What were our student achievement goals this year? The ultimate academic goal for Ozark Students continued to be to meet all AYP requirements under NCLB. Tile I funded schools worked with their local leadership teams to create strategies to meet these academic and other performance goals. To track progress that students are making throughout the year, each student takes benchmark assessments at regular intervals in the areas of reading and math. School level data meetings are used to review the results and plan interventions for students who are not performing up to expectations. System level data meetings are held four times a year to review student progress and gain an awareness of the interventions that are taking place at the school level. Elementary schools use Accelerated Reader to give students added practice in reading and comprehension. Both Lisenby and Mixon have earned Model School status in Accelerated Reader for the past two years. All schools successfully met AYP requirements for the 2010-11 school year. The 2011-12 results will be available in August of 2012.

How did we work as partners with parents in meeting those goals?

Positive parental involvement is always a key factor in child development. Parent volunteers are used in a variety of ways in each of the Title I schools. Numerous parent training programs are held in each school in addition to the annual parent meeting at the beginning of each school year. STI Home has been available for the second year which allows parents to look at a teacher’s electronic grade book and track the performance of their child on a daily basis.

The annual parent survey was responded to by 716 parents which is only 24 fewer surveys than were received last year.

A total of 83% of the parents indicated that they were aware of the parent involvement opportunities at their child’s school. This is an increase of 13% from the previous year. The percentages were very consistent from school to school with Mixon being the highest at 84% and Lisenby the lowest at 81%.

Parent familiarity with academic standards and expectations continues to be very strong among Title I schools. A total of 90% of the parents indicated that they were familiar with academic standards. Thompkins parents indicated the highest level of familiarity at 94%.

Parents also indicated a very high level of familiarity with report cards and the testing program. A total of 99% of the parents indicated that they were comfortable in this area.

One area of concern over the last three years has been how schools go about informing parents of ways they can be involved in the school program. In 2008-09 only 59% of the parents indicated they felt well informed. That percentage increased to 65% in 2009-10. In 2010-11 a concentrated effort to improve parental involvement resulted in 95 % of the parents indicating they were comfortable with the numerous ways to be involved in the school program. In 2011-12 the percentage has dropped to 71%. While this is still a pretty strong number, it indicates to local schools that efforts must remain constant to keep parents informed regarding the numerous ways they can be involved in the school program.

An interesting observation is that 83% indicated awareness of parent involvement opportunities, but only 71% indicated they were aware of the various ways to become involved in school activities. This might indicate that we need to do a better job of inviting reluctant parents into our schools to become familiar with all of the ways they might contribute.

How can we improve with actively involving parents in the activities of our schools?

Each school annually reviews the parent involvement training video and the leadership teams discuss ways to improve parent involvement.

As a certified Advanced Ed. School district, we must be constantly aware of the importance of parental involvement.

An ongoing challenge is how to get more involvement in parent training opportunities. Some of our events, such as the “Chalk Talks” at Thompkins have been very successful among parents of younger children, but events dealing with curriculum and homework are usually not well attended in the upper grades. There are certain events that are routinely well attended in all schools. Events such as picnics, talent shows and student performances draw large crowds of parents into the schools. Efforts will continue to use these well attended events to share critical Title I information as a part of the program.

The Ozark Advisory Committee was expanded last year to include members from the business community. Efforts will continue to involve a broader base of individuals on this committee.

Do we have any barriers to parent involvement that need to be addressed?

Survey results indicate a few areas where barriers to parent involvement continue to exist. Several suggestions were offered as ways to increase attendance at parent events. The use of calendars was highly recommended. Each of our schools published a monthly calendar of events that lists opportunities for parent participation. A weekly reminder for events was recommended on 59% of the surveys. Other recommendations were to keep the meetings in the evenings, but childcare was not listed as an important item to consider.

In recent years there has been a definite shift toward the requests to use multiple electronic notifications for events. Listing events on websites, using text messages and automated phone calls were all listed. Ozark has used the Schoolcast system for telephone calling more in 2011-12 than previous years. Prior to 2011-12 the system was primarily used for emergency notifications.

In 2012-13 the system will begin using a new web service.  It is anticipated that the new web pages will be much easier to use and result in increased communications to parents.

How are we ensuring the distribution of our LEA and school parent involvement plans to all Title I parents?

The critical components of the LEA Title I Plan and the LEA Parent Involvement Plan are contained in the student handbook for the system. The handbook is distributed to all families and must be signed by one of the child’s parents. Therefore, we are confident that the basic components of the plan have been distributed to all parents. Required parent information is also listed on the system web site as well as in a Parent Information Booklet that is distributed to all parents.

School level Parent Involvement plans are a part of the ecip for each school and were distributed during the school year. School Compacts are discussed and completed during the Annual Meeting and the weeks that follow. Since some of these components were distributed early in the school year, there is some expectation that not all parents will remember receiving their copy.

At the system level, 87% of the parents indicated that they had received a copy of the District Parent Involvement Plan. That is an increase of 18 points from last year.

At the school level 94% of the Thompkins parents indicated they had received a copy of the school plan. The Lisenby results were 90% and Mixon was 85%. All of these were increases over the previous year.

A high percentage of parents indicated that they remembered completing the school-parent compact. The percentages were 94% at Thompkins, 90% at Lisenby, and 88% at Mixon. These percentages also reflect significant increases from the previous year.

All of these results indicate that the Title I schools are working effectively to keep parent well informed regarding Title I issues.

How can we improve on training that is offered to parents:   To help them work with their child at home?   To help them to be active partners in LEA and school decision-making?

Each Title I school incorporates a variety of parent training efforts into their parent involvement program. Thompkins maintains a parent involvement corner where they keep important information for parents to review. All schools offer several parent information nights where curriculum issues are reviewed. Reading and math nights are held where parents can come to school to learn what is taking place.

Parents seem to appreciate when schools send home a clear calendar of events for the month. This practice will be continued.

School planning teams will continue to investigate ways to include more parents in school level activities and to communicate more efficiently with parents.

The Title I operations position will continue to be available to assist parents with using the STI Home grade book program, as well as assist with other parent involvement events.

In 2012-13 the system will implement a new student tracking and data warehouse system called Performance Matters. While not directly intended to be a parental involvement program, teachers and administrators will be able to use this program to discuss student progress with parents. The performance of the students on a variety of state and local tests will be available as well has a longitudinal history of student on those same tests.

Thompkins has used some parent involvement money to better equip their cafeteria/auditorium for large parent gatherings. Since this is a K school, parents routinely turn out in large numbers. A large projector has been added in this portion of the school to accommodate large parent trainings.

How can we improve on training that we offer school staff/teachers to help them to work more effectively with parents?

Ozark City Schools continues to work with teachers and staff in more effective ways to involve parents in the overall Title I program. When considering parents to serve on advisory committees, each school tries to find those parents that are not just willing to be involved, but also represent broad cross sections of the population. These parents are then trained in the overall purpose of Title I support.

School level planning teams are being encouraged to continue working on the training aspect of parent involvement. We are interested in having a well informed parent population that also understands how best to interact with staff and students for the improvement of the overall program.

Based on these evaluation findings, what changes do we want to make to our parent involvement plan for next year?

The 2012-13 school year will see major changes in the delivery model for Ozark City Schools. The system leadership team has made the decision to expand Title I services to all schools in the city. This will have two major impacts. For the elementary schools that have historically received Title I funds, it will mean doing more with less funding support. A number of teachers will be lost at these grade levels. To minimize the impact, the secondary schools will receive a smaller PPA for the first year and the system will offset some of the lost revenue for the elementary schools by planning for the use of carry-over funds to support regular budget items for the 2012-13 school year.

At the secondary level, the schools will realize some additions in staff. The secondary schools will need to establish school level planning teams and training will need to be done in Title I procedures. Probably the biggest challenge will be to train the secondary schools in the requirement to conduct parent training events as well as plan other activities to encourage parent involvement.

To assist with the information requirement, modifications are being made to the system handbook in the Title I section and plans are in place to print copies of the parent information booklet for Title I and distribute it to every parent of a secondary child.

The secondary schools have already been alerted to the need to identify key representatives to the system Title I advisory committee. These parents will need to develop a clear understanding of Title I requirements and procedures.

When the parent survey is conducted in the spring of 2013, the goal will be for secondary responses to mirror the types of responses that we have been receiving from elementary parents for several years. One factor is that the secondary parents will be coming from schools that have been Title I, so the transition may not be so great.

Annual meetings will continue to be conducted with central office oversight. The Title I director will either conduct the meeting or will supply the required information that must be presented.

All schools will continue efforts to keep parents informed of ways that they can become involved in Title I programs. We have seen improvement in this area in the last two years, but it continues to be one of the survey areas that need additional improvement. Parents must understand that being a Title I school requires the school to conduct certain activities and offer specific training activities designed to increase parent knowledge of the overall school program.

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Ozark City Schools

Comprehensive Plan for Serving English Language Learners and Immigrant Students

2012-13

TheOzarkCitySchoolsystem is committed to providing all students (K-12) equal opportunity to benefit from educational programs and services. Further, the Ozark City School system is committed to supporting scientifically research-based programs, practices, training, and accountability so that all students are able to become proficient in listening, speaking, reading, writing and comprehending in the English language as well as achieve in the state’s academic content and student achievement standards. Ozark City Schools’ Comprehensive Plan for Serving English Language Learners and Immigrant Students is developed according to guidelines set forth by the Alabama State Department of Education (June 2003) and in accordance with Section 3116 of Title III, NCLB 2001.

            The system’s plan for providing services to English Language Learners (ELLs) shall include:

§         a consistent method for identifying and assessing ELLs at each school,

§         a program of instruction for each ELLs to ensure timely English Language acquisition as well as success in meeting achievement proficiency standards,

§         strategies for promoting parental involvement of ELLs in the education process,

§         a consistent method for collecting data on individual student progress and program effectiveness,

§         conducting an annual review/revision of the system’s comprehensive plan.

Enrollment and Identification of Language-Minority Students

1.       A language-minority student is one whose home language is other than English.

2.      All language-minority children must be allowed to attend school, regardless of their ability to produce a birth certificate, social security number, or immigration documentation. Schools will work collaboratively with the central office and community and area agencies and to facilitate the school enrollment process.

3.      A Home Language survey must be completed for each student enrolled in Ozark City Schools. Each survey becomes a part of the student’s permanent record. The Home Language Survey may be included on the registration form or on a separate survey form. The Home Language Survey contains the following questions:

§           What is the first language the student learned to speak?

§           What language does the student most often speak?

§           What language is most often spoken in the student’s home?

An optional interview may be conducted with the student and/or parents during the enrollment process. (See Interview Form: Appendix B.) The ELL Committee may use information from the interview when considering appropriate placement for the student. The completed interview documentation also becomes a part of the student’s permanent record.

4.      When all responses on the Home Language Survey indicate English as the only language used by the student and by individuals in the home, the student is considered an English-only speaker and placed in accordance with school procedures for the general student population.

5.      Any student who’s Home Language Survey includes a language other than English on any questions must be referred to the school’s ESL instructor within three (3) school days. The register will fax a copy of the HLS as well as notify the ESL instructor via phone or email. The instructor will gather information on the student and administer the W-APT (WIDA-Access Placement Test) in order to determine the level of English language proficiency within eight (8) school days.

6.      The W-APT will be used at each school to assess language proficiency in listening, speaking, reading and writing. Test administrators must be certified byOzarkCitySchools and WIDA to administer the screener.

·         Based on the W-WAPT or Access scores, students will be categorized as non-English proficient (NEP), limited-English proficient (LEP), or fluent-English proficient (FEP).

·         For accountability purposes, ELLs will be included in the following categories:

Ø      LEP (Year 1):  Limited English proficient students who are eligible and receiving services for English language development and are in their first academic year of enrollment in U.S. schools.

Ø      LEP (Year 2 or more):  Limited English proficient students who are eligible and receiving services for English language development and not in their first academic year of enrollment in U.S. schools.

Ø      FLEP (Monitoring Year 1): Students who have met the criteria to exit the LEP program (scoring at the proficient level on the state’s English language proficiency test for two consecutive years and scoring at the proficient level on the state’s reading assessment) and who are in first year of monitoring.

Ø      FLEP (Monitoring Year 2): Students who have met the criteria to exit the LEP program (scoring at the proficient level on the state’s English language proficiency test for two consecutive years and scoring at the proficient level on the state’s reading assessment) and who are in the second year of monitoring.

Ø      FLEP (Former Limited English Proficient):  Student s who once received English language services as an LEP student, have exited the LEP program, and are no longer in monitoring status.

Program Placement for English Language Learners

1.      English Language (EL) Committee -Each school shall form an EL Committee. Duties of the ELL Committee are to:

·         Fully consider each student’s language background, W-APT scores/ACCESS scores, parent interviews, and previous school records before placement in an English language instruction educational program;

·         Ensure the establishment and implementation of systematic procedures and safeguards related to appropriateness of identification, placement, assessment, instructional and support programs, and program exit;

·         Make recommendations to the school principal and EL coordinator/instructor on professional development for staff and parents regarding student success;

·         Review students’ progress in language acquisition and academic achievement on at least a semi-annual basis.

2.      EL Committee Guidelines for Program Placement:

·         EL students should be placed in their age-appropriate grade level.

·         EL students with little or no English should be placed immediately in an English language instructional education program with an effort made to include the student in as many activities with age group peers as possible such as physical education, art, and music. (See “English Language Learner Program”, page 5)

·         Prior to placing a student in English language instruction, the school must notify the parents in writing regarding their rights, responsibilities, and opportunities for participation in the program. (See “Parent Notification and Involvement”, page 4.) Parent notifications must be communicated in a language and/or manner that the parents can understand. Parents are not required to respond affirmatively to the notification for the student to participate in the school’s English Language Program.

·         However, should the school receive a written request by parents/guardian denying services, Ozark city schools must withdraw the student from ESL services.

Note: The district will be obligated to test withdrawn students using ACCESS for ELLs each year until a composite score of 4.8 is achieved and to provide appropriate informal strategies to ensure that the student’s English language and academic needs are met until such time..

The ELL Committee will consider the following factors when placing students:

a.       The extent and continuity of previous education;

b.      The level and degree of English-language proficiency as measured by the WIDA Access for ELLs Screener;

c.       The level and degree of proficiency of the student in his/her home language if bilingual staff, interpreters, and/or assessments are available;

d.      The degree of home support for English language learning.

3.      An ELL plan for services should be written for the student based on assessed academic and language proficiency needs. The plan should be monitored, at a minimum, once each nine weeks for progress in meeting English proficiency goals as well as meeting academic content standards. (See Appendix D: Classroom Plan for English Language Learners)

Parent Notification and Involvement

According to Title III, Part C, Section 3302(a), each school shall, “not later than thirty (30) days after the beginning of the school year, inform a parent or parents of a limited-English proficient child identified for participation in, or participating in” an English language instruction educational program, about the following:

1.      The reasons for the identification of the student as LEP and the need for placement in an ELL program.

2.      The student’s level of English proficiency, how such level was assessed, and the status of the student’s academic achievement, to the extent known.

3.      The method of instruction to be used in the ELL program and how the program differs from the regular programs in the school in content, instructional goals, and use of English.

4.      How the program will meet the educational strengths and needs of the student.

5.      How the program will specifically help the student learn English and meet age-appropriate academic achievement standards for grade promotion and graduation.

6.      Specific exit requirements for the program, the expected rate of transition from the program into the regular classrooms, and the expected rate of graduation from high school, if appropriate.

7.      In the case of a child with a disability, how the program meets objectives of the student’s individualized education plan (IEP).

Information as outlined above is to be communicated to parents in a parent-teacher conference setting. Arrangements to include an interpreter should be made if necessary.

The following information pertaining to parental rights must be provided in writing (See Appendix: Parental Notification of EL Services):

1.      The right that parents have to have their child immediately removed, upon their written request, from the EL program.

2.      The options that parents have to decline to enroll their child in an EL program or to choose another program or method of instruction if another program or method is available.

3.      The assistance that will be provided for parents in selecting among various programs and methods of instruction if more than one program or method is offered by the Ozark City Schools.

If a student has not been identified for participation in an EL program prior to the beginning of the school year, the school must carry out the parent notification requirements within two (2) weeks of a student being placed in the ELL program.

English Language Program

            The goal of the Ozark City Schools’ English Language Program is that students are able to achieve the state’s academic content achievement standards as demonstrated on the state’s required student assessments and graduate from high school. To support that goal, the objectives of the ELL program are to facilitate the student’s timely acquisition of the English language skills of listening, speaking, reading, and writing as well as the social and cultural concepts students need to succeed in the regular classroom. 

Ozark City Schools will use the scientifically researched-based Content-Based ESL Instruction (Crandell, 1992) as the EL program. As recommended by the EL committee, additional support for English language learning may include tutoring or supplemental Title I services if the student is in a Title I funded school. For non-English speaking (NEP) students the EL committee may recommend a temporary emphasis of English acquisition over content subjects.

Content-Based ESL Instruction: Academic subjects are taught in the regular classroom setting using English as the medium of instruction. The WIDA English Language Proficiency Standards for ELLs, K-12 is used to develop lessons that ensure English literacy acquisition while meeting the state’s core academic content standards. Highly qualified content-area teachers use simplified language, physical activities, visual aids, and the environment to teach vocabulary for concept development in academic subjects. The program of instruction is designed for the student to ensure:

·         versatility and flexibility

·         interactive lessons with hands-on learning and cooperative learning

·         encouragement and support of the mainstream or regular curriculum

·         opportunities for students to feel successful by providing appropriate modifications and accommodations for the needs of students’ different levels of ability

·         integration of language skills, thinking skills, and content knowledge

ELLs have equal access to all programs and extra-curricular activities offered through the Ozark City Schools.

Supplemental Instructional Activities: In addition to Pull-out instruction and Content-Based EL Instruction, each school in Ozark provides access to English in A Flash (a

web-based software through Renaissance Learning). The system owns licenses that allow ten (10) students access to the program at any one time at each school. As needed, each ELL is required to interact with the program as stated in their I-LEP Plan to enhance their acquisition of the English language.

Grading

            Teachers are encouraged to maintain high expectations for student learning and should adapt lessons and assignments so that ELLs can progress. Likewise, assessments should be adapted so that students can demonstrate their knowledge and skills. A student may not be assigned a failing grade in a content area merely because he/she does not speak or understand the English language.

It may be appropriate for first year ELLs to receive alternative progress monitoring grades such as S for satisfactory, I for improving, N for needs improvement. Alternative assessment is another option and may include portfolios, projects, and the use of individualized rubrics.

Students in grades 9-12 must be given the opportunity to earn credits toward graduation.

Teacher Guidelines for Evaluating ELLs:

·         ELLs must receive accommodation of content work as stated in their I-LEPs.

·         Grading will be based on accommodated work.

·         ELLs cannot be failed on due to the lack of English language proficiency.

·         Grades placed in a student’s cumulative folder must reflect the student’s academic achievement on grade level academic content and student academic achievement standards.

For courses in which the student’s limited English proficiency does not prohibit access to instruction an achievement grade should be assigned in accordance with the grading policies established by Ozark City Schools.

ELL Student Monitoring and Evaluation

             On an annual basis, the school will evaluate and document each ELL student’s acquisition of English and their academic progress. Multiple assessment measures, including teacher judgment, will be used to evaluate core content knowledge in and skills in English comprehension, speaking, reading and writing. If an ELL student is not making progress in school, the Ozark City Schools will ensure that appropriate modifications in ELL instruction are made through the ELL committee’s periodic review process at each school.  Documentation will consist of 1.) individual student profiles and 2.) data collected in a computerized database.

1.) The following information will be maintained in individual student profiles for all students identified as an ELL:

·         Assessment data (standardized tests taken, scores, and dates)

·         Academic data (courses taken, grades, attendance, promotion/retention)

·         Entry date into the Ozark City Schools

·         Years of schooling in the home language

·         Educational history

·         Results of hearing/vision screenings

·         Physical conditions that may affect learning

·         Enrollment history and criteria used for placement in special services (ELL services, speech therapy, special education, gifted, Title I, other)

2.) A computerized database will be developed by the Ozark City Schools to monitor the progress of each ELL student.

Exit Procedures

An ELL student will be included in the Limited English Proficient (LEP) subgroup for the purpose of state accountability until the student scores:

• ACCESS for ELLs score indicating overall proficiency (composite score of  4.8 or higher
• Proficiency scores on state assessments

K-2 Benchmark on spring administration of DIBELS

3-8  Meet a Level III on reading portion of ARMPT

9      Defer to grade 8 scores

• Having a passing grade without accommodation in core content classes (math, science, social studies, and English
• Teacher observation indicating student readiness to work at grade level without accommodations 

Written notice will be sent to parents within five (5) school days that their child will be exiting the ESL program. The notice will be printed in English and when availed in parent’s primary language.

All designated ELLs whether they receive or waive services must be tested annually for English language proficiency using ACCESS for ELLs until they reach a composite score of 4.8. Parents will receive a “parent copy” of ACCESS scores to be informed about their child’s progress in meeting English language proficiency goals as measured by ACCESS for ELLs.

The progress of exited students will be monitored by ESL instructor for two (2) years in order to evaluate success in the regular school program. Progress monitoring will occur at the end of each grading period and include:

·         Review of grades and teacher observation of student performance

·         Review of formal and informal student assessment results

·         Review of student work samples

·         Interviews with the student

·         Interviews with the student’s parents or guardian.

Program Evaluation Procedures

            The Ozark City Schools will conduct an annual evaluation of the ELL Program according to the guidelines in Appendix D: English Language Learners Individual School Data. An annual report of this evaluation will be submitted to the Alabama State Department of Education as required.

            The results of the annual program evaluation will be used to review and revise the Ozark City Schools Comprehensive Plan for Serving English Language Learners and Immigrants.

Accountability for ELL Student Progress inMeetingStateStandards 

            All English Language Learners will participate in all state assessments, under standard conditions or with approved accommodations, and will be included in theOzarkCitySchool’s and the school-level accountability system as required by the state. (See Appendix E: LEP Accommodations Checklist)

Each school and the system will be held accountable for the following:

·         Annual increases in the number or percentage of students making progress in learning English

·         Annual increases in the number or percentage of students attaining English proficiency by the end of each school year

·         Adequate yearly progress, as defined by the state, for limited-English proficient students consistent with Title I, Section 1111(b)(7)

·         The percentage of limited-English proficient students who participate in the state student assessment system. (Not less than 95% of each school’s limited-English proficient students are required to take the state’s assessments, unless the number of such students is insufficient to yield statistically reliable information.)

No student shall be excluded from participation in the state’s required assessments based solely on the length of time the student has been enrolled in the school or the system, or has resided in the state or theUnited States.

ELL Staffing and Training

            A system level coordinator will coordinate the Ozark City Schools’ ELL program. The coordinator will work with school level administrators and personnel to assure limited-English proficient students are identified and served by a highly qualified staff and all reports are submitted to the State Department of Education as required. Staff development and training for all teachers in appropriate ELL instructional methodologies will be provided based on the system’s annual professional development needs assessment.

          Tutors and interpreters will be secured as needed to supplement the professional staff. The ELL Coordinator will work with community agencies to secure support for ELL students and families.

          An interpreter will be provided when communicating with non-English speaking students with disabilities and/or their parents regarding issues and procedures relating to special education. Persons providing interpreting services to the system will be advised and trained concerning confidentiality and privacy issues related to students with disabilities.

APPENDICES

Appendix A:  Home Language Survey

Appendix B:  Enrollment Interview

Appendix C:  Parental Notification of ELL Services

Appendix D:  Classroom Plan for English Language Learners

Appendix E:  LEP Committee Documentation-Alabama Student Assessment
                        Program

Appendix F:   LEP Participation and Accommodations Checklists

Appendix G:  Overview Document: WIDA Consortium English Language Proficiency Standards for ELLs in Kindergarten through Grade 12

Appendix H:  Frameworks for Large-Scale Assessment and Classroom Instruction and Assessment (WIDA Consortium English Language Proficiency Standards for ELLs in Kindergarten through Grade 12, Feb.2004)

Appendix I:    Definition of Limited English Proficient (Title IX, Excerpt from Section 9101)

Appendix J:  Procedures for Determining English Language Learner Services

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