Title III Direct Services

Initial Placement: English Language Proficiency Screening Tool

Administration of the World-Class Instructional Design and Assessment (WIDA)- language screener is scheduled upon receipt of the Alternative Language Classification form. The language proficiency screening assessment is given to students that have been identified through the PHLOTE survey. Alternative language classification forms are sent to the ALS department, where a file is generated, and a screening assessment is scheduled.

Schools have the option to administer the screening tool themselves or have a District Tester administer the screening tool to students. Training is available to schools who choose to administer the screening tool.

Students are screened in all four-language domains: speaking, listening, reading and writing. The composite score of all four domains will provide an initial placement proficiency level. A student may be designated as either 1) English Learner, or 2) Fluent English Proficient. These designations determine the services required. In the event that a student scores fluent on the WIDA screener, then the student is not considered an English Learner, and notification will be sent to the school to be kept in the students’ cumulative folder.

Parent Notifications

Upon identification and placement into English as a Second Language services, parents of English learners must be informed of such placement. This notification must describe the program and the anticipated benefits to the student. The law stipulates that LEA’s have 30 days from the time a student registers into a school to be appropriately identified, placed into services and to provide parents with notification of such services. After the start of the school year, then LEA’s have 14 days to complete the process [Section 1112(g)(1)(A); Section 3302(a)].

Parents must be informed annually of a student’s progress by providing the World-Class Instructional Design and Assessment (WIDA) Progress Report towards proficiency. Parents must be informed of English Proficiency level and placement for the following academic year. When a student reaches Fluent English proficient level, then parents must be notified of student’s successful completion of the program. Students reaching a level 5 (Fluent), a 5.0 or higher language proficiency status will be monitored for four consecutive years, and parents will be notified if students do not maintain language proficiency.

Parents request for refusal of ESL direct services

Parents have the right to refuse English as second language direct services. However, students must continue to participate in the WIDA (State’s language proficiency assessment) annually. LEA’s must meet with parents to discuss the program and benefits to students. Parents must sign the agreement, which must be renewed annually. Student is then placed on an Individual Language Development Plan (ILDP) to be monitored on English language proficiency progress.

Individual Language Development Plans

ILDP’s are intended for schools with 10 or less English Language Learners identified as language proficiency levels 1.0-4.9. ALS Facilitator and/or building ALS Administrator collaborate with teachers to develop specific English language development goals that are monitored and reviewed three times per year.

In addition, the ILDP is used to monitor language proficiency progress for students whose parents have refused direct services. Students on ILDP’s must also take the WIDA.

Requirement: ALS Facilitator and/or ALS Administrator supports general education teachers to write ILDP

Student Language Proficiency:  Levels 1.0-4.9

Exit and Monitoring Procedures

Exit Criteria

English Learners are exited from ESL services once students have reached a fluent status Level 5 (5.0 or above) measured by the WIDA: ACCESS. Parents must be notified of their student’s successful completion of the program. A copy of the exit letter must be kept in the student’s ALS blue file and sent to the ALS Department. Teachers continue to monitor progress through formative and summative assessments.

  • Year 1: Upon exiting parents receive exit letter and monitor notification letter
  • Years 2-4: Parents receive monitoring notification letter only
  • After successful completion of year 4, parents will be notified that their student ALS file will be closed

Monitoring Process

English Learners reaching a fluent status are monitored through formative and summative assessments for four years. Teachers collaborate to ensure that all English learners reach a fluent status, through continuous differentiated curriculum, instruction, and materials, and are successful in the mainstream general classroom. The ALS Monitoring and Change of Services Form must be completed each year of monitoring. Parents must be notified of monitoring status annually. Copies of both the form and notification letter must be kept in the student’s ALS blue file and sent to the ALS Department.

Please return the ALS student’s blue folder after four successful years of monitoring. Please complete the Exiting Monitoring Status-Closing ALS Record Form before sending the blue folder to the ALS department. A copy of the Exiting Monitoring Status-Closing ALS Record Form should be placed in the students’ cumulative folder, and another copy in the students’ ALS blue file.

In rare instances, English learners may return to the ESL program. This may occur if English Learners are not succeeding in the mainstream classroom. These changes are noted on the Canyons’ ALS Monitoring and Change of Services Form. In that case, new goals are developed to help English Learners achieve academically in the general classroom.

Closing ALS Record/Exiting Monitoring Status

Complete the Closing ALS records/exiting monitoring status form after four successful years of monitoring. Meaning, students learning English as a Second Language can access the grade level content and are achieving academically. Provide notification to parents.

Once you complete the form, make a copy. Leave one copy in students’ CUM file and place the original in the students’ [blue] ALS file. Then, close the blue file and send to Dawn Moon in Federal and State Programs to file.

ALS Forms: Direct Services Links

Instructional Services

Parent Notification Service Letters

Parent Request for Refusal of ESL Direct Services Letters

ILDP Individual Language Development Plans

Exit and Monitoring Process

Parent Notification Letters

 Closing ALS Record/Exit Monitoring Status 

Lucie Chamberlain

Alta View Elementary

If a movie about super teachers were ever made, Lucie Chamberlain would be a prime candidate for a leading role. Fortunately for her kindergarten students at Alta View Elementary, she already thrives in a supporting role for them. Parents thank her for being a “super teacher.” She is also described as an “amazing colleague.” Whether students need help in the classroom or from home while sick, Lucie goes above and beyond to help them learn, overcome fears, and feel important and cared for. Lucie is the reason a number of kids went from hating school to loving it, according to parents. The way she exudes patience, sweetness, positive energy, and love for her students with special needs melts is appreciated and admired. One parent noted: “Both my kids wish she could be their teacher forever.” Another added:  “She treats every student like their learning and their feelings are her priority.” Super teacher, indeed!

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