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Loudoun County Public Schools,. (2021). EL Handbook. Retrieved from: https://docs.google.com/document/d/13QMSHdlcUwd7p0fYUlbUWB2S_20kFBwW/edit#

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Responsible for the organization and the coordination of the English Learner Program at Loudoun County Public Schools. This includes planning, developing, implementing, directing, and accessing to ensure compliance of students K-12

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What is the provision of the interpreter  procedure for division?

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What is the provision of the interpreter  procedure for division?

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The Division of English Learners collaborates closely with the Outreach Office who is responsible for interpreter and translation services.

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What is the process to ID EL students with specific learning disabilities vs. language barriers?

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What is the process to ID EL students with specific learning disabilities vs. language barriers?

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The Dual Language Assessment is a tool used to measure a student’s native and English language proficiency. The DLA identifies the dominant language(s) which helps to inform evaluators during the special education or child study process.

The DLA should be requested after interventions, instructional strategies, and program options have been explored, attempted, implemented, and documented for any EL student in grades K-12

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What is the outline for division's strategic plan for EL instruction?

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What is the outline for division's strategic plan for EL instruction?

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The LCPS District is currently undergoing development of the strategic plan for School Board adoption which will include and be aligned with the EL program.

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They have internal and external (state) monitoring guidelines that we utilize to ensure monthly audits of student data, student progress, and budgets.

Monitor Year 1 & Year 2 status students are Former English Learners who have met the exit criteria of 4.4 or higher in Overall Proficiency on the WIDA ACCESS for ELLs 2.0 OR students who were assessed with the Proficiency Level 5 Checklist from the Virginia ELP Checklist K-12. These students do not receive active EL services, but are eligible for accommodations on SOL tests and in mainstream instruction. Please be aware that these students may also be identified as Reaching First Year and Reaching Second Year in the Phoenix Information System. Former ELs do not participate in the annual WIDA ACCESS testing.

Guidance from the Virginia Department of Education requires that EL students who have achieved a Level 4.4 or higher on the Overall Proficiency Level of the WIDA ACCESS for ELLs 2.0® test OR students assessed with the Proficiency Level 5 Checklist from the Virginia ELP Checklist K-12, be monitored for a two-year period. EL teachers must collaborate with classroom teachers to monitor a student’s progress for a two-year period. EL teachers must complete the EL Monitor Status Form Year 1 and 2 (E-2) at the end of the first and third quarters for the first two years of monitoring. When the two-year monitoring period ends or the student moves, place the E-2 the cumulative file. If the student still has an EL Documents folder, place the E-2 within that folder. If the student does not have an EL Documents folder, file the E-2 in the place designated for the EL Documents folder. .

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Promote and guide students’ English language development

Aid in the development of curriculum, instruction and assessment

Encourage and maximize the use of multiple language resources in the classroom

Support and frame the collaboration among educators of multilingual learners and instructional teams who serve them to ensure educational equity for all students

The purpose of the ELD Standards is to ensure that students engage in the learning of the content standards as they continue to develop English. The LCPS EL Department continues to develop ELD standards and they can be found on the

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How do you go about placement decisions for students?

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How do you go about placement decisions for students?

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The test forms are divided into five grade-level clusters: Grade 1, Grades 2-3, Grades 4-5, Grades 6-8, Grades 9-12

Elementary

Elementary students receive EL support in the general education setting. General education and EL teachers “must assess each student’s academic and language-development needs and tailor instruction accordingly” when determining appropriate placement and services (English Learner Toolkit, USDOE, 2016). Assessment of instructional needs of ELs should be conducted in collaboration with building administration and with specialty and classroom teachers. Level 1 and Level 2 students generally receive higher levels of support; however, students at higher proficiency levels must also receive direct targeted instruction based on their language and content specific needs.

Secondary

Placement in sheltered English courses for recent arrivals and grade-level content courses is based on results from the most recent WIDA Screener or ACCESS Language Proficiency Assessments. When creating schedules for EL students, please also consider the following:

What graduation requirements exist/remain for this student based on the type of diploma he or she is seeking?

What course preferences has the student indicated on his or her course request form in preparation for college and career readiness? What are the student’s post-secondary plans, and how can these be supported?

What is the most inclusive learning environment for the student?

What level of academic achievement has the student already demonstrated based on a review of his/her transcripts and of formative and summative assessment results?

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What is the process to ID English Learner students?

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What is the process to ID English Learner students?

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We use state approved KG-MODEL and WIDA screening assessments to evaluate students to determine if they are eligible for LIEP assistance. LCPS assess all four language domains: Listening, speaking, reading, and writing. Most often students take a grade-level WIDA test that corresponds to the student's grade to determine if they are eligible for LIEP assistance.

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What is the right to opt out policy for the county?

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What is the right to opt out policy for the county?

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Section 1005 of ESSA allows parents to opt-out of LIEP services for their child. Parents are notified of this right in the Parent Notification Letter. Multiple languages are available to inform parents in a language they can understand. While opting-out is available, it is not encouraged by LCPS. Parents who wish to opt their child out of services need to meet with an administrator and EL teacher to discuss the nature and benefits of LIEP services and fill out the Annual Parent Opt-Out of Active EL Services form (E-10).

The opt-out decision does not waive the school’s obligation to assist a student with demonstrating appropriate growth in English proficiency.