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«English for Speakers of Other Languages (ESOL) TABLE OF CONTENTS Page Number INTRODUCTION ESOL DEFINITIONS Certification/Licensure Status Country of ...»

-- [ Page 1 ] --

2013-2014

English Language Learners (ELLs)

Database and Program Handbook

English for Speakers of Other Languages

(ESOL)

TABLE OF CONTENTS

Page

Number

INTRODUCTION

ESOL DEFINITIONS

Certification/Licensure Status

Country of Birth

Date Entered United States School

English Language Learners, PK-12

English Language Learners: Basis of Entry

English Language Learners: Basis of Exit

English Language Learners: Classification Date

English Language Learners: Entry Date

English Language Learners: Exit Date

English Language Learners: Extension of Instruction

English Language Learners: Home Language Survey Date

English Language Learners: Instructional Model

English Language Learners: Post Reclassification Date

English Language Learners: Program Participation

English Language Learners: Reclassification Date

English Language Learners: Reclassification Exit Date

English Language Learners: Reevaluation Date

English Language Learners: Student Plan Date

Federal/State Subject, Area, and Model

FEFP Program Number

FTE Audit Issues

ESOL Weighted FTE Funding

Fund Source

Fund Source: NCLB Title III

Grade Level

Immigrant Student

Immigrant Student Services

Native Language, Student

Primary Language Spoken in the Home

Resident Status, State/County

Test Accommodations

Test Date

Test Form

Test Level

Test Name

Test Score

Test Score Type

Test Subject Content

Appendix A: Web Links to Legal References and Other Reporting Formats......... 54 Appendix B: DOE Database and Information Manuals

Appendix C: FASTER

INTRODUCTION

This handbook combines the Florida Department of Education’s (FDOE) Information Database data elements, reporting elements, edits and other information which relates to local record keeping and state reporting of English Language Learners (ELLs) data. It was developed by the Office of Education Information and Accountability Services (EIAS) and the Bureau of Student Achievement through Language Acquisition (SALA). The handbook is designed for English for Speakers of Other Languages (ESOL) program staff as well as data processing and Management Information Systems (MIS) personnel, for the Florida public school districts.

In an effort to provide the most current information, most of the information presented in this book is hyperlinked to the office of EIAS Database Manuals.

This handbook contains several features:

 Program notes pages  Data element names hyperlinked to the corresponding data element page on the EIAS site  Program notes below the links explaining the data elements  Hyperlinked appendices (test name table, country codes, etc.)  ESOL State Board of Education rules, hyperlinked to rule text For further information or questions, contact the Bureau of Student Achievement through Language Acquisition (SALA) by telephone 850-245-0417 or via email at sala@fldoe.org.

–  –  –

Basic ESOL – instruction in English/Language Arts, regardless of delivery model approach.

Basic Subject Areas – instruction in computer literacy, mathematics, science and social studies.

Country of Birth – the country of birth of the student.

English Language Learner – a student who:

a. Was not born in the U.S. and whose native language is other than English; or b. Was born in the U.S. but who comes from a home in which a language other than English is most relied upon for communication; or c. Is an American Indian or Alaskan Native and comes from a home in which a language other than English has had a significant impact on his or her level of English Language Proficiency; and Who as a result of the above, has sufficient difficulty speaking, reading, writing, or understanding the English language to deny him or her the opportunity to learn successfully in classrooms in which the language of instruction is English.

LY—The student is an English Language Learner and is enrolled in classes specifically designed for English Language Learners.

LF—The student is being followed up for a two-year period after having exited from the ESOL program.

LP—The student is in grades 3-12, tested fully English proficient on an Aural/Oral Test and is an English Language Learner pending the Reading and Writing assessment, or the student is in grades K-12, answered “yes” on the Home Language Survey question “Is a language other than English spoken in the Home?” and is pending aural/oral assessment.

LZ—The student is one for whom a two-year follow-up period has been completed after the student has exited the ESOL program. Once a student completes the two-year postreclassification monitoring period, the student is re-coded LZ and remains so for the remainder of the K-12 school career. This code also applies to John M. McKay Scholarship students who were formerly in an ESOL program.

ZZ—Not applicable. (Students who responded in the negative to all three required Home Language Survey questions, that is, Non-ELLs, or who answered yes to one or more questions on the Home Language Survey but after assessment were not eligible for ESOL services).





English Language Learners: Basis of Entry – A one character code indicating the student’s basis of entry in the ESOL program in Florida: Aural/Oral (A); Reading and Writing (R); LEP Committee (L) or temporarily placed in a program based on a “Yes” response to Home Language Survey questions b and/or c (T).

English Language Learners: Basis of Exit – A one character code indicating the student’s basis of exit from the ESOL program: A, B, C, D, E, F, G, H, I, J, L, R or Z. Codes of B, C, D, E and F are composed of two or more measures (refer to data element). The addition of codes H, I, and J are effective with the 2012 CELLA administration.

English Language Learners: Classification Date – the initial date a student who responded “Yes” to the Home Language Survey is determined eligible or not eligible based on assessment for an ESOL program.

ELL Committee – A committee composed of ESOL teacher(s) and home language teacher (if any), administrator or designee, plus guidance counselors, social workers, school psychologists or other educators as appropriate for the situation. Parents must be invited to attend any committee meetings.

English Language Learners: Entry Date – the initial date a student enters an ESOL program.

English Language Learners: Exit Date – the initial date a student exits an ESOL program.

English Language Learners: Extension of Instruction – indicates that the student is receiving services beyond the base three years of eligible ESOL FTE funding as specified in Rule 6AFAC. Students may receive an additional 4th, 5th or 6th year of FEFP funded ESOL instruction and services based upon needs as determined by annual evaluations. The anniversary date is based on Date Entered United States School. Three years from this date, regardless of what state the students started school, program-wise in Florida there would have to be an ELL Committee to extend services. FTE is still based on the number of survey periods.

English Language Learners: Home Language Survey Date – the date that the Home Language Survey was completed in accordance with Rule 6A-6.0902, FAC.

English Language Learners: Instructional Model – the type of instructional strategy provided

to English Language Learners in each course. The allowable types of instructional models are:

Sheltered – English E Sheltered – Core/Basic Subject Areas S Mainstream/Inclusion – English I Mainstream/Inclusion – Core/Basic Subject Areas C O Maintenance or Developmental Bilingual Education T Dual Language (Two-way Developmental Bilingual Education) Z Not applicable English Language Learners: Post Reclassification Dates – each date that a former English Language Learner’s performance has been reviewed to ensure parity of participation once the student has been classified as fully English proficient. These reviews shall take place automatically at the student’s first report card, semi-annually during the first year after exiting the program, and at the end of the second year, in accordance with Rule 6A-6.09031, FAC.

English Language Learners: Program Participation – what programs the ELL is enrolled in

and receiving services. The allowable program codes are:

E English for Speakers of Other Languages H Home Language/Bilingual Education L English for Speakers of Other Languages and Home Language/Bilingual Education N Newcomer/New Beginnings Program (Primarily grades 6-12) Z Not applicable English Language Learners: Reclassification Date – the initial date a former ELL (LF) is reclassified as an ELL (LY).

English Language Learners: Reclassification Exit Date – the date a reclassified ELL exits the ESOL program.

English Language Learners: Reevaluation Date – the most recent date the ELL was reevaluated in order to determine whether the student should continue in or exit the ESOL program.

ELL Student Plan – Per Rule 6A-6.0901, FAC, an ELL Student Plan is a written or electronic document that identifies student name, instruction by program (including programs other than ESOL provided), amount of instructional time or instructional schedule, date of ELL identification, assessment data used to classify or reclassify the student as an ELL, date of exit and assessment data used to exit the student as English proficient. The plan may be included in or attached to a student’s existing plan, Individual Education Plan (IEP), etc. or may be a separate document for a given student or group of students. If the plan covers more than one student, each student will have an individual copy of the plan maintained in the student’s file. The ELL Student Plan must be updated to reflect current services. If the ELL Student Plan is electronic all of the information must be in one file.

English Language Learners: Student Plan Date – the date of the most recent development or review of the Student ELL Plan to reflect current services.

Heritage Language – is a native, home, and/or ancestral language. It may be an indigenous language (e.g., Navajo) or the language of immigrants or migrants (e.g., Spanish or Hungarian in the U.S.). It is a language spoken at home or in a cultural community that is different from the dominant language of the mainstream culture. In the United States, heritage speakers may include ELL or fluent bilingual speakers; they may be newcomers, indigenous peoples, or second or later generations of immigrants.

Immigrant Student – individuals who: (a) are aged 3 through 21; (b) were not born in any state, District of Columbia or Puerto Rico and (c) have not been attending one or more schools in any one or more states for more than 3 full academic years.

Immigrant Student Services – the type(s) of Title III, Immigrant Children and Youth funded Instructional and Supplemental Services provided to any Title III, Immigrant Children and Youth participant.

NCLB – No Child Left Behind (NCLB) Act of 2001, Public Law 107-110.

Other Subject Areas – any instruction other than Basic ESOL or Basic subject areas.

Primary Language Spoken in Home – the primary language of the parent(s) or guardian(s) of the student.

Test Accommodations  CELLA - the type of special accommodations, if any, needed by the student when being tested. The accommodations are: Contracted Braille, Large Print or Not Applicable. These codes will be used for Pre-ID labels for Comprehensive English Language Learning Assessment (CELLA) and other statewide assessments.

 FCAT – any of the accommodations for ELLs that are listed in the FCAT test administration manuals, for the current year.

ELEMENT NAME: CERTIFICATION/LICENSURE QUALIFICATION STATUS

State Edit(s)/Reject Rule(s) for This Element: The Certification/Licensure Qualification Status code entered must be I, O, M, S or N. If a valid code is not used, the record will be rejected.



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