Approach to EL Services

Marion City School District has an EL Plan created by the EL Teachers after a student’s initial screening process and identification has been completed. EL plans are created in SameGoal and the student’s teachers are notified.  A sample plan can be found in SameGoal.

EL Plans include;

• Student Demographics (full name, DOB, home language, native language, gender, grade, years in US schools, IEP, 504, gifted/talented status)

• Parent Information including preferred communication home

• Most recent language scores (OELPS or OELPA)

• Language Proficiency Level Goals

• ELD Program of Support

• Instructional Supports and Differentiation

• State Testing Accommodations

ELs are placed in the grade that most closely aligns to their age and will not be placed more than one year below their appropriate graduating class.

Once the EL teacher has the OELPS scores, or OELPA scores from another district, or evidence of EL status from another state, a decision is made as to placement in a program.  If the student is from a state not included in the ELPA21 Consortium, the student will need to be screened again for LEP services.

Language progress will be communicated to parents in multiple ways, including parent teacher conference, quarterly K-8 progress reports sent by the EL teacher, and quarterly interim/report card grades sent home for high school students.

Classroom and content area teachers in Marion City Schools are expected to provide scaffolds, accommodations and modifications for ELs in their classes. Professional development is offered to teachers through professional training offered by the English Learner Professional or Literacy Coach in the building. Here is a list of possible accommodations in instruction and assessments:

• Visual aids – pictures, videos, manipulatives, sketches,  real items

• Speak slowly and clearly, avoiding idioms

• Bilingual materials or a bilingual aide

• Extended time

• Modified assignments

• Use of a dictionary or Google translate if literate in native academic language

• Repeat or model directions

• Frequent checks for understanding

• Vocabulary lists, pre teach vocabulary

• Graphic organizers, concept maps

• Limit key concepts, determine key standards

• Provide outlines, highlighted notes

• Peer or buddy teaching

• Student writes in first language

• Open book test or a word bank

• Give wait time

• Think Alouds, Modeling

• Provide frequent opportunities for small group work

Further information can be found in the English Learners Toolkit - 

https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

To assist with newcomers, check this resource- 

https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf

Classes can be graded as pass/fail if there has been a meeting with the student’s counselor, content teacher, and EL teacher.  The team must create and agree on a plan to meet the modified content goals and strategies in accordance with the student’s EL Plan. Students with a pass/fail class must have documentation of progress monitoring.

The OELPA is a state-required assessment given annually to all students identified as English Learners.

The assessment window is determined by the Ohio Department of Education & Workforce and typically falls in late winter and early spring.  OELPA is an online assessment, based on the English Language Proficiency Standards, which assesses the four domains of listening, speaking, reading and writing.  It is administered by the EL teachers or an OELPA trained test administrator.  The domains of listening, reading and writing may be administered in a group setting.  Speaking is administered individually.  ELs do not receive any accommodations on the OELPA as it is assessment of their English skills.  No dictionaries may be used. The assessment is not timed.  Braille, large print and paper versions of OELPA are available if indicated on the IEP.

OELPA allows for domain exemptions.  If ELs cannot participate in a domain because of a disability, the student can be exempted from up to three of the domains.  For example, a deaf student can be exempted from the listening test.  Exemptions must be documented on the student’s IEP or 504 plan.  

See the Ohio Rules Book for more details.  http://education.ohio.gov/Topics/Testing/Testing-Forms-Rules-and-Committees/Ohio%e2%80%99s-State-Tests-Rules-Book

The results of OELPA are generally received by districts in May.  Letters are sent to parents in May with results of the assessment. 

English Learners take all state assessments required of their English-speaking peers.

24-25 Assessment Schedule

English learners are a diverse group, and as with students with disabilities, educators should assign assessment accommodations for English learners on a case-by-case basis. Knowing the student is key. Accommodations for English learners are intended to reduce or eliminate language barriers. When considering accommodations for English learners, it is important to focus on the effectiveness of each accommodation for the individual student. A student’s level of English language proficiency influences accommodation effectiveness, as do other factors, including their literacy development in English and native language, grade, age, affective needs, and prior education. The purpose of assessment accommodations for English learners is to allow more accurate demonstration of their knowledge of the content being assessed, which may also improve an English learner’s rate of passing state assessments. - Ohio Accessibility Manual

Guidelines for EL Accommodations in accordance with state regulations and MCS recommendations-

• Extended Time: Determined on a case-by-case basis; generally 2x is appropriate for students utilizing oral translation, bilingual stacked tests, word-to-word dictionaries, and scribes, while 1.5x is for any student who needs extra time to work through the test in English.

• Word-to-Word Dictionary/Glossary: Provided to students who have a familiarity using a bilingual dictionary in class.  Permits the use of an allowable bilingual, word-to-word dictionary or glossary. 

• Bilingual Stacked (Spanish/English): The bilingual test form is appropriate for students who have content knowledge in both Spanish and English. It is inappropriate for students who have not been instructed in the tested content area in Spanish. Not Available for ELA

• Text-to-Speech (Spanish/English): Reads aloud the bilingual test to the student and is enabled by default when students take the test with the bilingual test form enabled.  Not Available for ELA.

• Oral Translation of the Test: For students not able to use the Spanish/English accommodations, oral translation of the test is acceptable.  This should only be used for students with beginning English proficiency or intermediate English proficiency with discretion.  Students should also have adequate content knowledge in the academic language being translated. Translators must be qualified in EL translation and not related to the student.  Students may respond in their native language, however the translator must translate the student’s response into English to be scored.  TA must also be present during this testing session.  Not Available for ELA.

• Scribe (English): Students dictate responses in English in a separate setting.  Scribes are appropriate for English learners with beginning-level English proficiency who have better spoken than written English language proficiency.  Not Available for ELA unless also on an IEP or 504.

• Human Reader (in English) for Online Test: Only appropriate for students who are not familiar with online testing and regularly receive reading access accommodations during instruction.  Includes test directions, test questions and student responses.  Can be used in conjunction with embedded text-to-speech audio. Not Available for ELA; Must be administered in a separate setting.

• Dual Monitors: Allowable to accommodate human reader, interpreter, or translator.

ELs may use a word-to-word dictionary and have extended time on state tests. Other than English Language Arts, and interpreter can be used on the other content area tests.

Marion City Schools does not retain a student in a grade due to language proficiency status.  If retention is being discussed for an EL, the EL teacher must be on the team making the decision.

According to Board Policy “A student may be retained at his/her current grade level when s/he has in the opinion of the professional staff, failed to demonstrate proficiency in mathematics and reading. A student may be placed at the next grade level when retention would no longer benefit the student. The Superintendent shall develop administrative guidelines for promotion, placement, and retention of students that:

1. require that parents are informed in advance of the possibility of retention of a student at a grade level;

2. assure that efforts will be made to remediate the student's difficulties before s/he is retained;

3. assign to the principal the final responsibility for determining the promotion, placement, or retention of each student;

4. provide parents the opportunity to request the promotion, placement, or retention of their child;

5. provide parents the opportunity to appeal the decision about their child's promotion, placement, or retention.

fBeing a language learner is not a disability.  Marion City Schools strives to correctly identify ELs for Special Education services.  The EL teacher is involved in the process of identification.  Once identified, the student is entitled to receive both EL and Special Education services.  The EL teacher and Intervention Specialist will work together to design language support.  

The Ohio Department of Education offers guidance on identifying ELs with disabilities.  These documents must be used when an EL is being considered for Special Education in accordance with district procedure.  

http://education.ohio.gov/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Guidelines-for-Referral-and-identification-of-1

English learners are entitled to an equal opportunity to participate in all programs including pre-kindergarten, gifted, career and technical, sports, AP, IB, clubs and honor societies.  The Marion City School District will ensure that parents are aware of these opportunities by sending information in a language understandable to the parents in accordance with district procedure.  

Marion City Schools has a Parent Communication Plan.  Parents are asked for their preferred language on the enrollment form.  The district provides translations or uses interpreters when feasible. District forms and letters are translated in Spanish and can be translated into other languages as needed, and can be found in the appendix.

The districts uses the following methods for translations and interpreters:

1. Affordable Language Services 

2. Bilingual Tutors 

3. Community Outreach (through Johnnie Jackson)

The EL department shares the following documents with parents/guardians: an EL services letter, an EL Monitoring Report, an OELPA Family Report, an Emerging/Progressing/Exit Letter to parents in English/Spanish.

More information coming.

Ohio has ELP Standards for ELs.  The standards were developed by the ELPA Consortium of which Ohio is a part.  There are ten anchor standards from Kindergarten through Grade 12.  Descriptors tell what students can do at the end of each of the proficiency levels in each standards. EL teachers use these standards to guide their work.  It is recommended that content area and classroom teachers also familiarize themselves with the standards. 

The ELP standards link to Ohio’s Learning Standards and prepare EL’s to reach Ohio’s standards.  The ELP standards are available in these grade bands K, 1, 2-3, 4-5, 6-8, 9-12. 

 The standards can be found at http://education.ohio.gov/Topics/Other-Resources/English-Learners/Teaching-English-Language-Learners/Ohio-English-Language-Proficiency-ELP-Standards

TESOL instructors at Marion City Schools use a variety of curricula and resources to address the language and content needs of their students.

• Individualized Standards Based Instruction-

• Words Their Way for ELL-  Systematic vocabulary and spelling/phonics instruction designed for English Learners

• RAZ Plus with ELL and Spanish Editions- The raz-plus.com website is used for supplemental reading, alternative instructional supports, bilingual supplements, and to track reading.

• Inside the USA- Newcomer program by National Geographic for students with emerging language

• Inside- National Geographic ELA curriculum for ELLs at the Middle School level aligned with both LEP and LEP standards.

• Edge- National Geographic ELA curriculum for ELLs at the High School level aligned with both LEP and LEP standards.

• Provide instruction to each EL student appropriate to their level as determined by OELPA and in accordance with Ohio’s English Language Proficiency standards.

• Organize and carry out Ohio’s required EL testing (OELPS, OELPA). 

• Follow Ohio’s EL identification and parent notification/communication procedures in accordance with MCS policy. 

• Monitor progress and achievement of students who are mainstreamed. 

• Maintain data and records for each student’s individual and academic instructional program. 

• Update records with written progress reports to parents, classroom teacher/content teachers, and EL coordinator. Assign grades.

• Set and conduct meetings at the beginning of each year to communicate student’s goals and plan to teachers and parents.

• Engage in collaboration with and provide support or resources to classroom teachers. 

• Provide assistance to classroom teachers for testing accommodations for EL students for formal and informal assessments.

• Participate in professional development training and building/department/district meetings.

• Provide meaningful communication with linguistically and culturally diverse families, and collaborate with community partners to enhance services and meet educational needs.

• Complete Home Language Survey during registration.

• Attend and participate in the conferences about your child’s educational programs.

The EL department will recruit members of an EL Core Team at each building which will analyze data, provide professional development around EL academics, and assist in the implementation of EL supports in the general education/content classroom. 

• The EL Core Team will analyze assessment data, MTSS data, and trends from classroom observations to determine strengths and needs of the ELs.

• The EL Core Team will engage in learning about EL issues and strategies for the purpose of providing professional development for the building. 

• The EL Core Team will help teachers and staff implement the learned strategies, modifications, and accommodations to benefit the academic development of ELs in the building.

• Differentiate and scaffold in order to meet the  needs of the child according to the EL’s ability.

• Provide appropriate materials and instruction based on each EL’s different proficiency levels in speaking, listening, reading, and writing as assessed by the OELPS and/or OELPA (detailed in student’s EL Plan).

• Integrate EL’s culture and background knowledge into instruction. 

• Integrate Ohio English Language standards into core classroom instruction.

• Ensure that appropriate accommodations are given for district/state standardized tests and classroom assessments. 

• Inform EL teacher(s) of EL’s progress toward attaining English language proficiency and the State’s academic standards. 

• Follow Ohio regulations regarding administration of state standardized tests including the OELPA (Ohio English Language Proficiency Assessment) using all required accommodations for English learners.