2014-
2015
White House
The ESL Teacher’s Handbook
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Introduction:
The purpose of this handbook is to take some of the mystery out of the job of the ESL teacher here in
Duplin County. This handbook seeks to provide practical, accurate, and current information pertaining
to the many facets of the ESL teacher’s job. You will find everything from information on testing to
information on lesson planning right here in this handbook. Please take time to peruse this manual, and
refer to it often as questions arise during the year. Make good use of the directory (as this is your
support network) and of the calendar (to keep up with important dates).
With this handbook, there should be No ESL Teacher Left Behind.
Have a great year!
Maria Jose Uribe
ESL Lead Teacher
2014-2015
Duplin County Schools
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Table of Contents
Calendar……………………………………………………………………………………………………………………….4
Directory………………………………………………………………………………………………………………………5
I’m hired. Now what?.....................................................................................................7
Laws and Policies……………………………………………………………………………………………………….10
Promotion/Retention………………………………………………………………………………………………..12
 Grade Placement……………………………………………………………………………………………………….12
Programs……………………………………………………………………………………………………………………13
Procedures………………………………………………………………………………………………………………..15
Schedules ………………………………………………………………………………………………………………….18
Planning…………………………………………………………………………………………………………………….19
Testing….......................................................................................................................26
Documentation…………………………………………………………………………………………………………27
New Student……………………………………………………………………………………………………………..29
Parent Involvement…………………………………………………………………………………………………..31
Staff Development…………………………………………………………………………………………………….32
Resources………………………………………………………………………………………………………………….33
Frequently Asked Questions……………………………………………………………………………………..35
Forms…………………………………………………………………………………………………………………………40
Home Language Survey Process Flow Chart from DPI…………………………………………………46
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Calendar
August 19: Teacher Workdays begin
August 22: ESL teacher meeting: W-APT training
August 25: First day of school
August 26: Start gathering your testing materials, claiming students on Ellevation
August 27: Begin testing
September 24: District-wide PLC – Early Release Day
September 25: All testing of students enrolled on the first day of school should be done.
October 24: End of grading period
October 31: All LEP plans should be completed and testing accommodations entered on Ellevation.
Green folders will be checked as of today. See Green Folders Checklist at the end of this manual.
November 26: Student Early Release Day
November 10: First monitoring of Monitored Former LEPs Year 1 (MFLEPs1) and Monitored Former LEPs
Year 2 (MFLEPs 2) should be completed on Ellevation
January 12-16- High School Exams
January 16- End of grading period/semester
January 20-21- Teacher Workdays. Add mid-year sample to student portfolios, monitor grades of LEP
students.
January 21- Tentative Date for required ACCESS training (subject to change)
February-March: Testing Window for ACCESS
February 25: District-wide PLC/Student Early Release Day
March 27: End of grading period - Second monitoring of MFLEPs1 and MFLEPs 2 should be completed on
Ellevation
April 29- District-wide PLC/Student Early Release Day
June 5-11: High school exams. End of grading period. Review Access Scores. Send Parent Reports home.
June 10-12: Teacher Workdays—Plans/Suggestions due for next year, end of year sample added to
green folder, green folders complete!
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Directory
Name School Role email
Jennifer Arends BFG ESL Teacher jarends
Jaime Diaz BFG ESL Teacher jdiaz
Tolitha Prybylinski BFG ESL Teacher tprybylinski
Adriana Olar BFG ESL Teacher aolar
Dipietro, Melania BFG ESL Teacher Assistant mdipietro
Lorayne Fabregas BFG ESL Teacher Assistant lfabregas
Masquenada
Johnson BFG ESL Teacher Assistant masjohnson
Jose Barrios EES ESL Teacher jbarrios
Nivia Batista JKHS ESL Teacher nbatista
Octo Flores WARE ESL Teacher oflores
Regina Sherrod WARE ESL Teacher rsherrod
Maria Pineda WARE ESL Teacher Assistant mpineda
Trina Carias NDE ESL Teacher tcarias
Carla Anderson NDE ESL Teacher canderson
Margaret Taylor NDE ESL Teacher mtaylor
Alichel Battalla NDE ESL Teacher Assistant abatalla
Daphne Holloman NDE ESL Teacher Assistant dholloman
Peggy Guthrie RHM ESL Teacher pguthrie
Samantha Mifsud RHM ESL Teacher smifsud
Cody Scrufari RHM ESL Teacher scrufari
Beatriz Gonzalez RHM ESL Teacher Assistant bgonzalez
Claudia Muir RHM ESL Teacher Assistant cmuir
Lisa Herring WALE ESL Assistant lherring
Cosette Kretzu WALE ESL Assistant ckretzu
Sally Whitfield WALE ESL Teacher sawhitfield
Wandy Rodriguez BES ESL Teacher wrodriguez
Maria Cornejo BES ESL Teacher Assistant mcornejo
Sylvia Tadeo EDHS ESL Teacher stadeo
Carlos Sosa NDJS ESL Teacher csosa
Edith Sosa WRH ESL Teacher esosa
Adina Milea WMS ESL Teacher amilea
Natasha Moore EES /DECHS ESL Teacher Assistant namoore
Amy Cooke KES ESL Teacher acooke
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Adela Chavez CMS ESL Teacher Assistant adchavez
Juan Sanchiz DCS Parent Liason /Translator jsanchiz
Edgardo Flecha DCS Interpreter/Translator eflecha
Maria Uribe DCS/JKHS ESL Lead Teacher muribe
Patricia Miller DCS Fed. Prog data specialist pmiller
Cary Powers DCS
Chief Officer for Federal
Programs and Operations cpowers
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I’m Hired! Now what?
1. Hiring Procedures- Most likely you have already been through the following: an
interview with the principal and/or personnel director, received welcome packet at central
office, instructed to get your physical and drug test (do the urine test—not the blood test
version), and toured your new school. If you are new to teaching ESL in the US, take the time to
read up on the professional literature and current research. All teachers need to read carefully
the revised LEP plan since you are responsible for a large part of it, and others will consider you
the expert and come to you with questions. Knowledge builds your confidence and the
confidence of others in you!
2. The Area: Duplin County has many historical sites that you will want to visit such as Liberty
Hall Plantation. There are also wineries and wonderful restaurants, not to mention great
opportunities for relaxation and recreation. Visit the county tourism website
(www.uncorkduplin.com) to learn more!
Those with more urban interests can visit Wilmington, NC (1 hour driving time) or the Triangle
area of Raleigh, Durham, and Chapel Hill, NC (1.5-2hr drive). The nearest beaches are Topsail
Island (aprox. 1 hr by Highway 50), Carolina and Wrightsville Beaches near Wilmington (1.5 hrs
aprox by I-40 and then following the signs), and Emerald Isle in Carteret County. Myrtle Beach
in South Carolina is about a 3hr. drive.
The closest amusement parks are Carowinds in Charlotte, NC, Busch Gardens in Williamsburg,
Virginia, and Kings Dominion in northern Virginia.
Our nation’s capital is only a 5hr drive, Disney World is about a 10 hr. drive as is New York City,
and you can reach the mountains in about 5 hours. Have fun!!!
3. Your New School:
Your first day at your new school can be a scary experience, especially if you are coming from
another country or even just another state. Obviously, you need to get to know your principal.
Probably he/she is the only person you know there anyway since that is who interviewed you.
Ask him/her to show you around. If there is another new teacher, bond with him or her, and go
around together and introduce yourselves. Usually, at least one person, if not several, will want
to take you under their wing and show you around the new school. My best advice to you is to
be friendly, be open and honest when you don’t have the answers, ask for help often, and make
friends with the custodians, the secretary, and the cafeteria staff!
If you are coming in from another area or country, you might want to double or triple your
efforts to get to know people. Let people see that you really care about them, the school, the
kids, and the community. If people see that you are sincere in your kindness and efforts on their
behalf, you will be welcomed with open arms.
Make an effort to locate and get to know the following people, as you will need to consult with
them often:
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1. Your principal
2. Your assistant principal- usually for discipline, textbooks, or bus-related issues
3. Your secretaries—find out who is in charge of student records (Power Schools) and who
manages the money (treasurer). Who collects leave forms and hands out paychecks?
4. Your guidance counselor- The guidance counselor typically works very closely with the ESL
teachers(s) to assure that the correct students have been identified.
5. The testing coordinator who will assist you in giving the appropriate modifications to LEP
students during testing.
6. All other ESL teachers in your school
7. Any bilingual people on staff
8. Grade-level chairperson of each grade at your school- he/she can keep you up to date on
what’s going on in the regular classroom
Got all that? Now, you need to do the following:
1. Create an accurate and up to date list of all LEP students at your school using Ellevation
software. See training documents attached.
2. Using the Ellevation software, create a plan for each of them using information from test
data, green folders, and cumulative folders. Also, determine along with your testing
coordinator, what testing accommodations they should receive.
3. Start making your schedule. (See the scheduling section) Ask for help if needed!
4. Test any new students as soon as they arrive (this is all kindergarteners with language other
than English on home language survey and any other new students as needed). We have
thirty days to test them within their date of enrollment; however, we want to identify
students as quickly as possible.
5. Plan for instruction based on data you have and from input from classroom teachers.
6. Teach!
4. Help me!
Don’t let yourself get overwhelmed. Make to-do lists everyday and check things off as you do
them so you can focus on just one thing at a time. When you are uncertain, ask for help from
the members of our ESL family!
5. Local customs:
Every area has its own atmosphere and traditions. Duplin County is a very large rural county
that has historically been very isolated. Obviously, that has all changed, but you can still see the
results of its history today. For example, the small towns in the county (though seemingly
similar) have entirely different histories and populations. Some local customs that you may/may
not be aware of: Did you know that you are expected to pull completely off the road when you
meet a funeral procession? It seems strange since you’re not actually blocking traffic, but it is a 
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gesture of respect. You can recognize a funeral procession by noting a long line of cars led by a
hearse and all the cars will have their lights on or their hazard lights flashing. Obviously, this is
not done on large highways such as I-40. You are also expected to pull over when an emergency
vehicle is coming up behind you or even toward you if it will aid in their safe passage.
Another custom that some find strange is that when there is a death in the family, friends and
neighbors bring over food and come to pay their respects. Local church groups will actually
come over and “serve” the family members a meal.
This is a rural, agricultural community. Historically, most immigrants came from protestant
backgrounds so you will find very few Catholic churches to choose from. Generally speaking,
this community values hard work, the land, traditions, God, independence, the military, EMS
workers, firefighters, police, and forthrightness. Sports are big, and the biggest ones are
basketball, football, and hunting. 
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Laws and Policies
Legal Decisions Impacting English Language Learners
 Title VI of the Civil Rights Act of 1964
“No person in the United States shall, on the grounds of race, color or national origin, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination under
any program or activity receiving federal financial assistance.”
Implications for English Language Learners (ELLs):
Students cannot be discriminated against due to language. ELLs cannot be denied services in
school because the teacher does not speak the same language as the student.
Students cannot be refused enrollment due to limited English proficiency. ELLs are entitled to
education in a public school until age 21.
Students cannot be retained due to limited English proficiency. Additionally, this law means that,
as a practice, F’s, D’s or U’s should not be given if English language ability prevents the
students from performing the same as a native speaker of English.
Students cannot be expelled or suspended due to limited English proficiency.
 The Health, Education, and Welfare Memorandum of May 25, 1970
“Where the inability to speak and understand the English language excludes national origin
minority group children from effectively participating in the educational program offered by a
school district, the district must take affirmative steps to rectify the language deficiency in order
to open its instructional program to these students.”
Implications for English Language Learners:
Schools must provide services aimed at teaching English to limited English proficient students.
Classroom teachers must modify instruction for English language learners.
 Lau v. Nichols (1974)
This case involved a suit by Chinese parents in San Francisco which led to a ruling that
identical education does not constitute equal education under Title VI of the Civil Rights Act
of 1964. School districts must take the affirmative steps to overcome barriers faced by nonEnglish
speakers.
Implications for English Language Learners:
Schools must provide services aimed at teaching English to limited English proficient students.
Classroom teachers must modify instruction for English language learners.
 The Equal Opportunity Act of 1974
This act requires a local school agency to take the appropriate action to overcome language
barriers that impede students’ equal participation in its instructional program. A policy must be in
place.
 Rios vs. Read (1978)
States must identify LEP students through valid testing.
Programs must be monitored.
Students cannot exit prematurely without valid testing.
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 Castenada vs. Pickard (1981)
The program that is used to serve students must be based on sound theory and show
reasonable success.
 Plyler vs. Doe (1982)
Students cannot be refused enrollment due to a lack of legal documentation. Enrollment cannot
be denied to students here on a Visitor’s Visa, as long as they are here with a parent or legal
guardian. If they are not here with a parent or legal guardian, the system does not have to enroll
the student, but DPI recommends erring on the side of enrollment. Students need “satisfactory
proof of age.” A birth certificate is not required; requirement can be satisfied by a baptismal
certificate, medical records, or an affidavit signed by parents. Students do not need a social
security number. Schools are not to inquire into the legal status of students; the assumption is
that children do not come here on their own.
 Civil Rights Restoration Act of 1988
All federal programs are “at risk” (may risk a loss of funds) if there is a failure to comply with
statutes regarding the education of English language learners.
 Office of Civil Rights Enforcement Policy (1991)
Program evaluation is required to gauge success.
Qualified ESL personnel must be employed to implement the program.
Specific program exit criteria must be in place.
Systems cannot screen out LEP students for Gifted and Talented programs.
 P.L. 103-302 Improving America’s Schools Act (IASA) of 1994
This act authorizes full participation of eligible students with limited English proficiency in Title I
programs for economically disadvantaged children. It states, “...limited English proficient
children are eligible for services on the same basis as other children selected to receive
services.” It also states, “...limited English proficient students shall be assessed to the extent
practicable, in the language and form most likely to yield accurate and reliable information on
whatever students know and can do to determine such students’ mastery of skills in subjects
other than English.”
 Title III of the No Child Left Behind Act of 2001
This act aims to help ensure that LEP students are provided the assistance needed to attain
English proficiency and to meet the level of academic achievement that all children are
expected to meet.
Specifically, it provides flexibility in defining LEP students as a “subgroup” and in assessing LEP
students.
For synopses of legal issues affecting LEP students, go to: http://www.helpforschools.com.
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Promotion/Retention Guidelines for ELLs
Federal law states…
“In accord with federal law, it is a violation of the Regulation Implementing Title VI of the
Civil Rights Act of 1964 if limited English proficient students are retained in a grade for
failure to demonstrate basic skills in English.”
State Board Policy (HSP-N-008) states…
“English language proficiency cannot be the factor that a student has not met
performance standards at each gateway.” If a LEP student cannot perform or master skills at
grade level standards due to lack of English language proficiency he cannot be retained.
According to state law, the final decision concerning promotion/retention ultimately rests with the
principal; however the Duplin County Schools ESL Department, as well as system guidelines for
promotion/retention, recommend basing that decision on findings from a School Level Promotion
Committee, including the classroom teacher and ESL teacher.
When considering an ELL student for retention, please make certain that teachers have the appropriate
documentation to demonstrate that lack of English is in no way related to lack of academic success in the
grade/course. Teachers should have a Personal Education Plan for all ELL students that document both
instructional and assessment modifications being used regularly in the classroom. Teachers should also
have samples of student work that reflect how the student performed on the modified classroom activities
and assessments.
The above policy is very ambiguous as it is practically impossible to determine if lack of English
proficiency is THE reason for below-grade level performance or just one of many. If it is one of many,
what percentage of the problem is it? As there is no way to measure this, promotion/retention is a very
slippery slope. Cases are very rare in which you could say that language definitely is or definitely is not
the determining factor. One thing to keep in mind, statistically speaking, retention can do more harm than
good.
Grade Placement Recommendations for ELLs
The ESL Department recommends age-appropriate grade placement for ELL students. Placing
a student in a grade that is not consistent with his or her age might be considered a violation of
his or her Civil Rights because that decision is based on a variable such as limited English
proficiency, missing school records, national origin, or some other factor. It is important that
when placing a student that all of the needs of the student be considered, and not just his or her
level of English language proficiency. Those needs include emotional, social, and
developmental needs. All must be integrated to produce positive results.
Inappropriate grade placement may also present a serious safety issue. Discrepancy between
age(s) and peer group interaction may create problems brought about because of social,
emotional, and developmental issues. In addition, inappropriate placement does not allow that
child equitable access to grade-level instruction, which is mandated by No Child Left Behind.
Please contact the ESL Department if you need to discuss any grade placement issues at your
school.
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Language Instructional Program Types in North Carolina Public Schools
Name of Approach Instructional
Language(s)
Key Features Notes
Programs that utilize two languages for instruction
Dual Language Developmental
Bilingual Program
(Additive Bilingualism)
English and
student’s
heritage
language
Designed to help non-English speakers
learn English as well as maintain and
improve their native or heritage language
skills.
Students become bilingual, biliterate and bicultural in a way
that honors their need to simultaneously identify and
communicate with their heritage or home culture and with
the mainstream culture they live and will work in.
Dual Language
Two-Way Immersion Program
(Additive Bilingualism)
English and
another
language
Comprised of approximately 50 %
native English speakers and 50%
native speakers of the target
language.
Both groups of students become
bilingual, biliterate and bicultural.
Content instruction is provided both in English and in
the target language.
Transitional Bilingual Education
Program
(Subtractive Bilingualism)
focus on
student’s
primary (nonEnglish)

language
Presented in the ELLs' native language
for at least 2 or 3 years after which
time ELLs receive all-English
instruction.
Primary purpose is to facilitate students’ transition to
an all-English instructional program while receiving
academic subject instruction in the native language to
the extent necessary.
Heritage Language Program focus on
student’s
primary (nonEnglish)

language
Typically targets non-native English
speakers with weak literacy skills in
first language
The goal is building literacy in two languages.
English Language Instructional Programs for English [as a Second] Language Learners [ELLs]
Extra content support in English and the native language may also occur.
English as a Second Language
[ESL]
English A program of techniques,
methodology and special curriculum
designed to teach English reading,
writing, listening, and speaking skills
to ELLs.
ESL instruction is in English with little use of students’
native languages. This may occur as a pull-out
session or a scheduled class time.
Content-based ESL English Uses instructional materials, learning
tasks, and classroom techniques from
academic content areas as the vehicle
for developing language, content,
cognitive and study skills.
Instruction is in English with little use of students’
native languages. This may occur as a pull-out
session or a scheduled class time.
Sheltered Instruction/
Sheltered Instruction
English Adapts academic instruction in English
to make it understandable to LEP
Can be implemented by content and ESL teachers in
English language arts, mathematics, science, social 
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Observation Protocol students. studies, and other subjects.
Newcomer Services English Separate, relatively self-contained
educational interventions to meet the
academic and transitional needs of
newly- arrived immigrants.
Students usually attend these programs for a very
limited time before they enter an ESL program.
Services may be provided at a special site or may be
provided at the school site.
ESL Co-Teaching English Shared, collaborative teacher planning
time so that teachers that can
implement strategies that integrate
language acquisition, literacy, and
academic content at the same time.
Caution: Co-Teaching is NOT supplying an ESL teacher
who enters the class and assists individual students.
Requires professional development for both teachers
so that grade level and developmentally appropriate
teaching from both the ESL and content teacher
occurs.
Service Delivery Types1
Direct Appropriate, consistent, face-to-face service
Consultative Service delivery varies as deemed necessary based on formalized contacts with teachers of ELLs and other staff, including
(but not restricted to) instructional modifications, state testing accommodations, periodic face-to-face instruction or
counseling.
1
All ELLs must have an LEP Plan, including proficiency level descriptions, instructional modifications, and state test
accommodations.
Duplin County Schools has several different program models for serving ELLs.
 Scheduled ESL “pull-out” classes: the most popular approach in the LEA and used at all grade
levels. Students are provided instruction in the English Language using the WIDA Standards for
English Language Proficiency as a guideline. ESL teacher collaborates with classroom teacher to
make instruction relevant for the student and to prime him/her for success. Care must be taken
when scheduling these “pull-outs” so that students are receiving more benefits from being
pulled out than pitfalls from missing so much of their regular class.
 Content-based Scheduled ESL Classes in High Schools: These are intensive language courses
with their own set pacing guides to guide new students toward enough proficiency in English to
be able to function in a regular Eng I class and in other subjects as quickly as possible.
Accelerate so they can graduate!
 Strategic Language Support through a combination of the following:
Sheltered Instruction with a classroom teacher certified in ESL
Sheltered Instruction with a classroom teacher trained in SIOP
Sheltered Instruction delivered through co-teaching of classroom teacher and ESL Teacher
 Focus groups of flexible groupings of students- ESL Teacher conducts workshops on specific
language skills that student has demonstrated as a skill in need of improvement. This service is
specially offered for transitional ESL students, that is students who are close to exiting the program.
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 Co-teaching: These are classes that are co-taught by mainstream and ESL teachers. Their purpose is
to make content comprehensible for ELLS while they remain in regular classrooms interacting with
native speaking peers. This service is highly beneficial because it allows ESL students to improve
their language proficiency and not miss out on content instruction which they need to achieve
academic success. Co-teaching requires collaborative work between classroom and ESL teachers.
Procedures
Procedures at the beginning of the school year:
1. Obtain last year’s test data.
2. Use the Ellevation software to analyze the data for each student and decide what services he
/she needs to receive.
3. Note any overall trends in areas of weakness/strengths on the assessments. Are certain grade
levels weaker in certain standards (S.S. or Science, etc.)? Are there any patterns?
4. Verify that all exited students according to your ACCESS Roster have been marked as exited on
Ellevation. Check that they have an exit date and they’re checked as monitored if it’s been less
than two school years since they exited. Remember that the exit date corresponds to the first
day of school of the following school year after they take the ACCESS test. For example, if a
student takes the ACCESS test on 3/15/2013 and exits, their official exit date will be 08/26/2013
and therefore that student needs to be monitored during the 2013-2014 and 2014-2015 school
years.
5. Document the current LEP students’ services for the present school year, verify that their
demographic information is correct. If they have graduated, mark the correct box on Ellevation
and make them inactive. The same goes for students who have dropped out or have been
withdrawn. If you know a student has moved to another school within DCS, notify the ESL
teacher. Begin working on the individual Learning Plan for all your current LEP students.
6. Begin designing student groups based on common language needs and current tier level.
7. Create a tentative schedule and work on getting it finalized by confirming with teachers.
8. Make a long-term plan for each group. How do you foresee addressing each group’s specific
language needs? For a more detailed plan, you might need to delay this step until you can find
out the long- term plans of the teachers with whom you will be working. For example, if you
know they will be studying plants in the spring, you can plan accordingly. A great deal of detail
is not essential. This step merely assures that you have a path to follow to reach your goals.
Certainly, you can deviate from it as long as you come back and make it to your destination!
9. Begin first lesson plans by following your long-term plan, student plans, and info you’ve received
from teachers.
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10. Give teachers test scores and Learning Plans. Establish a rapport (if you haven’t already) with
the teachers with whom you’ll be working. Especially, let co-teaching teachers know what to
expect.
11. School starts. Administer all necessary W-APTs and turn in as soon as possible. Remember that
they need to be hand-delivered.
12. In case you have students who come from another WIDA state and has been tested already,
obtain a copy of their scores and fax to the Federal Programs Office. Notify the lead teacher
first.
13. Send home score reports as directed and notification of exit. These can printed off Ellevation as
well.
14. Meet with a committee to decide on which accommodations and classroom modifications
students should get. This committee can consist of the testing coordinator, classroom teachers,
ESL teachers and guidance counselors. Fill out a Testing Accommodation Chart for each student.
Keep in mind last year’s ACCESS test scores and the accommodations each student used during
last year’s testing session. File a copy in the green folder. Document the students’
accommodations on Ellevation. Print a copy of the Review of Accommodations used during
testing to give to testing coordinators during testing. After testing, this document needs to be
filed in the green folder as well.
15. Teach!
Near the start of school:
1. Turn in your schedule to school administrators and share with the lead teacher as well.
2. Revise student groupings as needed. Adjust your schedule as necessary.
3. Ask questions as they arise.
4. Collect work samples for portfolios, date, and file.
5. Obtain any progress reports of transitional students (focus groups).
6. Discuss students’ progress with teacher when necessary and document their comments on the
each student’s History Tab on Ellevation.
7. Host at least 1 parent meeting per semester.
Continuously:
1. Collect and file evidence of student progress and/or learning as needed (at least 3 samples per
year—more for lower levels of proficiency). Date and file on a separate folder, not the green folder.
2. Follow up at least once per semester on monitored Exited LEP. Use the monitoring feature on
Ellevation for this purpose. Offer services as necessary for those that are struggling and provide 
17
additional monitoring after you’ve worked with them. Collaboration with teachers is important
when monitoring exited students.
3. Plan in collaboration with classroom teachers whether you’re doing out pull-out or co-teaching.
4. Attend all required meetings.
5. Test new students as needed and deliver their tests to the office in a timely manner.
At the end of each grading period:
1. Monitor grades of exited students and all LEP students. It is not necessary to obtain/file a copy
if you have evidence of monitoring the performance of these students (Monitoring feature on
Ellevation). A copy of grades would be one type of evidence. If students are experiencing
difficulty, the teacher, ESL teacher, student and parent need to meet and discuss the source of
the difficulty and intervene where appropriate.
2. Make any necessary adjustments to your plans/groups according to student needs.
3. Calculate and assign grades when appropriate for those students going to ESL classes. If no
grade is given, provide some sort of progress report for teacher, student, and parents to
see/sign. A portfolio based on the one provided to you would be nice to have for students being
served directly as this could be evidence of when they are ready for more mainstreaming.
Near the end:
1. Be aware of LEP students that are up for possible retention and make sure involved parties are
aware of promotion/retention guidelines for LEPs.
2. Hold your ground---your job is to teach English—not to drill and kill with test prep.
End of Year
1. Make sure all records are up to date on Ellevation.
2. Green folders should be complete and neat.
3. Purge any unneeded materials from the folders.
4. Turn in suggestions/ideas for next year as directed.
5. Start planning for next year! Reflect on student learning outcomes and your
plan/schedule/teaching. What worked? What could be better?
6. Send ACCESS Parent Reports home. 
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Schedules
Making your schedule might be the hardest thing you have to do all year and one of the first tasks that
needs to be tackled.
Some things to consider:
Before you even start to schedule, make the individual plans for your students and group them
according to language need. Yes, this will make scheduling even more difficult, but if students are not
having their specific needs addressed in your class, they are better off staying in their classroom. Take
the time to really think this part through.
1. Start with the school’s master schedule that comes from the main office so you can see what
times are off-limits to begin with (lunch, breakfast, PE, specific literacy programs). You will also
need to ask for copies of teachers’ rosters so you know whom to approach about which student.
You can begin to schedule without this if necessary since some schools don’t have class lists
ready right away.
2. If you are working with just a few teachers, you can go to them individually and ask what their
preferred time for pull-outs is and what would be totally inacceptable. You’ll do your best to
work within those parameters.
3. If you are working with many teachers (or the whole school), you might want to just do a
schedule draft based on avoiding the off-limit times according to the master schedule. Tell
teachers what time their students will be pulled.
4. In some case, not all teachers will be satisfied with your pulling-out schedule. This is because
they feel accountable for every single student and they do not consider any of their instructional
time expendable. Do your best to honor their requests if possible. Give them the option of
looking at your schedule and approaching someone who has their desired time and doing a
trade on their own
5. Make sure you’ve allowed yourself 30 minutes to eat (no more), and absolutely no more
planning time than the classroom teachers get.
6. Do not put “translation” on your schedule. The LEP plan of our county, approved by the office
of civil rights, specifically states that you will not be translating during the school day. You
may translate before or after school or during your plan time if you wish to do so. You should
not give yourself an additional plan time because of this.
7. Turn in your schedules as requested to your principals. If you have been used for translating in
the past, provide the front office and your students’ parents a copy of your schedule with the
times you are available to translate highlighted.
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Planning
Planning for instruction can be one of the most challenging tasks for an ESL teacher because
you have so many students at so many different levels of language proficiency, academic
competency, and life experiences. Most likely, you are in an ESL pull-out program, so you have
the added burden of ensuring that what each child learns/does with you must be of equal or
more importance and impact than what he/she is missing while being “pulled out” of their
regular classroom! What should you do? Where do you start?
On the following pages, you will see some step by step instructions and sample lesson plan
formats that can help get you started. Ultimately, however, it is up to you to put lots of
thought into every lesson since you are the one who will know your students’ needs best.
Keep in mind that this is a language class, not a tutoring session. Language classes need to be
exciting, action-packed, meaningful, relevant, motivating, and encouraging. Every inch of space
in your room and every second of time in the period should be utilized for maximum learning
impact. Since our students are competing (like it or not) with students with whom they are not
on a level playing field, strategic planning is essential to give them every possible advantage.
You are not to engage in repetition (doing the exact same activities that students already did in
the classroom) or remediation (trying to help them catch up). Your job is to prepare instead of
repair. Prepare, engage, enrich, and accelerate!
Cooperation with the regular classroom teachers is a must, but not so they can tell you what to
do. You are not their assistant. Of course, you are interested in knowing how your student is
doing. Most certainly, you need to know what he/she is expected to do in the coming weeks.
That is your job: to prepare your student for success in the upcoming lessons. What do I mean?
You need to work on closing the gap in linguistic preparedness and requisite background
knowledge.
How?
Choose a language skill that needs work and match it with a topic/project from the classroom
OR take a topic/project from content areas and see what skills (that the student needs) can be
taught with it and what background knowledge he/she may need.
Keep in mind the needs of the student as determined by: test data, age, maturity, prior
education, parents’ educational level, socio-economic background, emotional needs, etc.
Specifically, you can use ACCESS test data to determine which domains to focus on (listening,
speaking, reading, and writing) and which of the 5 WIDA Standards to emphasize throughout 
20
the school year. All this should be a part of the student’s plan that you will create at the
beginning of the year and use throughout the year to guide you in the planning process.
Use your WIDA manual wisely and often, particularly at the beginning until you get a good feel
for how to plan. There are many examples of how to implement the WIDA standards:
 The Language of Social and Instructional Communication
 The Language of Science
 The Language of Social Studies
 The Language of Language Arts
 The Language of Math
Remember that ESL is not the same as EFL or other second language classes taught in the U.S.
We are not preparing our students for a trip to New York and merely hoping they can order off
the menu and buy a subway ticket. We are preparing our students for a successful life and
education in the target language… an education that is not waiting for them to learn the
language. They are entering a movie already in progress. We have to help them get what
they’ve missed while giving them the language skills they need to be able to understand what’s
coming up. Ours is a very difficult task!
Those of you who have been trained as language teachers have many advantages. One
disadvantage, though, may be that you weren’t expecting to have to teach literacy skills since
that isn’t typically a focus in foreign language programs. Many of our students are learning to
read for the first time ever in a foreign language. Therefore, helping them learn to read is not
only the K-2 teacher’s responsibility but ours, as well, since reading and writing are 2 of the 4
domains of language learning.
Please ask for help regarding the teaching of literacy if you are unsure how to go about it or
how it fits in.
On the next few pages, you will see 2 lesson plan samples. One has you start with a language
objective and choose relevant content topics to teach it, and the other starts with a topic from
the SCOS and adds a needed language objective. Either approach is ok. It depends on how you
think and the dynamics of your specific situation. Choose either or neither. The important
thing is to include all of these components in your thought process to ensure that you are
implementing the WIDA standards properly and best meeting the needs of your students.
We will start off the year by making a skeleton year-long plan based on the test data we’ve
received and information we already have about the students. Make a list of the most 
21
important things you need to focus on and map out when you might be able to teach them.
Then start taking on daily/weekly lesson plans.
Teacher _____________________ Date___________________ Period_____________________
Student level(s):
WIDA Standard(s): The Language of _____________________________________________________
SCOS Topic:
MPI:
Language Objective(s):
Domain(s):
Focus and Review:
Teacher Input:
Guided Practice:
“Independent” Practice:
22
Closure/demonstration of MPI:
Teacher Susie Schumacher Date 10/09/11 Period____11:00- 11:45
Student level(s): 3-4 Grade: 5th
WIDA Standard(s): The Language of ___Social Studies
SCOS Topic: Voyages to the New World
MPI: Students will tell about various explorations to the new world by creating a video “interview” of
several of the explorers -working in groups.
Language Objective(s): 1.Students will use past tense of regular and irregular verbs correctly. 2.
Students will use academic/formal structures for discussing cause and effect (those heard in clip of
actual interview and “due to”, “consequently”, and “As a result”.
Domain(s): Speaking, reading, listening, writing (in that order of emphasis)
Focus and Review: - remind them about what they’ve been studying in Soc. St., ask them if they’ve ever
seen an interview on TV news? On a talk show? Tell them what they will be doing today: Recording an
“interview” such as one found on a TV news show in which one student will be the host (ess) and the
others will be various explorers. Before they can begin they need to review some of the explorers.
Have students generate a list of 4-5 explorers. List what they remember about each. Say something
like, “Ok. We’ll go on, but you will need to review the one you will be playing later.”
Teacher Input: Assign each student a role. Each explorer will need to read about him/herself from
textbook and simple summary already printed off. Have them highlight the important things and
imagine that is their own story. Host will need to look over each person’s info and look for common
things he/she might want to ask. Students will then view 2 short clips of an informal interview done on
a talk show and a formal interview and talk about the differences. They need to identify language,
posture, and other features of the formal interview to emulate. Have host share with participants some
questions they were thinking of and get feedback on content and form from the class and teacher.
Model forms will be taught modeled and displayed. Explorers will then have time to think about and
write out some possible answers. After the host gets his/her questions written out, he/she will give
each explorer a list of irregular verbs in past tense and help them monitor for tense and register.
Guided Practice: Students will then rehearse the interview a couple of times, giving each other
feedback on content and language, with teacher guidance.
“Independent” Practice: Students will record the interview.
23
Closure/demonstration of MPI: Students will watch the video and fill out an evaluation rubric for
themselves based on their demonstration of content knowledge and linguistic competence as taught in
the lesson.
24
Teacher _____________________ Date___________________ Period_____________________
Student level(s): Grade:
Language Objective(s):
Domain(s):
WIDA Standard(s): The Language of _____________________________________________________
SCOS Topic:
MPI:
Focus and Review:
Teacher Input:
Guided Practice:
“Independent” Practice:
Closure/demonstration of MPI:
25
Teacher ____Mary Mississippi Date______1/10/12 Period___4th
Student level(s): 1-2 Grade: 9
Language Objective(s): Subject pronouns, verb “to be”
Domain(s): Listening, Reading, Speaking (in that order of emphasis)
WIDA Standard(s): The Language of ___Social and Instructional Communication
SCOS Topic: pre-requisite skill for all subjects, U.S. Culture and Government
MPI: Identify subject pronouns and their referents in a text by highlighting and drawing arrows, working
with a partner. Describe (orally) pictures and classmates using sentence models.
Focus and Review: Greet, review greetings, and discuss the weather/current event as applicable.
Teacher will show pictures to students and say She/he is ________(professional identity). He/she
is____________(describing words). Tell students that today they will learn to describe people by using
subject pronouns and the verb “to be.”
Teacher Input: Continue showing 7-10 more pictures of famous Americans from pop culture or
government. Then go back and ask questions, “Who is she/he?” Students answer: He/she is
___________. Write answers on board. Distribute pictures to students. Teacher will describe one of
the people in the picture and students have to guess who it is and see who has it. Teacher then shows
(with pictures) how to do a sentence with I, you, we, they. Sentences posted.
Teacher then displays a paragraph about some famous American presidents. She models for students
how to find the subject pronouns and then look for their referents.
Guided Practice: Students receive a passage about important people in government today in the U.S.
With a partner, they work to underline the subject pronouns and draw arrows to their referents. Check
as a class and discuss basic comprehension of most important figures.
“Independent” Practice: Students draw a name from a cup of a famous person seen or discussed today.
They then take a few minutes to think of 2-3 sentences to describe that person, using first person. They
take turns reading their sentences: “I am __. Etc” Classmates then try to guess. “You are____. He is
______, etc.).
Closure/demonstration of MPI: Students do a similar exercise working with a partner. One partner
describes (in 3rd person) another person in the class. The other partner guesses who it is based on the
description. Repeat, check for understanding.
26
Testing
You will be asked to help with several different tests this year. You are expected to administer the WAPT,
the ACCESS, End-of-Grade or End of Course tests, and the NC Writing tests. The testing coordinator
at each school coordinates the school testing, so go to him/her first with your testing questions.
The W-APT is a placement test given to all new students in our school system with a language other
than English on the Home language Survey (unless they are transferring from another system in NC or
another state that is part of the WIDA consortium). Find out where the student is coming from before
you test the student with the W-APT. If the student has already been tested and is in the federal
database, we can simply contact their school of origin for the data without testing again. This test needs
to be administered within the first few days of enrollment. Send the student test immediately via
courier to the Federal Programs Office or hand deliver it. This test is merely a screener, designating
students as LEP or not (see FAQ section for more details on scoring). If a student missed the ACCESS
testing window last school year, a new W-APT will have to be administered to have a designation for this
year.
The ACCESS for ELLsis the high stakes test of ESL. The district is held accountable for students
exiting and growth. Students are tested in listening, reading, and writing (in a large group setting) and
speaking (an individual test). The test determines which children get modifications on EOGs and EOCs,
and it also determines which students exit the program and which remain LEP (generating funds for the
school). This test is administered in the spring (Feb- March) during the state’s designated testing
window. A team of retired counselors and teachers will come around and assist with the testing.
Generally, you are responsible for doing the speaking part. A training session for this test will be held
prior to the testing window. This test is confidential. No tests or test documents can be transferred via
courier. A local testing coordinator will handle all material distribution.
The state of N.C. requires students to take End of Grade tests in Reading and Mathematics in grades
3-8 and End of Course tests in certain subjects in the high schools. These tests are very high stakes
and are kept under lock and key. You may be asked to administer these tests or proctor. Take this very
seriously as any deviation from the manual and standard protocol can result in a “misadministration”
(which is not a good thing). Your school may ask you to do test-prep as pressure mounts in the weeks
leading up to these tests. It’s ok. Just try to make it about language since that is your job and area of
expertise.
27
Documentation and the Green Folder
ESL Folder (“Green Folder”)
The ESL teacher, is responsible for keeping an ESL Folder (Green Folder) in a
secure place, usually in the ESL teacher’s room or the guidance office. The
ESL folder contains documents and information relevant to the ESL student, such as:
-Student Learning Plan (see description below)
• WAPT/ACCESS Test Scores
•Testing Accommodation Chart and Review of Testing Accommodations Used during testing
• Parental Refusal of Service form (if applicable)
• Grade reports
• Retention forms or waivers
The ESL Learning Plan
This form should be completed no later than by the end of the first 30 days of school or within
30 days of enrollment. Ideally, it should be completed before instruction even begins. On this
form, you will place the most accurate and current background information available for the
student and plan their instruction and modifications accordingly. Ideally, you would meet with
each student’s teacher and have them help complete the part on instructional planning and
accommodations. At a minimum, both the ESL teacher and the classroom teacher need to sign
the form. One copy of this document should be placed in the green folder and one given to the
classroom teacher who could then transfer information to any other required PEP form at a
given school. This document should be used as a year-long planning tool for you and
updated/revised as needed. This form is available on Ellevation.
ESL Portfolio
All ESL teachers must keep a portfolio of work samples for each ESL student receiving ESL
instruction. They must also collect work samples from all LEP students, regardless of
how they are served. The portfolio must include samples of student work at different points
throughout the year and any relevant anecdotal evidence collected by the ESL teacher
concerning the student’s progress. When students transfer to other schools in the county, the
portfolios can be transferred to the new ESL teacher. Work samples over one year old may be
purged, but in special cases may need to be filed elsewhere to serve as extra documentation.
As a general rule, it is best to include work/documents that either serve as examples of what the
student is capable of at a given point or serve to show progress from one point in the school
year to another. All samples should be clearly dated. Multiple samples of the same type taken
from different points during the school year (i.e., August, January, and May) are the best 
28
documentation of student growth. A minimum of 3 dated student samples is required. More
should be provided for students at the lower levels of proficiency.
Examples of what could be included in the portfolio:
 ESL software reports (such as Rosetta Stone)
 Samples of student writing
 Photos of student projects
 Recordings of student speaking/reading aloud
 CDs or copies of student-created slideshows
 Self-assessments
 Teacher-made assessments
Other documentation:
For students that are served through the regular classroom, you need to:
o Obtain a copy of the child’s grades at least every grading period if this is the best
evidence of classroom performance. Keep these copies in the green folder
throughout the year. At the end of the school year, you may purge all but the
last report card unless there is useful information for that student on another
one, in which case you’ll want to hold on to that one, too.
o You will also need to speak with the students’ teachers on a regular basis
(quarterly or weekly depending upon student needs). Keep a log (Monitor
Student Progress Sheet) of what you discussed and have the teacher sign off on
it. You may certainly just keep these forms on a clipboard and file them at yearend
if you prefer, but don’t forget to put them in the green folder of any student
that moves so the documentation will be there.
o You can also note on that form what focus groups students attended and the
outcomes.
o Alternately, when students are clustered with one teacher and involved in the
co-teaching model, the ESL teacher and classroom teacher may choose to
document the situation as a whole with weekly lesson plans that include
language objectives , plans for focus group sessions, and analysis of classroom
data (which would include the cluster of LEP students)
29
I have a new student! Now what?
This is the scariest moment for all new ESL teachers, especially those that are the
only ESL person in their school. Even for veteran teachers, this can be a stressful
time. Why?
First of all, there are so many unknowns. Who is the student? What grade? Do
they know any English? Where are they coming from? Can they read? Have they
ever been to school? Will they be in my class? Are the parents going to be
supportive? Do I have to test this student? Where will I find a spot in my
schedule to work with this child if he/she does need ESL services?
Take a deep breath. Our LEP plan states that the counselor at the school is
required to conduct this parent interview, but it might help if you can be there.
First of all, try to find out as much as you can about this student’s background
while the parents are there enrolling. If the family is coming straight from
another country, this is particularly important. Ask them if they have any record
from their home country or if they can have someone send something. If not, ask
for details!
Next, get all the official data as quickly and efficiently as possible. Start by having
parents complete the Home Language Survey which is already in the enrollment
packet parents are given to complete at every school. Take a look at it as soon as
possible to see if you’ll need a placement test score. If there’s a language other
than English, find out immediately what school/county/state the child is
transferring from and find out if it’s part of the WIDA consortium. If not, start the
testing process as described in the following chart and in the testing section of
this manual.
30
•Every new student completes form. If English only is on the
form, do not test. If a language other than English is on the
HLS form, we need a placement test score. See below..
•If student is coming from another county in NC or a state in the
WIDA consortium, call the school of origin immediately to get
W-APT scores. If not, administer the W-APT within 3 days of
enrollment and submit to Federal Programs office
immediately.
W-APT
•Send results of W-APT home to parents. Place according to
identification. If a student does not want to be in ESL classes
Placement even though they qualify, parents may sign a waiver form.
•Create an individualized plan for this student and plan
instruction accordingly.
Plan
•Serve this student as indicated by placement
Document
•Keep a record of his/her progress. Start and maintain a green
folder with work samples for this student.
Serve
•Assess informally to determine if your instruction is effective.
Assess formally through the ACCESS test in Feb-March.
Assess
•Has the student's proficiency levels increased? What are areas
in need of improvement? How can his/her instructional plan
be modified to address these areas?
Re-evaluate plan for
student based on
assessments
31
Parent Involvement
We all know that one characteristic of effective schools is a high degree of parent and community
involvement. What can you do?
 You are required to have at least 2 parent meetings per year. Plan in advance, advertise, and do
a little marketing. Spend your money wisely. Food is nice, but our wonderful parents have
shown up in greater numbers when it was made widely known that they would get free
materials for their children if they came to the meeting.
Contact your principal to find out your balance for parent involvement money, plan how to
spend it, and ask him or her in advance about getting a P.O. # in order to purchase anything.
 Communicate with parents frequently and document everything you can when you can.
Certainly keep a copy of any specific note that you send home to an individual student and
always asked for it to be signed.
 Most parents really want their children to be successful and believe that learning English is the
key. They are already in your corner. Invite them to observe your class or even volunteer to
help. Send home frequent notes or newsletters so they’ll know what’s going on. Keep them
abreast of their child’s progress in English.
 Encourage parents to read with their children at home even if it’s in another language. Model
for them how to do this (picture walk, predictions, periodic comprehension checks etc).
 Explain to parents the importance of vocabulary development and some things they can do at
home to help.
 If you are in need of a translator to do all of the above, please contact those translators
provided by the county.
32
Staff Development Events
Conferences:
-Carolina TESOL will be in Wilmington, N.C. November 7-9, 2014. See
http://carolinatesol.shuttlepod.org/ for more details.
-The TESOL national convention will be in Toronto Canada, March 25-28, 2015. See
http://www.tesol.org/convention2015
-NABE conference will be in Las Vegas NV, March 5-7, 2015. See http://www.nabe.org/conference
33
Resources
Consult the directory for an up-to date list of local contacts. Below is a list of websites that you might
find helpful:
DPI homepage: http://www.ncpublicschools.org/
NC- ESL homepage: http://eldnces.ncdpi.wikispaces.net/Home+%28ELD%29
WIDA homepage: http://www.wida.us/
TESOL homepage: www.tesol.org
Carolina TESOL: http://carolinatesol.shuttlepod.org/
Center for Applied Linguistics: www.cal.org
ECU’s Project LEAP homepage: http://www.ecu.edu/cs-educ/ci/LEAP.cfm
UNCW’s add-on licensure program: http://uncw.edu/ed/itfse/esl/index.html
Colorin Colorado homepage (a bilingual site for families and teachers): http://www.colorincolorado.org/
Listening Exercises: http://www.ohiou.edu/esl/english/listening.html, http://www.esl-lab.com/ ,
http://www.eslhome.com/esl/listen , http://www.englishlistening.com/
Speaking: http://www.esl-galaxy.com/pronunciation.html
Reading: http://www.vrml.k12.la.us/cc/vp_gle/3rd/other/read/3rd_readlinks.htm ,
www.bookadventure.org , www.sightwordswithsamson.com/sw/sight_words.asp ,
www.carlscorner.us.com/
Phonics Inventory: http://teams.lacoe.edu/documentation/classrooms/patti/k-
1/teacher/assessment/inven.html
Writing: http://www.english-the-easy-way.com/Writing_English_ESL/Writing_English_ESL.htm ,
http://www.busyteacherscafe.com/units/paragraph.htm#lessons ,
http://tustin.k12.ca.us/cyberseminar/paragraph.htm ,
http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.htm
Math: http://www.dositey.com/ , http://www.galesburg205.org/churchill/sqrqcqmath.htm , http://jcschools.net/PPTs-math.html
, 
34
Irregular verbs: http://esl.about.com/od/beginningenglish/ig/Basic-English/Irregular-Berbs.htm ,
http://www.speakspeak.com/html/d2f_resources_urregulares_verbos_ingles_es.htm ,
http://www.geocities.com/profesorcesar2003/ingles.html ,
http://www.englishpage.com/irregularverbs/interactiveirregularverbs1c.htm ,
http://www.mansioningles.com/gram53.htm ,
General Grammar: http://grammar.ccc.comment.edu/grammar/quiz_list.htm,
http://www.monografias.com/trabajos19/basic-grammar-english/basic-grammar-english.shtml ,
http://grammar.cc.commnet.edu/grammar , http://pwl.english.purdue.edu/handouts/esl#exercises ,
Other specific Grammar: http://www.geespanol.20fr.com/custom.html ,
http://www.ego4u.com/en/cram-up/grammar/participles,
http://www.chompchomp.com/terms/participle.htm
Spelling: www.spellingcity.com
35
1. I have a new student. Do I have to test him/her?
See the new student section of this handbook.
2. Do I have to serve a student that is also served by EC?
Yes and no. You cannot refuse a student services solely on the grounds of EC
identification. However, as with ALL LEP students, eligibility for services does not mean
that they have to be pulled and instructed directly. As with all LEP students, it depends
on which option will best meet the needs of that particular child. Remember that the
student’s IEP Plan supersedes the LEP Plan.
3. Can LEP students qualify for speech services?
Yes.
4. Which students are exempt from state testing?
Students identified as limited English proficient (LEP) who score below Level 4.0 Expanding on the WAPT
for ELL reading subtest and are in their first year in US schools are exempt from the following state
assessments: reading end-of-grade (EOG) assessments, the grade 10 writing assessment and, the English
I end-of-course (EOC) assessment.
5. How do I know who in my school is LEP?
You can simply check your Ellevation records. New students will be added per the W-APT
scores.
Apart from that, check the ACCESS scores. All students there who have not met the exit criteria
are LEP in addition to any new students that have enrolled and placed according to the W-APT
scores. ACCESS scores from students transferring in from other parts of North Carolina can be
found in PowerSchools. If the child comes from another WIDA state, you will need to contact
their previous school and request they fax their scores.
36
6. Is there a minimum or maximum number of students that I can serve
at once or in all?
(Except for specific individuals) The answer is no. Working with students one-on one
can be very efficient, but if that is all you do all day, then you will most likely be out of a
job since there aren’t enough students in need of your services. Serving too many
students at once can also be counter-productive. Keep this in mind, but there is no legal
minimum or maximum other than those set by state for regular classrooms which you
definitely should not exceed. As a general guideline, there should be one ESL teacher
per 25 LEP students at a school.
7. What do I do if a teacher is not sending his/her students to my class on
time or at all?
First of all, confront the teacher in a very friendly but concerned manner in order to find out the
problem. Is it absent-mindedness, different sense of time, or some other reason? If the
teacher does not want to send his/her students for whatever reason, you should mention this
to the principal (again in a very nice way) and let the teacher and principal know that the
parents will need to be contacted since this involves a change in the service they believe their
child is receiving. If forgetfulness is the problem, offer to call or get the students yourself.
8. Can I work with a student that has officially exited the program?
Yes, if it is for a limited time and is not taking away from students in greater need. If an exited
student needs more than a small amount of assistance, then there is a problem that needs to
be addressed. A meeting needs to occur between the teachers, the ESL teacher, the parent,
and the student to determine what is the root of the problem. Re-designation is a possibility
but is extremely rare and not encouraged. If the school team feels that the reason a student is not
achieving is due to language, not other issues, that student can be reclassified by giving the student
the W-APT between the beginning of the school year and December 31st. Students can only be
reclassified during this time period. Students can receive ESL instruction/support even if they are
not identified as ESL.
9. How long do I have to monitor exited students and what does that
mean?
2 years. Complete a monitoring activity on Ellevation. This means asking their teachers how
they are doing and checking the grades at report card time to catch any problems before they
get out of hand. This monitoring needs to be documented on the students’ History Tab. 
37
10. How long do I keep those green folders of students who have moved
or exited?
Our LEP plan says to keep them 5 years since that is standard filing practice.
11. What modifications are available to students who have to take the
EOG or EOC and who can get them?
Students identified as LEP and scoring below Level 5.0 on the reading subtest of the W-APT/ACCESS for
ELLs, are eligible to receive state-approved LEP testing accommodations on all state tests other than the
grade 10 writing assessment
Students identified as LEP and scoring Level 5.0 or above on the reading subtest of the W-APT/ACCESS
for ELLs or exit LEP identification, must participate in all state tests (other than the grade 10 writing
assessment) without accommodations.
Students identified as LEP and scoring below Level 5.0 on the writing subtest of the W-APT/ACCESS for
ELLs, are eligible to receive state-approved LEP testing accommodations on the grade 10 writing
assessment.
Students identified as LEP and scoring Level 5.0 or above on the writing subtest of the W-APT/ACCESS
for ELLs or exit LEP identification, must participate in the grade 10 writing assessment without
accommodations.
Accommodations for those students scoring below 5.0 on the ACCESS for ELLs reading subtest and
scoring below 5.0 on the writing subtest refer ONLY to students who remain identified as LEP, not
students who have exited LEP identification.
12. How do I go about ordering some materials for my
classroom?
 You may purchase materials either with school funds or LEP funds. Items that are part of
regular school supplies (construction paper, chart tablets, sentence strip, markers, tape, ink
cartridges, etc.) should come from the school only. Other instructional materials, hardware,
and software can be funded through either source. Contact your principal for LEP money
availability and PO #s and your school treasurer about school moneys. Always get a P.O. first.
You will not be reimbursed if you go out and buy something on your own.
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13. How much money do I have for parent involvement and what can I do
with it?
The amount depends on the current year’s budget and the number of LEP students at your
school. Contact your principal for a current figure. You may use this money for any type of
event that will get parents into the school and involved such as food, games, book/cd sets,
guest speakers, etc.
16. Can the principal tell me what to buy with LEP money?
Yes. The money is for the students at that school. As the principal is the one that is
ultimately responsible for their education, he/she may decide to make that decision. As
long as the money is spent to benefit the LEP students, it is ok.
15. How do W-APT scores determine placement?
Any student who is identified through the Home Language Survey process as having a primary home
language other than English must be assessed with the WIDA ACCESS placement test (W-APT). Students
remain identified as LEP until meeting the LEP identification exit criteria, also known as the
Comprehensive Objective Composite (COC).
W-APT Identification Criteria for Students with a Home Language other than English
Grade Domains W-APT Score Identifies
Student as LEP
W-APT Score Indicating
Student is NOT LEP
Kindergarten
1st Semester
Speaking &
Listening
Less than 27 27 or Higher
Kindergarten
2nd Semester
All Four Listening & Speaking Less than
27 or Reading less than 14 or
Writing less than 17
Listening & Speaking 27 or
higher and Reading 14 or
higher and Writing 17 or
higher
Grade 1
1st Semester
All Four Kindergarten W-APT Listening
& Speaking Less than 27 or
Reading less than 14 or Writing
less than 17
Listening & Speaking 27 or
higher and Reading 14 or
higher and Writing 17 or
higher
Grade 1
2nd Semester
All Four Composite less than 5.0 or Any
domain less than 5.0
Composite 5.0 or higher
and No domain less than
5.0
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Grade 2 -
Grade 12
1st and 2nd
semester
All Four Composite less than 5.0 or Any
domain less than 5.0
Composite 5.0 or higher
and No domain less than
5.0
16. What are the exit criteria?
The Comprehensive Objective Composite (COC) for Exiting LEP Identification
The COC defines the attainment of English language proficiency by the student reaching an overall
composite score of 4.8, with at least a 4.0 on the reading subtest and at least a 4.0 on the writing
subtest on the state's annual English language proficiency test for kindergarten and Tiers B and C in
grades 1-12.
17. What is the difference between ESL and LEP?
"LEP" describes a student whose skills in English are limited. "ESL" describes a language instruction
program designed for those students.
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Important Note:
All of these forms are available on Ellevation. They are included here as well in case teachers can’t
access the Ellevation software at some point for whatever reason. 
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PARENT WAIVER
ESL PROGRAM SERVICES
WAIVER FROM ESL SERVICES
Your child, ______________________________, is eligible to participate this year in the school’s
English as a Second Language (ESL) Program. We highly recommend that your child participate in the
ESL services offered by the district. You have the right to decline ESL services for your child. If you
waive ESL services, your child will still be assessed yearly on the ACCESS for ELLs until he/she reaches
adequate language proficiency. However, he or she will not receive services from the ESL teacher or
other ESL staff.
I understand that my child qualifies to receive services from the ESL program at his/her school. At this
time, I prefer that my child not participate in the ESL program or receive services from the ESL teacher.
______________________________ ______________
(Parent/Guardian Signature) (Date)
______________________________ ______________
(ESL Teacher Signature) (Date)
______________________________ ______________
(Classroom Teacher Signature) (Date)
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RENUNCIA PATERNA DE PARTICIPACIÓN (Parent Waiver)
SERVICIOS DEL PROGRAMA DE ESL
RENUNCIA DE LOS SERVICIOS DE ESL
Su hijo/a, ______________________________, califica para participar este año en el programa de
Inglés de segundo idioma (ESL por sus siglas en inglés). Le recomendamos mucho que su hijo participe
en los servicios de ESL ofrecidos por el distrito.
Usted tiene el derecho de renunciar a los servicios de ESL para su hijo. Si usted renuncia a los servicios
de ESL, su hijo todavía será evaluado cada año con una evaluación de la competencia del lenguaje que
se llama ACCESS para los ELL (ELL son las siglas que representan los estudiantes de inglés) hasta que
llegue a una competencia adecuada de lenguaje.
Entiendo que mi hijo/a califica para recibir servicios del programa de ESL en su escuela. A este tiempo,
prefiero que mi hijo/a ni participe en el programa de ESL ni que reciba servicios del maestro de ESL.
______________________________ ______________
(Firma del padre/tutor legal) (Fecha)
______________________________ ______________
(Firma del maestro de ESL) (Fecha)
______________________________ ______________
(Firma del maestro de grado) (Fecha)
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DUPLIN COUNTY SCHOOLS
LEP INDIVIDUAL LEARNING PLAN
20____-20_____ school year
(Complete one per LEP student annually)
I. Student Information
Student Name: __________________________________ School: ___________________
DOB: ______________ Native Language: _____________ Ethnicity: __________
Sex: male or female Grade: ____________ First time in US schools: Yes _____ No ______
Date of initial enrollment in US schools ______________________ Grades repeated__________(if applicable)
If attended school in another country, what grades were completed? __________________
II. State Testing Eligibility
New students only: Date of W-APT ___________ Where?: _______________ Comments: ______
2012 ACCESS Scores:
Composite Proficiency Level ________________ Scale Score/Level Reading ______/_______
Writing ______/_______ Speaking _______ /______ Listening______/_______
Eligible for exemptions (Because of 1st year and Reading score): Yes ____ No _____
Eligible for accommodations (Reading level below 5): Yes ____ No _____
Areas of language weakness noted: Language Arts ______ Social Studies _____ Math _____ Science _____ Social
and Instructional Language _____
If test data is available from previous years, what areas have shown growth (or not)?
_________________________________________________________________________________________
III. ESL Program Services
Type of Services: (check any that apply)
_____ Pull-out ESL/scheduled ESL class
_____ Instruction in Native Language
_____ Regular classroom/teacher trained in Sheltered Instruction
_____ Co-teaching of ESL teacher and regular classroom teacher
_____ Other – Please explain: _________________________________
_____ None (Parent refusal of services on file)
IV. This Year’s Plan (Based on data from section II of this form, data from previous years, and classroom
performance)
Target DomainTarget
StandardSpecific
Goals for this student for this yearIdeas
for accomplishing above goals_
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TO BE COMPLETED BY 3RD
-12TH GRADE TEACHER
V. State Testing Accommodations: LEP Student may receive the approved state testing accommodations listed below. The
testing accommodations must be part of the student’s regular testing routine in order for these accommodations to be used
during statewide testing.
CHECK ONE:
WITH Accommodations (Check all accommodations used)
____Test in a Separate Room
_____ Small Group
_____ One-on-One
____Read Aloud in English (Not for EOG Reading)
_____Read Everything
_____Read by Student Request
_____Other ______________
____Multiple Testing Sessions
_____ More Frequent Breaks (Every ___ Min.)
_____ Over Multiple Days (Numbers of Days)
_____ Other ______________
____Scheduled Extended Time
_____ Approximately ______ minutes
_____ Other __________________
____Student reads aloud to self
____Bilingual Dictionary or Electronic Translator (Word to Word Only)
TO BE COMPLETED BY ALL TEACHERS
VI. Classroom Modification: “Can do” descriptors for each level of proficiency at ach grade level can be found here:
http://www.wida.us/standards/CAN_DOs/index.aspx This may help in deciding what modifications should be used on a regular
basis in the classroom
(Check all modifications used)
____ Simplify homework projects ____ Build background knowledge
____Eliminate open-ended questions ____ Teach concrete concepts before abstract
____Give test: orally/take-home/shortened ____ Teach key vocabulary prior to lesson
____ Allow extra time for homework assignments ____ Use graphic organizer
____ Use pre-highlighted texts ____Reduce number of concepts taught
____ Use bilingual dictionary (may be used for state test) ____ Work with partner
____ Modify grading ____ Simplify texts/stories
____ Break tasks/assignments into shorter segments ____ Other native language support
____Other (please specify)
________________________________________________________________________________________________________
________________________________________________________________________________
VI. Teacher/ESL Teacher Comments and Observations:
Teacher: __________________________________ Date: ____________ Revised Date: _____ Initial: ______
ESL Teacher: ______________________________ Date: ____________ Revised Date: _____ Initial: ______
Principal/designee: __________________________ Date: ____________ Revised Date: _____ Initial: ______
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DUPLIN COUNTY SCHOOLS
English as a Second Language Program (ESL)
Exit Documentation Form
Date: ___________ Student: ____________________________ School: ________________________
Grade: ______________
Dear Parent or Guardian:
Our Language Proficiency Assessment Committee has just completed our Annual Year Review to determine the progress of
your child, in our English as a Second Language (ESL) program. This review is based upon tests that measure the extent to
which your child has developed proficiency in English. We are pleased to inform you that your child has met exit criteria and
has been reclassified as English Proficient, which means that your child will be able to exit the English as a Second Language
program and participate equally in a regular, all English, instructional program.
The guidance counselor and teachers will continue to monitor the academic progress of your child for the next two (2) years
to ensure that he/she is academically successful and will recommend placing him/her back in the program, if necessary.
__________________________________________________ ____________________________ ______________
 Parent Signature Student Date
∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞
∞∞∞∞∞∞∞∞∞
ESCUELAS DEL CONDADO DUPLIN
Inglés como Segunda Lengua (ESL)
Formato de salida
Fecha: ___________ Estudiante: ____________________________ Escuela: ________________________
Grado: ______________
Estimado Padre o guardián:
Nuestro Comité de Evaluación de Suficiencia en el Lenguaje ha completado nuestra revisión anual para determinar el
progreso de su hijo en nuestro programa de Inglés como Segunda Lengua (ESL). Esta revisión se basa en las evaluaciones que
miden el nivel de suficiencia de su hijo en inglés. Estamos complacidos de informarles que su hijo(a) ha cumplido con los
criterios de salida y ha sido reclasificado(a) como Proficiente en Inglés, lo cual quiere decir que su hijo(a) podrá salir del
programa de Inglés como Segunda Lengua y participar en igualdad de condiciones en un programa académico regular en
inglés.
El consejero académico y los maestros continuarán observando el progreso académico de su hijo(a) durante los próximos dos
(2) años para asegurarse que él o ella tengan éxito académico. Si es necesario, los maestros y la consejera podrán
recomendar el regreso de su hijo(a) a este programa.
__________________________________________________ ____________________________ ______________
 Firma del Padre de familia Estudiante Fecha
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Les Écoles du Comté de Duplin
Enquête sur les langues parlées à la maison
Sondaj pou Lang nan Lakay
Renseignements sur l’élève Enfòmasyon Elev
 _________________________
Prénom Second prénom/ Nom Mitan Nom de famille/ Nom Fanmi
 / / / /
Pays de naissance/ Peyi de Nesans Date de naissance/ Dat de Nesans Date (mm/jj/aaaa/) de la première inscription dans
(mm/jj/aaaa) une école américaine
 Dat Enrole nan NENPÕT lekòl ETAS UNI
/ /20 ______
Date de commencement dans la Nom de l’école / Nom pou Lekol Année actuelle/ Klas Kouran
nouvelle école/ Dat li komanse nan
Lekòl Nouvo (mm/jj/aaaa)
Questions pour les parents/tuteurs
Kesyon yo pou Paron/Gadyen
 Réponses
 Repons
Quelle langue votre enfant a-t-il apprise et parlée en premier?
Ki lang ti moun konpran e pale premye?
Quelle langue votre enfant utilise-t-il le plus souvent chez lui?
Ki lang yo ti moun ou itilizeplis lakay li?
Quelle langue est parlée le plus souvent chez vous?
Ki lang ou pale plis lakay ou?
***************************************For Office Use Only *****************************
Person Reviewing this Survey_____________________________________________
Determination
The student’s home language Language:
If the language is other than English, the
English language proficiency test should be
administered.
Administer the English Language Proficiency
Test?
Circle: Yes or No
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Monitor Student Progress Sheet – 20__-20__
Student_________________________ Grade _______
At_____________________ (school)
Date Comments on Progress Initials
ESL Teacher_____________________________ date________
Classroom Teacher(s)__________________________________ ________
_______________________________________ ________
_______________________________________ ________
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