ESL Coordinator Handbook

August

• Review procedures for the intake process with the secretary/registrar, including the receipt of a copy of the registration form and birth certificate or equivalent documentation by the ESL coordinator for all PHLOTE (Primary Home Language Other Than English) students.
• Assist counselors and administrators in placing students in appropriate classes based on English language proficiency level.
• Create ESL folders for newly registered PHLOTE students and place ESL folders in students’ cumulative records. *
• Administer WIDA Screener to newly registered PHLOTE students. *
• Enter Limited English Proficient (LEP) status into PowerSchool. *
• Send home English Language Learner placement letters (WIDA Screener). *

October

• Distribute Fluent EL Monitor Form to each student’s teacher(s) in the following subject areas: language arts, social studies, math, and science.
• Collect completed monitor forms from teachers.
• File completed monitor forms in ESL folders.

January

• Begin annual Title III testing (WIDA ACCESS).

March

• Complete annual Title III testing (WIDA ACCESS).

May

• Send home updated Parent Notification letters.
• Send home Exit from ESL Services letters, if applicable.
• Convene teacher-parent-student exit conferences.

*Note. These tasks are ongoing throughout the school year as new PHLOTE and/or LEP students are identified.

Identification

            ◻︎ Registration form with completed Home Language Survey

            ◻︎ Identification document ______________________            ___________                                                             (source)                       (assessment date)

            Documents (as needed)

            ◻︎ Birth certificate

            ◻︎ School Staff Observation Form

            ◻︎ Supplemental Home Language Survey

Placement

            ◼︎ Copy of current parent notification letter (Initial next to current grade level.)

K____        1____         2____         3____         4____         5____         6____         7____         8____         9____         10____ 11____ 12____

            Documents (as needed)

            ◼︎ Written parent refusal of ESL services (Initial next to current grade level.)

K____        1____         2____         3____         4____         5____         6____         7____         8____         9____         10____ 11____ 12____

            ◼︎ Individualized Language Development Plan (Initial next to current grade level.)

K____        1____         2____         3____         4____         5____         6____         7____         8____         9____         10____ 11____ 12____

Monitor (LEP=F)

            ◻︎ Exit from ESL Services Letter

            ◻︎ Rubric for Exit from ESL

            ◻︎ Monitoring Plan

            ◼︎Retrieval of completed Fluent Student Monitoring Form(s)

____________ ____________    ____________    ____________

    (MM/DD/YYYY)      (MM/DD/YYYY)                 (MM/DD/YYYY)       (MM/DD/YYYY)

Yearly Folder Review (Initial next to current grade level.)

K____        1____         2____         3____         4____         5____         6____         7____         8____         9____         10____ 11____ 12____

◻︎ = Documentation is permanent and is never removed. ◼︎ = Documentation is retained for the most recent two years.

Identification

• One-page registration form summary with completed Home Language Survey (HLS)

Document is permanent and is never removed.

• The registration form summary is given to the ESL coordinator by the secretary/registrar.
• This document contains all the information ESL coordinators/ESL paras need to complete the Other Information screen in PowerSchool. Multiple pages from the original registration form are not necessary.
• Secretaries/registrars have been given instruction for printing this document.
• Verify that at least one Home Language Survey answer indicates that there is a language other than English.
• If all HLS answers are English only, do not proceed with the Identification process and do not create an ESL folder; shred the HLS.

• Identification document

Document is permanent and is never removed.

Source

• Write the source used to assess English language proficiency.
• Source choices are WIDA Screener for Kindergarten Report, WIDA Screener Online Report, WIDA ACCESS Report, Data Gateway ACCESS Report.
• Before administering a Screener, check for an existing ACCESS report using the following protocol.

Assessment Date

• Remember to record the date.

To Screen or Not to Screen Protocol

Check enrollment history for students with a primary home language other than English (PHLOTE), who are new to your school, before screening them.

1. Check PowerSchool>School Enrollment>Enrollment History for previous WCSD enrollments.  Former WCSD students’ Student Profile>Other Information and Academic Records>Test Results screens will show if students have already been tested and placed in ESL.
2. Test results for transfer students from another Utah district will be in Data Gateway.  Use results to determine WCSD ESL services.

Note: Only coordinators have Gateway accounts.

ACCESS results are posted to the Gateway as the next school year begins.

1. If students transfer from a WIDA state (https://wida.wisc.edu/memberships/consortium), contact the previous school to request a fax of the most recent ACCESS Individual Student Report.  If results are older than one year, call your district ESL specialist.
2. If no report is found, or the report is older than two years, give the WIDA Screener.

Documents (as needed)

• Birth certificate

Document is permanent and is never removed.

• Required for immigrant students
• Birth certificate or equivalent document is given to the ESL coordinator by the secretary/registrar.

• School Staff Observation Form

If a document is needed, it is permanent and is never removed.

• Any school staff member may inquire regarding a possible language proficiency assessment at any time after submitting a completed School Staff Observation Form.
• Upon receipt of a completed School Staff Observation Form, the coordinator verifies the PHLOTE status by contacting the parent/guardian. The Supplemental Home Language Survey (see below) can be used to document this contact or a written narrative of the contact, completed in black ink, dated, and signed, is acceptable.

• Supplemental Home Language Survey

If a document is needed, it is permanent and is never removed.

• The Supplemental Home Language Survey may be used if further information is needed to determine a student’s PHLOTE status.  If the parent or guardian indicates the influence of a language other than English on this supplemental form, the student’s English language proficiency is assessed.

Placement

• Copy of current parent notification letter (Initial next to current grade level.)

Document is retained for the most recent two years.

• Retain the most recent two years of corresponding test results and the accompanying parent notification letters. For example, a new student will have two notification letters in the first year: the initial parent notification letter regarding Screener results and the parent notification letter in May regarding the student’s current ACCESS results.
• If a student does not score 5.0 or above on either Screener, the original Screener Report should be sent to the parent/guardian, along with the original parent notification letter. Copies of these documents are filed in the ESL folder.
• If a student qualifies for WCSD ELD services based on a WIDA assessment (Screener or ACCESS) administered in another Utah district or WIDA state, a parent notification letter should be sent to inform parent/guardian that the student qualifies for services in WCSD. A copy of this letter should be retained in the ESL folder along with the qualifying WIDA assessment.
• Although ESL paraprofessionals may help compile folder documents when a new folder is created, only ESL coordinators should initial the checklist, which verifies that various documents have been filed. However, once a folder has been created and reviewed by the ESL coordinator, ESL paraprofessionals may complete subsequent folder reviews, including adding the required initials.

Documents (as needed)

• Written parent refusal of ESL services (Initial next to current grade level.)

 Document is retained for the most recent two years.

• A parent must request refusal of ESL services annually.
• Refusal of services is typically indicated when PART TWO of the Yearly Parent Notification of English Learner Status letter is completed and returned to the coordinator.
• If all four dashes in PART TWO are blank, but the letter is signed, the coordinator will contact the parent/guardian to clarify their ELD services preference. This contact should be documented in black ink, dated, and signed.
• If the parent/guardian has only marked the blank next to I DO NOT want my student to be in the English language services provided by the school., accept this as a refusal of services. No further contact with the parent/guardian is required.
• Copies of all parent refusals are to be sent to the district ESL coordinator as they are received throughout the year.

• Individualized Language Development Plan (Initial next to current grade level.)

Document is retained for the most recent two years.

• A new Individualized Language Development Plan (ILDP) is needed every year.
• All LEP=O students need an ILDP.

Monitor (LEP=F)

• Parent Notification: Exit from the School’s English Language Service Program.

Document is permanent and is never removed.

• Copy of parent notification of exit from services (LEP=F students only)

• Rubric for Exit from ESL

Document is permanent and is never removed.

• Monitoring Plan

Document is permanent and is never removed.

• One ILDP can serve as the Monitoring Plan during the four years LEP=F students are monitored.

• Retrieval of completed Fluent Student Monitoring Form(s)

Documentation is retained for the most recent two years.

• The date is the current year of monitoring.
  • For example, if this is Year 3 of monitoring, and Year 2 of monitoring did not occur, write the date of Year 3 monitoring on the Year 3 There would be a date written on the Year 1 line, the Year 2 line would be blank, and there would be a date written on the Year 3 line.

Yearly Folder Review (Initial next to current grade level.)

• This step must be completed by the ESL coordinator when a new folder is created. However, once a folder has been created and reviewed by the ESL coordinator, ESL paraprofessionals may complete subsequent folder reviews, including adding the required initials.

Misidentification

• Misidentification document

Document is permanent and is never removed.

• The Supplemental Home Language Survey may be used if further information is needed to determine a student’s PHLOTE status.  If the parent or guardian indicates the influence of a language other than English on this supplemental form, the student’s English language proficiency is assessed.
• District ESL coordinator notified
• Send an email to the district ESL coordinator to notify of the change in student’s LEP status.
• Write Misidentified and the date on the front of the ESL folder.
• Do not change any information in PowerSchool; the district ESL coordinator will update PowerSchool.

Legal Compliance: Plyler v. Doe (1982)

Under the U.S. Supreme Court’s decision in Plyler v. Doe, 457 U.S. 202 (1982):

• Schools may not request documentation of legal immigration status (e.g., green cards, visas, or citizenship papers).
• Schools may only require standard proof of residency within the district’s attendance boundaries.
• Staff must avoid actions that could appear to document or question a student’s immigration status, as this may violate the student’s civil rights under Plyler.

Student Intake Procedure

1. Obtain a copy of the student’s registration form from the school secretary/registrar.
2. Review the registration form to ensure that all sections are completed accurately.
   • If a language other than English is indicated on the Home Language Survey (HLS), schedule a time to administer the WIDA Screener.
3. Administer and score the WIDA Screener assessment.
4. Enter the following student information into PowerSchool:
   • Immigrant status (if applicable)
   • Date of first enrollment in a U.S. school system
   • Country of birth
   • Limited English Proficiency (LEP) status
   • Native language (must be a language other than English)
   • Parent/guardian preferred language
5. Create an ESL folder and include all testing protocols.
6. Submit the student’s WIDA Screener score and student ID number to the district ESL coordinator.
7. File the ESL folder in the student’s cumulative record.

8. Obtain a copy of the student’s birth certificate from the school secretary or registrar for immigrant status verification.

Home Language Survey (HLS)

Purpose of the HLS

The Home Language Survey is used to:

• Identify students whose home language is not English.
• Determine whether a student requires assessment in English listening, speaking, reading, and writing.
• Guide the need for language support services in addition to the general education program.

Qualified students are entitled to these services under civil rights provisions.

School Responsibilities

• Utah requires all schools to use the standardized HLS during registration to identify students with a language background other than English.
• Students identified through the HLS must be assessed for English language support within 30 days of the beginning of the school year, or within 10 days of enrollment if registration occurs after this window.

HLS Questions

1. What language do you prefer for school-to-home information?
2. What is the language most often spoken by the student?
3. What is the primary language used in the home, regardless of the language spoken by the student?
4. What is the language that the student first acquired?

If a language other than English is reported on the HLS, the student is identified as PHLOTE (Primary Home Language Other Than English). The school secretary/registrar should forward a copy of the HLS to the ESL coordinator, who will arrange for English language proficiency testing.

Supplemental Home Language Survey

If additional clarification is needed to determine PHLOTE status, the Supplemental Home Language Survey may be used. If responses indicate the influence of a language other than English, the student’s English proficiency must be assessed.

Staff Observation and Referral

Any staff member may request an English language proficiency assessment by completing and submitting the Staff Observation Form.

Title VI Form 506 and Indian Education Program

In accordance with Title IX, WCSD administers an Indian Education Program. All parents or guardians of American Indian students are encouraged—but not required—to complete the Office of Indian Education’s Student Eligibility Certification Form 506. Once signed, the form should be submitted to the district’s Indian Education Department. Schools should not retain copies of Form 506 on-site.

Accessing PowerSchool

To log into PowerSchool, navigate to https://powerschool.washk12.org/admin using a web browser. Enter your assigned username and password to access the system.

Entering New Student Data

1. Log into PowerSchool.
2. In the Search Students field, enter the student’s last name, followed by a comma, a space, and then the first name (e.g., nacimento,milton). Click the magnifying glass icon to search.
3. Once the student’s profile page appears, select Other Information from the navigation menu on the left-hand side.
4. Complete the required fields in the “Other Information” screen.
5. Click Submit to save the data.

Locating the Other Information Screen

1. Log in to your PowerSchool administrative account.
2. Enter the student’s name (last, first) in the search bar.
3. Select Student Profile.
4. Select Other Info.

Completing the Other Information Screen

1. You will need the Home Language Survey (HLS) and the birth certificate information.
2. Limited English Proficiency (LEP) drop-down list
   1. Select LEP code Y or N based on the overall Screener Level. Do not use O or F codes.
   2. Example: (Y) ELL Qualified WIDA score 1
3. ELL Native Language drop-down list
   1. Select the non-English language from the HLS survey.
   2. The Native Language cannot be English.
   3. If the language is not on list, contact the ESL department.
      1. Example: (SPA) Spanish
4. ELL Parent Language drop-down list
   1. This is the school-to-home language noted on the HLS.
   2. The parent language can be English
   3. Example: (SPA) Spanish
5. Country of Birth
   1. Enter the country of birth.
   2. This box should be empty if the student was born in the USA.
   3. Example: El Salvador
6. Immigrant box
   1. Check this box if the country of birth is not USA.
   2. Example: Box is checked.
7. First Enrolled in US box
   1. If a date is already in this box, do not modify it.
   2. If the box is empty, enter the date the student first enrolled in the US school system.
   3. Example: 08/12/2021
8. When all the information is entered, scroll to the bottom of the page and select Submit.

Retrieving the Current Year LEP Count

1. Log into PowerSchool.
2. In the Search Students field, type lep=Y and press Enter or click the blue magnifying glass icon. This will generate a list of students currently classified as Limited English Proficient (LEP).
3. In the Search Students field, type lep=O and press Enter or click the blue magnifying glass icon. This will generate a list of students currently classified as Limited English Proficient (LEP).
4. Both LEP=Y and LEP=O combined make up your LEP count

Viewing and Printing ELL Student Lists

To view and print English Language Learner (ELL) student lists:

1. Click on Data and Reporting.
2. Click on
3. Click on Quick Info
4. Select Student Lists.
5. Choose ELL Students by School from the options.
6. In the Active Only Students field, enter
7. In the WIDA Test Year box, enter most recent WIDA test year and then click Submit.
8. To print the resulting list, click on the printer icon located in the upper right corner of the screen.

Title III Definition of Immigrant Children and Youth According to Title III of the Elementary and Secondary Education Act [3201(5)(A), (B), and (C)], the term immigrant children and youth refer to individuals who:

• Are between the ages of 3 and 21;
• Were not born in any U.S. state; and
• Have not attended one or more schools in any state for more than three full academic years (FAY).

Implications for WCSD Enrollment

The following guidance outlines how the Washington County School District (WCSD) should apply the Title III definition:

1. Kindergarten Students
   • All kindergarten students enrolled in WCSD who were born outside the United States are classified as immigrant students.
   • If the student previously attended a district-sponsored preschool, any full academic year attended in that setting counts toward the three-year limit defined under Title III.
2. First Grade Students
   • All first-grade students born outside the United States and enrolled in WCSD are also classified as immigrant students.
   • As with kindergarten students, full academic years spent in a district-sponsored preschool count toward the three-year maximum.
3. Second Through Twelfth Grade Students
   • Students in grades two through twelve who were born outside the United States may qualify as immigrant students if they have not attended schools in the United States for more than three full academic years.
4. Documentation Procedures
   • ESL coordinators are responsible for verifying students’ birthplaces. School secretaries or registrars should provide a copy of each applicable student’s birth certificate. These documents should be filed in the student’s designated ESL folder (i.e., the blue folder).

Clarification on U.S. Territories and Special Circumstances.

According to the U.S. Department of Education, students born in U.S. territories—excluding Puerto Rico—are not considered to have been born in the United States for the purposes of Title III. These territories include:

• American Samoa
• Guam
• The Northern Mariana Islands
• The U.S. Virgin Islands

Additionally, children born abroad to U.S. military personnel and children adopted by U.S. citizens from foreign countries are also considered not born in the United States under Title III.

The nature of the language assessment will be determined by the type of educational services the district chooses to provide for its English Learners (ELs). At a minimum, the assessment must evaluate whether students who are Primary Home Language Other Than English (PHLOTE) demonstrate sufficient English language skills to participate meaningfully in the grade-level academic environment. This assessment will measure the proficiency levels of PHLOTE students in speaking, reading, writing, and comprehending English.

Time Frame for Assessment

The Washington County School District (WCSD) will conduct assessments of PHLOTE students in accordance with applicable state and federal regulations, summarized as follows:

• Students, including those in kindergarten, enrolling in WCSD at the start of a new school year will receive an identification and placement assessment (WIDA Screener) within 30 days of the first day of school.
• Students who enroll in WCSD after the initial 30-day enrollment period will undergo the identification and placement assessment (WIDA Screener) within 10 days of their enrollment.
• All continuing students and new enrollees will have their English language proficiency assessed annually between January and March using a state-approved proficiency test, such as the WIDA ACCESS.

Responsibilities of Personnel

While an ESL paraprofessional may assist in administering the assessments, testing responsibilities must not be delegated entirely to them. The coordinator must ensure that all designated students are tested, understand who is being tested and why, and review the testing outcomes.

Documentation of Assessment Results

After completing the language proficiency placement, test data must be entered into PowerSchool, and test protocols must be filed in the student’s ESL blue folder, regardless of assessment results. Additionally, the results must be sent to the district ESL coordinator to update PowerSchool accordingly.

Additional Assessment Requirements

State and federal guidelines require that ELs participate in statewide assessments alongside their grade-level peers. The complete list of assessments can be found on WCSD’s Assessment Department website.

Members may include but are not limited to:

1. School administration
2. Site ESL coordinator
3. Content teacher(s)
4. Counselor
5. Homeroom teacher
6. School testing coordinator

Suggested Discussion Topics for the Language Development Team (LDT)

During LDT meetings, the following questions may guide data-driven discussions and support planning for English Learners (ELs) and former ELs:

• What were the student’s results on the most recent Utah RISE/ASPIRE+ assessment?
• What is the student’s current level of English language proficiency, based on WIDA or other relevant assessments?
• What is the student’s current reading level, and how does it compare to grade-level expectations?
• Is the student meeting grade-level standards in core academic subjects such as language arts, mathematics, science, and social studies?
• What specific data (e.g., assessments, classroom performance) indicate whether the student is or is not performing at grade level?
• What concerns or observations have been shared by content area teachers regarding the student’s academic progress?
• To what extent does the student’s attendance impact academic achievement?
• What are the student’s individualized academic, linguistic, and socio-emotional needs?
• Which academic or language support interventions is the student currently eligible for?
• Based on available data, which targeted interventions would most benefit the student’s academic growth?
• What supports are necessary for the student to maintain or improve grade-level performance?

In Utah, reclassification or exit criteria for English Learners (ELs) are based on two key elements:

1. ELs must receive a composite score of 2 along with a 3.5 on the speaking modality on the annual WIDA ACCESS for ELLs assessment, reflecting the increased rigor of the revised assessment.
2. A teacher-student-parent conference must be initiated within 30 days of receiving WIDA scores to discuss the student’s readiness for reclassification and continued academic support.

During this meeting, an Exit Rubric is used by the team to develop written recommendations for continued support based on the following indicators:

• The student maintains progress related to the increasing challenges of academic language in content areas.
• The student accomplishes learning tasks appropriate to grade-level content standards using both productive and receptive language functions (i.e., speaking, writing, listening, and reading).
• The student develops persistence as well as intra- and interpersonal skills to support self-regulation and prosocial behavior.
• The student performs well in a variety of educational opportunities, including Advanced Placement (AP), International Baccalaureate (IB), honors courses, and/or Gifted and Talented programs.

(Source: Joint guidance from the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education, Office for Civil Rights, 2016)

Monitoring Procedures

The monitoring process ensures that ELs and former ELs can meaningfully participate in and benefit from grade-level academic programs. Monitoring includes at least one academic progress check per year for currently classified ELs and for four years following reclassification. Monitoring utilizes the Blue Folder Checklist.

If a student is not meeting or exceeding district standards, the Language Development Team (LDT) may recommend appropriate interventions based on professional judgment. Possible interventions include:

• Teacher-assisted tutoring
• Peer tutoring
• Sheltered instruction
• Study hall
• Summer or intersession programs
• Special education services*

*Note: A student with limited English proficiency will not be placed in special education solely due to language limitations

Reference U.S. Department of Justice, Civil Rights Division, & U.S. Department of Education, Office for Civil Rights. (2016, September 3). Joint guidance on English learner students and limited English proficient parents.

To support English learners (ELs) in acquiring content in a new language, educators are encouraged to use the following instructional strategies (Hill & Flynn, 2006):

• Use clear and concise articulation
• Make eye contact (when culturally appropriate)
• Incorporate visuals
• Employ gestures, body movement, or pantomime
• Use shorter and simpler sentences spoken at a slightly slower rate
• Use high-frequency vocabulary
• Eliminate idiomatic expressions
• Model academic language and tasks
• Scaffold instruction
• Activate students’ prior knowledge
• Provide cooperative learning activities
• Differentiate instruction

Reference:

Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. Association for Supervision and Curriculum Development.

Echevarria, J., Vogt, M. E., Short, D. J. & Toppel, K. (2025). Making content comprehensible for English learners: The SIOP model (6th ed.). Boston, MA: Pearson.

Three Principles to Help English Learners Succeed

“You will notice that many of the recommended practices for children learning a second language parallel our recommendations for all students.  Though all kids benefit from them, children learning a second language depend on these practices.  Without them, school can be a confusing and frustrating place.  With these practices, school makes sense for second language learners and they join their classmates in learning throughout the day.”

-Stephen Cary, Second Language Learners

1. Increase Interaction

Think-Pair-Share

1. Question or problem is posed related to the area the students are covering.
2. Students are instructed to individually think about the answer.
3. Students are paired with another student to discuss their answer.
4. After the discussion, students share their answers verbally with the class.

Chunk ‘n’ Chew

1. The teacher presents the lesson in 11-to-17 minute chunks.
2. Students are given time (11-15 minutes) to process the information presented.
3. Students are in pairs and they re-teach the information to each other.
4. Students may also take time to draw or write (summary, reflection, etc.) in a journal.

Tea Party

1. Students read information on individual cards several times.
2. Students pair up and take turns reading their cards to each other. They move apart, form new pairs and read and share information with each other.

Inside-Outside Circle

1. Students stand in two circles: one circle faces in and the other one faces out.
2. Students form pairs by facing another student in the other circle.
3. Students in one circle begin speaking while the other students listen.
4. The speaking and listening roles are then reversed.
5. The circles rotate so each student has a new partner and the speaking and listening resume.

Paraphrase Passport

1. Students form pairs.
2. The teacher poses a question or problem.
3. Students individually think about the answer or solution.
4. The first partner begins speaking while the second partner listens without commenting.
5. The first partner stops talking.
6. The second partner paraphrases what the first partner said while the first partner listens silently.
7. The partner confirms the accuracy of the paraphrasing.
8. The roles reverse.

Mix and Match

1. Students mix, repeatedly quizzing new partners using information summarized on cards as prompts and trading these cards before new pairs are formed.
2. Afterwards, students rush to find a partner with the card that matches theirs.

Round Table

1. In teams, students take turns generating written responses to the team project.
2. Students pass their papers clockwise so each teammate can add to the prior responses.Rotating Review
3. Teacher posts charts that are each labeled with different topics.
4. Groups of students are assigned to each chart.
5. Chart groups discuss the topic orally before writing.
6. Scribe records a summary of the group’s discussion on the chart.
7. Groups rotate to the next chart, discuss it, and then a different scribe writes a summary on the chart.
8. Rotating continues using different scribes until the groups return to the chart where they began.
9. Groups review and discuss what other groups added to their chart.

Four Corners

1. The teacher chooses four concepts from their content area and labels each corner of the room with one of the concepts.
2. The students choose one concept they wish to discuss and they move to that corner.
3. The teacher plans an activity for the students at each corner such as a project or another cooperative learning task which the students complete and then share with the class.

Jigsaw Expert Groups

1. Students are grouped evenly into jigsaw groups.
2. Group members number off.
3. Students are grouped a second time evenly into “expert” groups according to their number.
4. Expert groups study one topic.
5. Students are regrouped in original jigsaw groups so each group has at least one member from each expert group.
6. Experts report on their study.  Other students learn from the experts.

Folded Value Lines

1. Students arrange themselves on a value line using a scale from lowest to highest; They may line up by age, birthdays, language experience, opinion on a topic, etc.
2. Students fold the value line so opposite ends of the line meet.
3. Pairs face each other and discuss a question or topic.
4. The line is shifted to form new pairs and the discussion continues.

Numbers

1. The teacher poses questions that have numbers for answers. 
2. The students get into groups that are equal to the answer of the question. For example, “How many sides does a triangle have?” (Three)  Students will get into groups of three. 
3. The students will discuss the assigned topic.
4. If there is an odd number (not enough to make a full group), these students go to designated area for one turn and then must be in a group for the next question.

2. Increase Comprehensibility

 Teach the Text Backwards

1. Traditional sequence for using textbooks: 
2. Read the text.
3. Answer the questions at the end of the chapter.
4. Discuss the material in class.
5. Do the applications or expansions.
6. To teach the text backwards, the class completes an application or expansion first. This can be used to motivate students, activate prior knowledge, and establish a purpose for learning.
7. The teacher conducts a discussion to introduce new language and concepts.
8. The teacher examines the study questions and summary at the end of the chapter to preview the reading and identify key concepts.

THIEVES (This is a great strategy for previewing textbook chapters.)

1. Read the Title
2. Read the Headings (usually bolded)
3. Read the Introduction (usually first two paragraphs)
4. Read Every first sentence of each paragraph
5. Read the Visuals and Vocabulary (captions, illustrations, charts, graphs, maps)
6. Read the End of chapter questions
7. Read the Summary (usually last two paragraphs)

ABC Summarize 

1. Each student is given a letter of the alphabet and they must think of one word or idea beginning with that letter related to the topic.
2. After reading the story, the students work in pairs or small groups to think of words that start with the letters they have that reflect important points of the story.
3. The class creates a list of the most interesting words from A to Z generated by the pairs.  The teacher makes a special point to hear each justification.

Graphic Organizers

1. Students make graphic representations of the organizational patterns of text.
2. Graphic organizers:
3. Can be used to facilitate pre-reading and post-reading; pre-writing and revising; discussing and reasoning;
4. Involve visual and verbal information; and
5. Facilitate teachers and students learning from each other. 

Quick Write 

1. The students are given the topic to write on and a time limit (three minutes, for example).
2. Students then free write on the topic for the time given.Web of Understanding (Great strategy to equalize the balance of student contributions during a review of the text or unit of study)
3. Students sit in a circle and roll or toss a ball of yarn back and forth across the group.
4. As the ball comes to a student, that student contributes an idea or piece of information, a reaction, retelling, main idea, or important fact related to the to of study.
5. Each student must have an opportunity to touch the ball and share an idea before anyone has a second turn.

Information Gap

1. Each student has a card with only partial information on it.  
2. Students move within the large group sharing their information in order to find the other student with the missing information.
3. Information may involve descriptions of pictures, maps, or manipulatives.
4. Learners are evaluated on their effectiveness in bridging the information gap.
5. Information Gap assesses many language functions including: describing, giving information, and giving directions.

Save the Last Word for Me

1. Students read a designated text.
2. Students complete three to four index cards with the following information:
3. Side one: Students select an idea, phrase, quote, or fact from the text that evokes a response.
4. Side two: Students write their reaction to what they wrote on side one.
5. Students gather in small groups to discuss the information.
6. A student reads side one of his/her card and others in the group respond to the information shared.
7. The student who authored the card gets the last word by sharing side two of his/her card.
8. The process is repeated until everyone in the group has shared both sides of their cards.  

Whip Zip

1. The teacher poses a question to the students.
2. Each student responds briefly. 
3. If a student has no response at the time of his/her turn, they may say “Pass.”  This is a conditional pass because after the last person shares, these students will be asked to reply.  

From Text to Graphics and Back Again

The teacher:

1. Previews a chapter and determines how it is organized and what its key concepts are;
2. Completes a graphic organizer that will help students understand the organization of the text and/or important content and relationships in the chapter;
3. Writes several simple sentences that express the content and relationships illustrated on the organizer; and 
4. Describes the students’ writing task which uses the content, language, and relationships on the organizer.

3. Thinking Skills

Numbered Heads

1. Students number off within each group. The groups are also numbered.
2. The teacher prompts, gives a directive, asks a question, etc.
3. Students think individually about the topic.
4. Groups discuss the topic so that any member of the group can report for the group.
5. The teacher chooses number to determine which group will answer.  The teacher then chooses another number to determine which member of the chosen group will answer.

Explicit Questioning 

• Remembering: Recalling information
• Understanding: Explaining or constructing ideas or concepts
• Applying: Using information in another situation
• Analyzing: Breaking information into smaller parts to explore relationships and overall structure
• Evaluating: Making judgments based on standards through checking and critiquing 
• Creating: Generating new ideas, products, ways of viewing things, etc.

Bloom’s revised taxonomy (n.d.). Retrieved June 26, 2008 from http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm.

 Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (Eds.) (2001). A taxonomy for learning, teaching, and assessing — A revision of Bloom’s taxonomy of educational objectives. Reading, MA: Addison Wesley Longman, Inc.

List-Group-Label (This activity combines brainstorming and categorization as a way to help students organize concepts.)

1. The teacher writes the topic on the chalkboard.
2. The class brainstorms ideas including words or phrases they associate with the topic.
3. The class is divided into small groups which organize the words that have been listed according to what they have in common.
4. Once the categories of the words have been identified, the students decide on a label for each group of words.

3-2-1 

1. Following an activity, the students write:
2. Three things they learned;
3. Two things they found interesting; and
4. One question they still have.

Hill, J., & Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Washington County School District Guidelines Based on OCR Agreement

Abstract
This document outlines compliance expectations in elementary school settings per the agreement between the Office for Civil Rights (OCR) and the Washington County School District. It covers the identification, placement, instruction, and reclassification of English learners (ELs), now referred to as multilingual learners (MLs), along with the roles of educators and paraprofessionals.

Identification of English Learners

During student registration, the Home Language Survey (HLS) is completed by the parent or guardian. If a language other than English is indicated in response to any of the four HLS questions, the student is assessed using the WIDA Screener/WIDA Screener for Kindergarten This determines eligibility for English as a Second Language (ESL) services. The survey includes the following questions:

1. What language do you prefer for school-to-home information?
2. What is the language most often spoken by the student?
3. What is the primary language used in the home, regardless of the language spoken by the student?
4. What is the language that the student first acquired?

If the student qualifies for services, parents are informed of the WIDA Screener results and the ESL program placement. Parents may decline services in writing, but the school remains responsible for supporting the student’s English language development (ELD).

All students must be assessed for English proficiency before classroom placement. If testing cannot occur on the day of registration, it may be scheduled for a later time. Final class placement depends on the completion of this assessment.

Student Placement and Services

Qualified students are placed with a teacher who holds a Utah ESL endorsement to ensure access to targeted instruction. The following services are required based on the student’s English proficiency levels (Levels 1–4):

• 30 minutes daily of English language development (ELD)
  • 20 minutes of Imagine Learning software
  • 10 minutes of direct instruction in the four language domains:
    • Listening
    • Speaking
    • Reading
    • Writing

Teachers regularly monitor language proficiency and adapt instruction accordingly. Students are reassessed annually using the WIDA ACCESS test, which informs placement decisions for the following school year.

Exit Criteria and Reclassification

To exit the ESL program, students must meet the following criteria:

1. Achieve a composite score of 4.2 on the WIDA ACCESS  assessment along with a 3.5 proficiency score the speaking modality.
2. Participate in a teacher-parent-student conference within 30 days of receiving the WIDA scores.

An Exit Rubric is used during this meeting to evaluate four key areas:

• Continued progress in academic language as it becomes more complex
• Capacity to meet grade-level content standards using both productive and receptive skills
• Development of persistence and interpersonal skills to support self-regulation and social behavior
• Participation in advanced or enriched academic programs (e.g., AP, IB, Honors, Gifted and Talented)

Recommendations for Meeting ELD Requirements

Based on the “20/10” model (20 minutes of Imagine Learning and 10 minutes of direct instruction), the following methods may be used:

1. ESL-Endorsed Teacher Delivery:
   • Provides 10-minute daily ELD lessons without support from paraprofessionals.
   • An ESL paraprofessional supervises classroom instruction during this time.
   • MLL students may be moved to the ESL teacher’s classroom for instruction.
2. Certified ESL Paraprofessional Delivery:
   • If the paraprofessional is a certified teacher with an ESL endorsement, they may provide the 10-minute ELD lesson.
   • Students may be grouped and pulled from different classes to receive services efficiently.

Note: All ELD services must exceed what is offered to non-ML students. ESL students may only be placed in Tier II interventions if they meet the same eligibility criteria as native English-speaking peers.

Washington County School District Guidelines Based on OCR Agreement

Abstract
This document outlines compliance expectations in elementary school settings per the agreement between the Office for Civil Rights (OCR) and the Washington County School District. It covers the identification, placement, instruction, and reclassification of English learners (ELs), now referred to as multilingual learners (MLs), along with the roles of educators and paraprofessionals.

Identification of English Learners

During student registration, the Home Language Survey (HLS) is completed by the parent or guardian. If a language other than English is indicated in response to any of the four HLS questions, the student is assessed using the WIDA Screener/WIDA Screener for Kindergarten This determines eligibility for English as a Second Language (ESL) services. The survey includes the following questions:

1. What language do you prefer for school-to-home information?
2. What is the language most often spoken by the student?
3. What is the primary language used in the home, regardless of the language spoken by the student?
4. What is the language that the student first acquired?

If the student qualifies for services, parents are informed of the WIDA Screener results and the ESL program placement. Parents may decline services in writing, but the school remains responsible for supporting the student’s English language development (ELD).

All students must be assessed for English proficiency before classroom placement. If testing cannot occur on the day of registration, it may be scheduled for a later time. Final class placement depends on the completion of this assessment.

Student Placement and Services

Qualified students are placed with a teacher who holds a Utah ESL endorsement to ensure access to targeted instruction. The following services are required based on the student’s English proficiency levels (Levels 1–4):

• One class period of English language development (ELD) that focuses on the following modalities of language:
  • Listening
  • Speaking
  • Reading
  • Writing

Teachers regularly monitor language proficiency and adapt instruction accordingly. Students are reassessed annually using the WIDA ACCESS test, which informs placement decisions for the following school year.

Exit Criteria and Reclassification

To exit the ESL program, students must meet the following criteria:

1. Achieve a composite score of 4.2 on the WIDA ACCESS assessment along with a 3.5 proficiency score the speaking modality.
2. Participate in a teacher-parent-student conference within 30 days of receiving the WIDA scores.

An Exit Rubric is used during this meeting to evaluate four key areas:

• Continued progress in academic language as it becomes more complex
• Capacity to meet grade-level content standards using both productive and receptive skills
• Development of persistence and interpersonal skills to support self-regulation and social behavior
• Participation in advanced or enriched academic programs (e.g., AP, IB, Honors, Gifted and Talented)

Note: All ELD services must exceed what is offered to non-ML students. ESL students may only be placed in Tier II interventions if they meet the same eligibility criteria as native English-speaking peers.