Hill City School District 51-2  ELL Process and Procedures

Review Annually with Staff
Send Annually To District ELL Parents
 
TABLE OF CONTENTS

Introduction 1
Title IX, Part A, Section 910, of the No Child Left Behind Act of 2001 2

ESL Goals...........................................................................................................................3
Entry Criteria.......................................................................................................................4
ESL Program Guidelines and Curriculum...........................................................................7
Exit Criteria........................................................................................................................11
References: South Dakota Guidelines and Model
Appendix Items..................................................................................................................12
A. Student Registration Checklist English/ Spanish
B. Non English Speaking Parent Communication Letter
C. Home Language Survey
D. Notification of ELL Program Entry Letter
E. Welcome Letter
F. Job Description for a School Interpreter
G. Ethics Guidelines sign off sheet
H. ESL Acronyms and Program Labels

INTRODUCTION
The Hill City School District is dedicated to providing appropriate services to all students and to ensuring their meaningful participation in the District’s educational programs in conjunction with the District’s Goals and Objectives which are printed in the Student Handbook. These goals and objectives are listed below from the Student Handbook.

INSTRUCTIONAL GOALS AND OBJECTIVES

The educational program of the district will be designed to perpetuate and develop the principles and values for life in our democratic society. To this end, the Board will provide opportunities and training so students may become educated Americans who are physically strong, morally and spiritually responsible, and economically capable.
Through guidance and by example, our students should develop self-confidence, self-understanding, and respect for others. They should acquire skill in solving problems they will encounter and demonstrate a desire to gain new knowledge. In substance, the aim of our schools will be to assist in the development of the complete person, recognizing that this is a shared responsibility with the home, the church, and other agencies.
To achieve these ideals, the Board recognizes the necessity of meeting the needs of the individual and the society. Thus, the curriculum must be flexible and adapted to individual abilities and differences. It must also be adjustable to changing conditions in order that our students may be academically, physically, socially, and morally prepared to progress.
The Board recognizes its responsibility to develop an educational program that will
provide:
1. An environment in which the individual student is prepared to fulfill his or her moral, social, political, economic, and cultural responsibilities to the community, nation and world;
2. Attention to the development and practice in the fundamental skills of reading, writing, speaking, listening, observing and reasoning;
3. School experiences in democratic living to enable a student to hold, to share, cooperate, and assume responsibility in family living and in society;
4. Opportunities for acquiring an understanding of the principles of physical health and safety, which will carry over to the student's daily life;
5. An appreciation and knowledge of the cultural, scientific, and ethical aspects of our society;
6. An educational atmosphere that will enhance the student's mental, emotional, and social development.
7. The ELL process and procedures will be reviewed annually by administrators and the ELL Director. This will take place throughout the year when state trainings are provided. Upon review of the process and procedures the team will determine if any updates are needed to ensure compliance. The process and procedures will then be reviewed annually at the start of every school year with staff. The interpreters will also receive semiannual reviews, once in the fall and once at semester break.
The Board recognizes its obligation to provide the necessary equipment, instructional materials, and staff to facilitate the implementation of this philosophy. (Board Policy: IA)

ENGLISH-AS-A-SECOND-LANGUAGE PROGRAM

Definition
The Hill City School District #51-2 will provide a free and appropriate education to limited-English proficient students and will provide support to their families. A limited-English speaker is defined by Federal Law found in Title IX, Part A, Section 910 of the No Child Left Behind Act of 2001, explained below:

Title IX, Part A, Section 910, of the No Child Left Behind Act of 2001

The United States Department of Education defines a limited-English proficient individual as one:

LIMITED ENGLISH PROFICIENT- The term limited English proficient, when used with respect to an individual, means an individual —

(A) who is aged 3 through 21

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C) (i) who was not born in the United States or whose native language is a language other than English;

(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

(II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual —
(i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.

Reference( http://www.doe.sd.gov/oess/TitleIIIela.aspx

ESL GOALS

Education Statement

The goal of the English-as-a-Second-Language (ESL) Program will be to empower non-English-speaking and limited-English-speaking students to reach English fluency in listening, speaking, reading and writing and to perform academically at the average grade level of their peers.

1. Students identified as Non English Proficient (NEP) or Limited English Proficient (LEP) will be offered an alternative language program. This program will be an English-as-a-Second-Language model one for the elementary school grades (K-5), one for the middle school grades (6-8), and one for the high school grades (9-12) based on the English teaching needed for the English Language Proficiency (ELP) levels of: entering, beginning, developing, expanding, bridging, and reaching. The district will use bilingual, ESL, and additional instructional materials that are appropriate with regard to each LEP student’s age, grade level, and language proficiency.

2. Staff will adapt instruction to meet the linguistic and academic needs of the students so they may participate in the appropriate grade level core instruction.

3. ESL services will also be part of the Individual Education Plan (IEP) for special education students who are LEP, and extreme care will be taken on assessment and placement of such students.

4. The district will hire certified staff for the ESL program and will provide ongoing training for all the staff for modifying curricula for the LEP population.

5. The district will hire interpreters to assist LEP students in their regular classrooms where appropriate.

6. The district will prohibit the use of students as interpreters or translators.

7. Parents of LEP students will be communicated with orally and in writing in the language they best understand.

The Hill City School District 51-2 ELL Procedures will be reviewed annually by the stakeholders of the school district which may consist of classroom teachers, principals, ESL Instructor, any staff member who teaches an LEP student. (The word “Team” in this document will include the afore-mentioned people).
If you are in need of translation services or know of anyone who is please contact Jennifer Martius (ELL Director) at 574-3013. You can also check “Yes” to number 11 on the Home Language Survey or let any staff member know and they will direct you to Jennifer Martius (ELL Director) at 574-3013 Room Q in the Elementary.

ENTRY CRITERIA

a. Identification

a. New Student Registration Checklist/ Home Language Survey

In adhering to the South Dakota Guidelines all students who register in the Hill City Public School District 51-2 will fill out a Home Language Survey which is part of the registration process as demonstrated by the New Student Registration Check List. Students can register in Hill City Public Schools at any time during the year and during the Kindergarten Roundup held every spring. Any student which uses another language in his/her home will participate in the appropriate level assessment process to determine that student’s English proficiency for success in the regular academic classroom.
See attached forms:

Student Registration Check List English/Spanish
Home Language Survey English/Spanish

All New Student Registration Checklists and Home Language Surveys will be filed in the students’ permanent cumulative folders located in the office of each school building.

b. Home Interviews

When a student’s parents are unable to fill out the Home Language Survey, the school’s interpreter will visit with the parents and fill out the Home Language Survey for them either at the school or at the student’s home.

The interpreter will report to the team any other concerns the parents may
have about their child(ren). In addition, the interpreter may gather information about
the students’ previous academic background in their own country (i.e., number of
years at school completed and/or a copy of their report cards, etc.)

c. Other Referral

Any teachers, administrators, parents, and/or students themselves can refer students for ESL assessment and identification. In order to make the referral the concerned person will need to contact the ESL Director Jennifer Martius at 605-574-3013 ext. 308. Her Office is located in the Elementary School Building Room Q at 302 Main Street, Hill City, South Dakota.

d. Assessment

a. Assessment Time Guidelines

Once the Home Language Survey or referral identifies a possible NEP/LEP student, the Hill City School District will have an assessment completed for those students by 30 days from the start of the school year or two weeks from the date of identification if identified once the school year is underway.
(Reference: Page 6- South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners)

b. Initial Assessment

In adhering to the South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners, The district will administer the Wida-Access Placement Test (W-APT) or MODEL to determine the extent of the student’s English proficiency. These tests measure the four skills of language proficiency which include listening, speaking, reading, and writing. A grade level cluster should be administered to children one semester beyond the beginning of the grade level and one semester beyond the end of the grade level. A certified test administrator will administer the test to students. All students are tested in all four language domains except for the Kindergarten test as noted below.

The South Dakota Criteria for classifying a student as ELL are as follows:
• Grades 1-12:
Students with a composite score lower than 5.0 qualify for ELL Services.
• Kindergarten-Preschool through 1st Semester of Grade 1:
The Kindergarten Listening and Speaking Test is an oral proficiency test intended for students in this age range. (It cannot be given earlier than May prior to entering Kindergarten.)
o Identification Criteria: If combined Listening and Speaking raw score is less than 29, the student will be deemed eligible for language assistance services and must be administered the annual ACCESS for ELLS®assessment.
OR
o A score less than 5.0 on the WIDA Measure of Developing English Language (MODEL) is also considered a placement score for ELLs.

• Kindergarten-2nd semester kindergarten through 1st semester of grade 1. The Kindergarten Reading and Writing Tests are diagnostic tests intended for students in this range.
o Identification Criteria: If combined Listening and Speaking raw score is less than 19, the student will be deemed eligible for language assistance services and must be administered the annual ACCESS for ELLs® assessment. If combined Listening and Speaking raw score ranges from 19-28, the Reading and Writing portions need to be administered. If the Reading score is lower than 11 and the Writing score is lower than 12, the student is classified ELL and must be administered the annual ACCESS for ELLs® assessment.
OR
o A score less than 5.0 on the WIDA measure of Developing English Language (MODEL) is also considered a placement score for ELLs.

(See: South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners pg. 7).


c. W-APT or MODEL Results

All results from the test will be placed in the student’s permanent cumulative file and ELL file located in each school building.

d. Language Assessment

Students in grades K-12 must be given the WIDA ACCESS (Assessing Comprehension and Communication in English State-to-State) each February, if identified as an English Language Learner (ELL). This large –scale test addresses the academic English language proficiency standards that help with instructing and evaluating the progress of English language learners. Although parents always have the right to refuse ELL services, assessment is always required of all identified ELL students.

The WIDA Consortium, found at www.wida.us provides support and training for this assessment of ELL students. The administrator of the WIDA ACCESS assessment for the Hill City School District 51-2 is Jennifer Martius. She has passed the training and the on-line ACCESS Administration test. Please contact Jennifer Martius (ESL Director) at 605-574-3013 for questions. Her office is located in the Elementary Building Room Q.

(See: South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners pg. 7).

e. Other Assessment Criteria

1. Some other tests which may be used for language need identification may be the Woodcock Johnson (English and/or Spanish), the Peabody Word Inventory (English and/or Spanish), a score of Basic or below on the State Assessment Test, or the Kindergarten Screening Instrument.

2. After the results of the tests have been gathered the team will evaluate the student’s grades, their ease at learning the classroom material, their social interactions, and their acculturation stage. This team will decide what the student’s needs are and develop a course of action for that student.

3. The results of all tests and a narrative summary of the team’s decisions will be put in the student’s ELL File.


3. Placement

a. Parent Permission

1. After a student has been determined to be LEP, parents will be informed and sent (by certified mail) a Notification of ELL Program Entry letter for placement of the student in the alternative language program along with a current ELL Process and Procedure document in the language the parent best understands (See Notification of ELL Program Entry letter).

2. Parents must sign the Parent Permission section of the afore-mentioned letter before placement is initiated or dropped. If the parent does not want the student to continue in the program at any time, the parent must make known his/her request in writing that services be discontinued; at which time the student will be dropped from the alternative language program. The parent cannot refuse administration of a language identifier test at entrance. (Reference- page 7 South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners)

3. If a parent refuses for the student to be in the alternative language program, the alternative language program instructor will meet with the parent to further explain the program and to clarify any questions the parent may have. If the parent still does not want the student in the alternative language program, then all the student’s teachers will be responsible to meet the same exit criteria over time for which the alternative language program is responsible. The alternative language program teacher will monitor the students’ academic progress (and keep a written record about his/her grades, project quality, reading ability, behavior, etc.) for two years in the mainstream classroom as per the regular exiting criteria reviews. At any time the students are not performing on grade level like their average peers, then the alternative language teacher will notify the parents and will be encouraged to reenter the alternative language program. The parent cannot refuse administration a language identifier test at entrance.


4. All Parent Permission forms and letters will be kept in the student’s ELL file located in the Elementary School Room Q. Please contact Jennifer Martius (ESL Director) at 605-574-3013 for assistance.


ESL PROGRAM GUIDELINES AND CURRICULUM

1. Materials

a. Students will be exposed to the regular education curriculum texts and workbooks and Title I materials appropriate for the student.


b. Other books and specific ELL books, grammar books, videos, computer technology, and internet will be used to supplement the above materials in reading, writing, listening and speaking activities.


2. Program/Model Descriptions
Hill City School District will consider ELL needs and available district resources in selecting a program model. The school district will use the program model found on the state Title III website to help in guiding the district in selecting the instructional plan for the ELL student that helps him/her to attain English Proficiency in addition to learning content. The following chart is used as a reference only in looking at the various types of models that are available for use.

Focus Students Delivery Staff
Dual Language Develop literacy in both the native language and in English (Biliteracy/Bilingualism) ELLs with same native language Instruction is delivered in both languages Bilingual Teacher
Two-way Immersion Develop literacy in both the native language and in English (Biliteracy/Bilingualism) ELLs with same native language and Native English speakers who want to learn in the native language of the ELLs in the program Instruction is delivered in both languages Bilingual Teacher
Transitional Bilingual Develop literacy in English with some native language support ELLs with same native language Instruction begins using the native language with a fast transition to using English for instruction Bilingual Teacher
Developmental Bilingual Develop strong literacy in English while developing some skills in the native language ELLs with same native language Instruction begins using the native language with a gradual transition to using English for instruction. Lower grades may use more of the native language for instruction than intermediate grades Bilingual Teacher or Teaching Aide
Heritage Language Develop literacy in English with some Heritage language preservation or support ELLs with same native language Instruction is content based and is delivered in both languages Bilingual Teacher
Sheltered Instruction Develop English language proficiency and grade level content knowledge ELLs and can include Native English speakers Instruction uses rigorous content standards, language standards and specific strategies and techniques to teach English and content together ELL Teacher
Structured English Immersion Develop English language proficiency ELLs with same native language Instruction uses English and adjusts to the proficiency level of the students – students may use native language with each other to clarify concepts ELL Teacher with some knowledge of students’ native language
Specially Designed Academic Instruction delivered in English Develop English language proficiency and content knowledge ELLs and can include Native English speakers Instruction in English designed specifically to provide intermediate or advanced ELL students with access to the regular curriculum ELL Teacher
Content-based ELL Develop English language proficiency and content knowledge ELLs In struction that uses content materials to develop English language proficiency ELL Teacher
Pull-out ELL Develop English language proficiency ELLs Instruction using English to learn about English ELL Teacher
Other – Push-in ELL Develop English language proficiency ELLs and other students who need assistance with academic English Instruction in English using co-teaching and planning to make the lesson comprehensible, provide additional language support within the classroom related to the mainstream lesson or bilingual staff may provide native language support in the mainstream classroom Bilingual/ELL
Teacher/Bilingual
Teaching Aide and
Mainstream Teacher
Other – Newcomer Develop beginning English language skills, introduce core academic skills and provide support for acculturation to the US and school New ELLs to the US educational system with an entry level of English language proficiency or ELL students with
Severely Interrupted Formal Education Instruction is delivered in English with native language support from Bilingual staff and peers when possible – units designed for students to succeed in US schools and transition students to regular classrooms within a year ELL Teacher
Other – Extended Instructional Day Focus varies, based on student needs ELLs Instruction is delivered outside of the regular instructional school day Bilingual or ELL
Teacher

Reference: http://www.doe.sd.gov/oess/TitleIIIela.aspx

3. Instruction time

a. Students will receive varying amounts of instruction based on their individual needs, team decision, and W-APT/MODEL score. (i.e. Students scoring a 1 or 2 will receive more instruction time than a student who scores a 3 or a 4).

b. The District will provide an LEP student alternative language instruction of a minimum of a .5 hour a day. The instruction time may vary depending on the student’s progress as demonstrated by assessment information, grades, ELP level, and the team’s decision. Time given each student will depend on the student’s level of English proficiency.

c. Students will be placed in the ESL program immediately following the identification process with parent signed permission.

4. Staff

a. An ESL certified teacher will teach the ESL classes. If that teacher is not yet certified, then that teacher will be working toward ESL certification.

b. Interpreters and/or aides may be hired to supplement the students in the classrooms.
See Requirements and Job Description for a School Interpreter.

c. All Staff (teachers, aides, and interpreters) will be provided the opportunity for training in the foundations of ESL, issues dealing with LEP students, and the adaptation of instruction for LEP students. In addition, interpreters will be given guidance on when to use their translation support and how to withhold it to encourage English usage by the student.

d. Only school district employed/contracted, qualified staff will be used as interpreters/translators. Students will not be permitted to be used as interpreters or translators.

e. Staff will be trained annually as to their role of interpreter/translator, the ethics of and the need to maintain confidentiality. The district will review the Job Description for the School Interpreter and obtain the signature as well as the annual FERPA training required for district employees.

5. Content Assessment/ State Required Assessment

a. Students will be evaluated by their performance and participation in the ESL program and general classroom, on the state standardized assessment, AIMS WEB (Elementary), NWEA (Middle School and High School), and classroom curriculum measurements.
b. Students will also be evaluated on their annual objectives listed on their Language Acquisition Plan (LAP), which is maintained in their ELL file and updated annually.
c. All identified limited English proficiency students in grades 3-8 and 11 must participate in the state assessment (Title I, Part A, Section 111 of the No Child Left Behind Act of 2001). If is student is considered to be in his/her first year in the U.S., the reading portion of the state assessment is not required. However, they must take the math and science portions. After the first year in the country, all ELLS take the same content and state assessment that is required of all students.

(See: South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners pg. 11).

8. Special Education
a. Special Education has its own set of regulations, but it should be noted that some students may be served by both Special Education and programs for English Language Learners (ELL) if they meet the criteria for service in both programs. If a student who qualifies for ELL services also qualifies for Special Education services then the ELL teacher should be part of the IEP team. Special Ed services does not replace ELL service; the two can work together to make sure that the services complement the classroom instruction, the student’s language needs and the IEP goals. What the service model will look like will depend upon the needs of each individual student. At no time should we assume that because a student is in Special Ed that they won’t receive ELL services.
(See: South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners pgs. 30 and 41).

EXIT CRITERIA

1. Parental Involvement

a. A student may exit the ESL program as requested in writing by his/her parent or guardian.

b. When an LEP student exits the program through the regular criteria channel (Academic Fluency Criteria, No. 2 below), the parents will be notified in writing about it in the language they best understand.

c. If the District is unable to write to the parents in the language they best understand, then the District will inform them verbally.

d. A copy of the written communication or a written narrative about the verbal communication will be put in the student’s permanent file.

2. Academic Fluency Criteria

a. The student will be exited from the ESL program if s/he obtains an Overall Proficiency Level of 4.7 or higher on Tier B or C and in the scores in the Reading domain of 4.5 or higher and in the Writing domain must be 4.1 or higher in the ACCESS assessment

(See: South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners pg. 11).

and

b. The student will exit the ESL program if s/he is recommended to be by the team and the parent. The team and the parent will consider the annual ACCESS and other District assessment scores as well as classroom performance in their decision.


3. Monitoring ELL Procedures

a. Once a student has tested out of ESL according to the ACCESS and other needed sources, the student enters into monitor status for two years.

b. During these two years:

• Grades will be monitored on a monthly basis (or as needed)
• There will be monthly (or as needed) checks with the students teachers
• There will be monthly discussions (or as needed) with the student about their responsibility, progress, success, concerns, etc.
• There will be a monthly check on attendance
• There will be quarterly (or as needed) communication with the parent about their thoughts/concerns of their child’s progress, etc.

c. If child is found to be in need, discussions with teacher, student, and parents will be made to provide suggestions and assistance. Title I help may be received. With approval and documentation by the team and the parents, the child may also reenter the ESL program.

(See: South Dakota Guide for Establishing and Maintaining Programs and Services for English Language Learners pg. 11).
Appendix Items:

 New Student Registration Check List

 Non English Speaking Parent Communication Letter- Sent out annually

 Home Language Survey- Done at Registration

 Notification of Program Entry- done at time of entry into ELL program

 Welcome Letter- Sent out annually to all parents

 General Ethical Principles of Interpreters sign off sheet

 ESL Acronyms and Program Labels
 

For Office Use Only

New Student Registration Check List


Student’s Name _______________________________

Grade ______ Enrollment Date ___________________

Completed Date

1. Student Residency Form _____ _____

2. New Student Data _____ _____

3. Birth Certificate (file copy) _____ _____

4. Immunization Records (file copy) _____ _____

5. Household Data _____ _____

6. Home Language Questionnaire _____ _____

a. Translation Services Letter _____ _____

7. Special Services (current IEP only) _____ _____

8. Parent Portal Enrollment _____ _____

9. Welcome Letter, Free/Reduced Lunch Application, _____ _____
Student Handbook, Insurance Forms

***************

Request for transfer of educational records
Date mailed/faxed __________ Date received __________

***************

Withdrawal Record

Student’s Name _______________________________

Grade ______ Withdrawal Date ___________________

Transferred to:
________________________________
School Name

________________________________
Address

__________________________________
City, State, and Zip

__________________________________
Phone Fax

Records Sent: ________________________
Date

LISTA DE CHEQUEO DE ESTUDIANTES NUEVOS


Nombre del Estudiante _______________________________

Grado ______ Fecha de Enrolamiento ___________________

Completedo Fecha

1. Formulario de Residencia _____ _____

2. Datos del Estudiante Nuevo _____ _____

3. Certificado de Nacimiento (copia del archivo) _____ _____

4. Registro de Inmunización (copia del archivo _____ _____

5. Datos del Hogar _____ _____

6. Cuestionario del Idioma _____ _____

a. Carta de Servicios de Traducción _____ _____

7. Servicios Especiales (IEP actual sólo) _____ _____

8. Enrolamiento del Portal del Padre _____ _____

9. Carta de Bienvenido, Aplicación de Lonche Gratis/
Reducida, Manual Estudiantil, Formularios de Seguro _____ _____


***************

Petición para transferir los registros educacional
Fecha enviada __________ Fecha recibida __________

***************

Registro de Retiro

Nombre del Estudiante _______________________________

Grado ______ Fecha de retiro ___________________

Transferido a:
________________________________
Nombre de la Escuela

________________________________
Dirección

__________________________________
Ciudad, Estado, y Código Postal

__________________________________
Tele Fax

Registros Enviados: ________________________
Fecha



Para: Los padres de niños en el Distrito de la Escuela Hill City
De: Comunicación del Distrito de la Escuela Hill City con padres con perito limitado de inglés (LEP)

En conformidad con el Departamento de Educación de los Estados Unidos y el acuerdo de la Oficina de Garantías Constitucionales, el Distrito de la Escuela Hill City le envía la presente. La carta es propuesta para dejarle saber que Ud. puede pedir interpretación y traducción de los documentos y como obtener tales servicios.

Cuando los padres/guardianes se registran sus estudiantes ya sea en (1) enrolamiento estudiantil nuevo o (2) enrolamiento preescolar, todos los padres necesitarán llenar un formulario que indica: (1) la lengua materna y (2) la necesidad para los servicios de traducción. El distrito tiene un intérprete/traductor capacitado quién está disponible para estudiantes, padres, y personal. El distrito de la escuela también usará esa persona para traducir los documentos. El intérprete/traductor será empleado o contratado por el distrito.

El padre, los administradores, los maestros, y otros miembros de la administración pueden pedir interpretación o traducción del documento por contactar a Jennifer Martius en 574-3013.

Sinceremente,



Blake Gardner
Superintendente
Distrito de la Escuela Hill City
 
The letter will be sent out annually at the start of the school year to all Non-English Speaking Parents.

To: Non-English speaking parents of the Hill City School District
Re: Hill City School District's Communication with limited-English proficient (LEP) parents

In compliance with the United States Department of Education, Office of Civil Rights agreement, the Hill City School District is sending you this letter. The letter is intended to let you know you have the ability to request language and document translation and how to secure such services.

When parents/guardians register their students either at (1) new student registration or (2) kindergarten registration, all parents have/or will need to fill out a form that indicates: (1) native language and (2) the need for interpretative or translation services. The district has in place a qualified interpreter/translator who is available for students, parents, and staff. The school district will also use that person to translate documents. The interpreter/translator will be employed or contracted by the district.

Enclosed you will also find a copy of the Hill City School District 51-2 Procedures regarding communication with Limited English Proficient Parents/Guardians.

Parent, administrators, teachers, and other staff members can request interpretation or document translation services by contacting Toni Brun Special Services Director at 574-2281; Jennifer Martius- ESL Director/ Translator; Rocio Sanchez- Interpreter at 574-3013 or stopping by in person at the Elementary School Room Q.






















HOME LANGUAGE SURVEY
Hill City School District #51-2

In order to assist school districts to provide an equal opportunity for a meaningful education to all students, Title VII requires that schools count and report the primary languages of their students. “Primary Language” is defined as: the language the student learned when he or she first began to talk; the language that usually is spoken in the student’s home; or the language the student usually speaks. You are the person most qualified to provide this important information about your family’s usual language. Please take a few minutes to answer the following questions even if English is the only language usually spoken by members of your family. This questionnaire will remain in your child’s permanent school record.

Date_________________ Grade____________
Student’s Name_________________________________________________________________
Parent or Guardian’s Name________________________________________________________

1) What is the student’s country of origin? _____________________
2) What language did your child learn when first beginning to talk? _____________________
3) What language does your child most frequently use at home? _____________________
4) What language does your child most frequently use with his friends? _____________________
5) What language do you most frequently speak to your child? _____________________
6) What language does the primary caregiver speak to your child? _____________________
7) What is the language most frequently spoken at home? _____________________
8) Has the student had academic instruction in a language other than English?
____Yes ____No How long?_____________ Language?__________________
9) Please describe the language understood by your child. (Check only one.)
a) ____Understands only the home language and no English.
b) ____Understands mostly the home language and some English.
c) ____Understands the home language and English equally.
d) ____Understands mostly English and some of the home language.
e) ____Understands only English.
10) If available, in what language would you prefer to receive
communication from the school? _____________________
11) Do you need translation/interpretation services? _____Yes _____No
If yes: Please contact Jennifer Martius (ESL Director) at any time by calling 605-574-3013 or stopping by the Elementary School Room Q. 
CUESTIONARIO DEL IDIOMA DEL HOGAR
Hill City School District #51-2
Para ayudar a distritos escolares a proveerles a todos estudiantes de una oportunidad igual de una educación apropiada, el Título VII del Acto de Educación Federal requiere que todas las escuelas federales cuenten y se les hagan informes de los idiomas primeros lo que hablan los niños en su casa. Se define un “idioma primero” como: el idioma que aprendió un estudiante cuando él o ella empezó a hablar al principio como infante; el idioma que habla la familia del estudiante usualmente en casa; o el idioma que habla el estudiante casi siempre. Ud. Es la persona la más competente para darnos esta información importante como comunican Uds. Su familia. Este cuestionario quedará en el archivo escolar de su estudiante.

Fecha_________________ Grado____________
Nombre del estudiante_________________________________________________________________
Nombre del padre o guardian____________________________________________________________

1) Cuál es el país de origen del estudiante? _____________________
2) Cuál idioma aprendió su niño/a cuando empezó a hablar? _____________________
3) Cuál idioma habla su niño/a más frecuentemente en casa? _____________________
4) Cuál idioma habla su niño/a más frecuentemente con sus amigos? _____________________
5) Cuál idioma habla Ud. Más frecuentemente a su niño/a? _____________________
6) Cuál idioma habla el cuidador primario más frecuentemente a su niño/a? _____________________
7) Cuál es el idioma hablado más frecuentemente en casa? _____________________
8) Tenía el estudiante instrucción académica en un idioma aparte de inglés?
____Sí ____No Cuánto tiempo?_____________ Idioma?__________________
9) Favor describe el idioma que entiende su niño. (Marque sólo uno.)
a. ____Entiende sólo el idioma natural y no inglés.
b. ____Entiende principalmente el idioma natural y algo de inglés.
c. ____Entiende el idioma natural e inglés igualmente.
d. ____Entiende principalmente inglés y algo del idioma natural.
e. ____Entiende sólo inglés.
10) Si disponible, en cuál idioma prefiere Ud. a recibir
comunicación de la escuela? _____________________

11) ¿Necesita usted servicios de traducción/interpretación? _____Sí _____No
Notification of ELL Program Entry

September 1, 2020

Dear Parent(s),

Hill City School policy is that the W-APT or MODEL (test) is administered to each student whose enrollment indicates that a language other than English is spoken in the home. This test measures the English language proficiency of the student in the areas of listening, speaking, reading, and writing. If a student receives a score lower than 5.0 (level 5) they qualify for ESL services. There are 6 levels of English language proficiency. They are: 1-entering, 2-beginning, 3-developing, 4-expanding, 5-bridging, 6-reaching.

This letter is to notify you that your child has qualified for ESL services by receiving a score of ________. This indicates that your child is at the _____level of English Proficiency. Based upon these scores your child will be placed in the ESL program and will receive extra help developing language, content, and cognitive and study skills. A Language Acquisition Plan (LAP) will be written, and sent for approval, with objectives based on age appropriate content standards.

Our school provides English language instruction through:

• The pull-out method provides explicit instruction in language, vocabulary, and learning strategies needed to access content and improve English proficiency in the areas of listening, speaking, reading, and writing.
• The sheltered instruction method provides assistance and accommodation within the classroom. This allows students to acquire proficiency in English while at the same time achieving in content areas. In the sheltered classroom assistance can be provided in the form of simplified language, physical activities, visual aids, extra time, etc.

Based on your student’s scores and grade level he/she will receive _______________ services to improve his/her_(specific needs)____________________________. If the method of services changes, I will notify you.

English proficiency in South Dakota for exiting ESL services means attaining an overall level of 4.7 with a score no lower than 4.5 in the area of reading and 4.1 in the area of writing on the ACCESS test given to students each year. Once the student has met exit requirements, they will be monitored for continued academic success for two years. It can take up to seven years to be proficient. Based on your students score he/she is expected to be able to exit in ________.

If your child also qualifies for special education services, the ELL teacher will be part of the IEP (individual education plan) team in order to ensure that the ELL programming is working to help meet the objectives of the IEP.

If you have any questions, please let me know, and I would be glad to help you. You can call me at 574-3013, or stop by my room (room Q in the Elementary building). You may also call me to acquire any translation services needed.

Thank you,

Jennifer Martius
ESL Director

Parent Agreements Section

You have the right to decline the ESL services proposed above. You may choose to have your child participate in other services offered. However, your child is still required to take the state assessment to measure their English proficiency.

______Yes, I want my child to receive the extra help in the ESL program above to develop his/her English language proficiency.
______ No, I do not want my child placed in the ESL program above. I will inform the school office of which program I want my child to participate in.

__________________________________________ ________________
Signed Date

Notificación de la Entrada del Programa de Inglés Como Segunda Lengua

1 de septiembre, 2016

Estimado Padre (s)

La política de la Escuela de Hill City es que el W-APT o MODEL (la prueba) es administrado para cada estudiante cuyo enrolamiento señala que un idioma aparte de inglés es hablado en la casa. Esta prueba mide la pericia del idioma inglés del estudiante en escuchar, hablar, leer, y escribir. Si un estudiante recibe una puntuación más abajo de 5.0 (nivel 5) ellos califican para servicios de Inglés Como Segunda Lengua. Hay 6 niveles de pericia de idioma inglés. Son: 1- entrando, 2- comenzando, 3- desarrollándose, 4- expandiéndose, 5- cruzando, 6- alcanzando.

La presente es notificarle usted que su niño(a) ha calificado para los servicios de Inglés Como Segunda Lengua por recibiendo una calificación de _____. Eso indica que su niño es al nivel de ______ de pericia inglesa. Basado en estas puntuaciones su niño será colocado en el programa de Inglés Como Segunda Lengua y recibirá ayuda adicional desarrollando idioma, académicos, y habilidades cognitivas y de estudio. Un Plan de Adquisición de Lenguaje (LAP) será escrito, y enviado para la aprobación, con objetivos basados en los estándares apropiados para la edad.

Nuestra escuela provee instrucción del idioma inglés por:

• Al método de separata provee instrucción explícita en el idioma, vocabulario, y las estrategias educativas necesitadas ganar acceso académicos y mejorar pericia inglesa en las áreas de la escucha, el habla, la lectura, y la escritura.
• El método de instrucción cobijada provee asistencia y acomodación dentro del aula. Esto permite a los estudiantes adquirir pericia en inglés mientras al mismo tiempo aprendiendo en los áreas académicos. En el aula cobijado la asistencia puede ser provista en forma del idioma simplificado, actividades físicas, medios visuales, tiempo extra, etc.

Basado en las puntuaciones y el grado de su estudiante él /ella recibirá servicios de ________________________para mejorar su _____________________. Si el método de servicios cambia, yo los notificaré a Uds.

La pericia inglesa en Dakota del Sur para egresar servicios de Inglés Como Segunda Lengua significa lograr un nivel completo de 4.7 con una puntuación ninguna más abajo de 4.5 en el área de lectura y de 4.1 en el área de escritura en la prueba ACCESS dado a los estudiantes cada año. Una vez que el estudiante ha cumplido con los requisitos de salida, será monitoreado para el éxito académico continuado por dos años. Puede tomar hasta siete años para ser proficiente. Basado en su puntuación él/ella está supuesta a poder egresar en ________.

Si su niño también califica para servicios de educación especial, el maestro ELL será parte del equipo IEP (el plan individual de educación) para asegurar que la programación ELL está teniendo efecto para ayudar a cumplir con los objetivos del IEP.

Si usted tiene cualquieras preguntas, por favor déjeme saber, y tendría gusto en ayudarle. Usted me puede llamar en 574-3013, o puede pasar de visita por mi aula (aula T en el edificio de la Primaria). Usted también me puede llamar a adquirir algunos servicios de traducción necesitados.

Gracias

Jennifer Martius
Directora de Inglés Como Segunda Lengua

La Sección de Acuerdos del Padre

Usted tiene el derecho de declinar los servicios de Inglés Como Segunda Lengua propuestos arriba. Usted puede preferir tener a su niño participe de otros servicios ofrecidos. Sin embargo, su niño está todavía obligado a tomar la valoración estatal para medir su pericia inglesa.

______ sí, quiero que mi niño reciba la ayuda adicional en el programa de Inglés Como Segunda Lengua arriba para desarrollar el suyo /la suya pericia de idioma inglés.
______ no, no quiero que mi niño reciba la ayuda en el programa de Inglés Como Segunda Lengua arriba. Yo informaré la oficina de la escuela de cuál programa que quiero que mi niño participe.

__________________________________________ ________________
Firmado La fecha






 
Estimado Padre/Guardián

Bienvenido al Distrito de la Escuela de Hill City 51-2. Estamos orgullosos de ofrecer a los estudiantes y familias una programación educativa sobresaliente en todos los grados asegurando el viaje educativo de su niño les potencia para el éxito futuro.

Si usted tiene los estudiantes para enrolar en grado K-5, por favor contacte al Director Samantha Weaver por teléfono en 574-3013 o visitarlo en persona en el edificio de la escuela primaria.

Si usted tiene los estudiantes para enrolar en grado 6-8, por favor contacte al Director Todd Satter por teléfono en 574-3032 o visitarlo en persona en el edificio de la escuela secundaria.

Si usted tiene los estudiantes para enrolar en grado 9-12, por favor contacte al Director Todd Satter por teléfono en 574-3000 o visitarlo en persona en el edificio de la escuela preparatoria.

Los padres que tienen estudiantes con necesidades especiales que tienen o quien puede calificar para un plan individual de educación (IEP) pueden contactar a la Directora de Educación Especial Toni Brun en 574-2281.

Los padres o los estudiantes que requieren interpretación o los servicios de traducción del documento pueden contactar a la Directora de Inglés Como Segunda Lengua Jennifer Martius en 574-3013.

Los padres o guardianes pidiendo y calificando para trasportación deben tener a su estudiante(s) se encuentra el autobús en puntos establecidos para recoger en rutas establecidas. Esta petición para la transportación de puntos establecidos para escoger debe ser hecho a la Compañía del Autobús Sturgis, el contratista de transportación para el Distrito de la Escuela de Hill City. El manejador local es Kenny Gardner, y él puede ser contactado localmente en 574-2249.

¡Esperamos con anticipación atenderle! Go Rangers1


Sinceramente



Blake Gardner, Superintendente

Dear Parents and Guardians,

Welcome to Hill City School District 51-2! We are proud to offer students and family’s outstanding educational programming at all grade levels ensuring your child’s educational journey empowers them for future success.

If you have students to enroll in grades K-5, please contact Principal Samantha Weaver via phone at 574-3013 or visit her in person at the elementary building.

If you have students to enroll in grades 6-8, please contact Principal Todd Satter via phone at 574-3032 or visit him in person at the middle school building.

If you have students to enroll in grades 9-12, please contact Principal Todd Satter via phone at 574-3000 or visit him in person at the high school building.

Parents who have students with special needs who have or who may qualify for an individual education plan (IEP) may contact Special Education Director Toni Brun at 574-2281.

Parents, students or staff who are in need of interpretation or document translation services may contact ESL Director Jennifer Martius at 574-3013 or stop by in person at the Elementary School Room Q. You may also pick up the Hill City School District 51-2 Procedures for communicating with Limited English Proficient Parents at any of the schools main offices.

Parents and guardians requesting and qualifying for transportation must have their student(s) meet the bus at established pick-up points on established routes. This request for transportation from established pick-up points is to be made to the Harlow Bus Company, the transportation contractor for Hill City School District. Their local manager is Carl , and he can be contacted locally at 574-2249.

We look forward to serving you! Go Rangers!

Sincerely,


Blake Gardner
HCSD 51-2 Superintendent


 
Requirements and Job Description for a School Interpreter


When the need arises, the Hill City School District will employ an interpreter to work in the classroom with students who are non-English or limited-English speakers. The requirements for an interpreter will be the following.

Requirements in English

1. The interpreter will have a high school diploma or high school equivalent diploma (GED) and or provide a copy of the individual’s transcript from the last school grade completed.

2. The interpreter will be fluent in listening, speaking, reading, and writing in English as demonstrated by the 9-12 Grade Level Cluster of the W-APT.

-OR-

3. If the interpreter/candidate does not have a high school diploma or is unable to take the 9-12 Grade Level Cluster of the W-APT exam, the candidate will pass a teacher or administrator oral interview and will provide three recommendations from previous employers or school or community person about the person’s English fluency


Requirements in the non-English Language

1. The interpreter/candidate will demonstrate fluency in the non-English language in listening, speaking, reading, and writing by providing a copy of the person’s last school grade completion in their country.

-OR-

2. The interpreter/candidate will demonstrate fluency in the non-English language by providing three recommendations from person who are also literate in that language.

-OR-

3. The interpreter/candidate will demonstrate translation ability by translating in writing two paragraphs from a fifth-grade history book or two paragraphs from a fifth-grade science book into their language.



Full requirements not able to be met

After going through an employment committee screening process with an ESL instructor, Principal(s), a person(s) competent in the native language, if the interpreter/candidate is unable to fully participate in the above requirements, then the hiring of such an individual will be at the discretion of the Superintendent or his designee with appropriate district approval.
 
This will be gone over every year with the interpreters to verify that they have been given notice on their duties.

Job Description – Interpreter

1. The interpreter will work under the direct supervision of a certified classroom teacher along with a certified ESL teacher, and/or a certified bilingual teacher.
2. The interpreter will shadow the student throughout the school day to provide school directions and to translate academic work where needed.
3. The interpreter will make sure the student and the parents know the school rules of behavior and their consequences.
4. The interpreter will immediately teach the student how to ask for basic needs in English, i.e. how to request a drink of water, how to ask for permission to go to the bathroom, how to request work tools like pencils, scissors, glue, etc.
5. The interpreter will give the student a tour of the building including the cafeteria and the gymnasium.
6. The interpreter will provide the parents with a list of student supplies in writing. If the interpreter is unable to supply a written list, the interpreter will call each family and give them the list orally within a day of the beginning of school.
7. The interpreter will send home written notices to the parents in their language about school and classroom activities, parent meetings, medical and other school information as needed. If the interpreter is unable to send home written notices, then the interpreter must call each family with an oral report within a day of when the English-speaking students are give the information.
8. The interpreter will inform the teacher or the administrator about concerns that the family has and/or what the child says regarding requests or problems immediately to foster clear communication.
9. For general classroom oral usage, the interpreter will respond to the child in English, then in the non-English language, then in English again on a regular basis. Once the child has spent several months in the school, the interpreter will begin to respond to the child only in English as the child shows progress in understanding and may clarify to the child in the previous process if it is absolutely necessary for the child to understand. The child should be made to understand that s/he may always ask a question in his/her own language for clarification if s/he need to use it.
10. The interpreter will perform any other duties as are assigned by the certified teachers or the administrators.
11. The interpreter will provide the above duties in a professional, confidential, and ethical manner (see attached form on general ethics principles).




¬¬¬¬¬¬¬¬¬¬¬¬¬¬Date:¬_______________________________



ESL Director: ¬¬¬¬¬¬¬¬_________________________




Interpreter: __________________________


 
General Ethics Principles

The general principles contained in the different codes of ethics require translators and interpreters to:
 Respect their clients’ right to privacy and confidentiality
 Disclose any relay or perceived conflicts of interest
 Decline to undertake work beyond their competence
 Relay information accurately and impartially between parties
 Maintain professional detachment and refrain from inappropriate self-promotion
 Guard against misuse of inside information for personal gain



Date:______________________________________
ESL Director:________________________________
Interpreter:_________________________________

This form will be gone over annually with those staff that interpret for the school district.




(See Booklet E for information on Ethics of Interpreting and Translating; A guide to obtaining NAATI Credentials)



ESL Acronyms and Program Labels

Acronyms and labels can be confusing to those not familiar with or who are just learning about the educational options for learning and teaching English. The below definitions are those most commonly used in education circles to describe programming options for English Language Learners in the U.S.

English language learning programs are often referred by their acronyms. Some acronyms refer to programming options, others to students enrolled in such classes. Here are the most commonly used acronyms.

EL- English Learner

ESL- English as a Second Language; generally refers to programs that teach English to students who speak another language in the home.

ELL- English Language Learner; refers to the student. ELLs are enrolled in ESL programs.

LEP- Limited English Proficient; a descriptive term, as in an LEP student

FEP- Fluent or Fully English Proficient; describes an ELL who has achieved fluency in the English Language

NEP/NES- Non-English Proficient; Students who are proficient in their native language, but have not yet acquired any English Proficiency.

ESOL- English Speakers of Other Languages; refers to students whose first language is something other than English

Newcomer Programs- programs designed for students who are new arrivals to the United States, specifically with limited formal schooling experiences or interrupted schooling experiences.

Bilingual Instruction/ Bilingual Education- programs that provide instruction in two languages, generally the student’s native language and English.

Dual Language/ Dual Immersion Program- instructional programming in which students are taught literacy and content area subjects in two languages. A portion of the students generally enter speaking one language, and a portion enter speaking the other language. Both groups learn in both languages together.

Language Immersion Program- an instructional program in which students are taught only in the new or second language. In the U.S. most language immersion programs are for the purpose of teaching English, but some schools have been developed to teach other languages such as Native American Indian Languages.

Sheltered Instruction- an instructional approach in which students learn English through content area subject matter with teacher scaffolding in order to make that content comprehensible.

WIDA Consortium- World Class Instructional Design and Assessment Consortium; a group of over twenty states that collaborate to design and implement common standards for English language learning programs.