survey Tri gger Quest ions

Appendix C NCLB Parent Notificati on of Program Place ment

Appendix D Parent Deni al of ELL Services Form

Appendix E Local School ELL Team Contacts

Appendix F ELL Addendum to Special Edu cation Referral Forms

Appendix G ELL Portf olio

Appendix H Tier II Ho me Langu age Survey

EEO Plan for English Language Learners Revision May 2009 Page 117