ESOL Program Guidance

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)/BILINGUAL EDUCATION PROGRAM GUIDANCE

Kansas State Department of Education Page 1 of 18 revised 8/16/2023

English for Speakers of Other Languages

(ESOL)/Bilingual Education

PROGRAM GUIDANCE 2023-2024

This guidance document has been updated for the purpose of providing correct links and

ESOL program support information.

If you have questions, please contact:

Twyla Sprouse

Education Program Consultant

785-296-5674

[email protected]

Kansas State Department of Education

900 S.W. Jackson Street, Suite 102

Topeka, Kansas 66612-1212

(785) 296-3201

www.ksde.org

The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex,

disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated

youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination

policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson,

Suite 102, Topeka, KS 66612, (785) 296-3201.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)/BILINGUAL EDUCATION PROGRAM GUIDANCE

Kansas State Department of Education Page 2 of 18 revised 8/16/2023

Q1. WHY IS GUIDANCE BEING ISSUED FOR STATE ENGLISH FOR SPEAKERS OF

OTHER LANGUAGES (ESOL) FUNDING?

Guidance is being issued in response to the need for statewide standardization and

compliance regarding criteria for:

• ESOL program placement;

• Requirements for teachers and paraprofessionals providing instruction to English

learners (ELs)/Limited English Proficient (LEP) students; and

• How such requirements may generate State ESOL funding.

The revised guidance should assist both school districts and state auditors in ensuring that

state-funded programs for ELs are in compliance with state and federal mandates.

Q2. What criteria qualify a student for ESOL services?

To qualify as an EL and be eligible for ESOL services, the following criteria must be met:

Step One: A language other than English must be indicated on the Home Language Survey

(sample attached in Appendix A, see Notes 1&2);

Step Two: If the Home Language Survey indicates a history of a language other than English,

the student must be assessed for his/her English proficiency using one of the following

approved assessments (for grades Pre-K through 12);

• The Kansas English Language Proficiency Assessment Screener.

• The Pre- LAS and Pre-IPT;

• The QIA (Quick Informal Assessment) or CASAS (Comprehensive Adult Student

Assessment Systems), IPT and TABE (Tests of Adult Basic Education) are acceptable

assessments for adult learners.

Step Three: If one of the state-approved English language proficiency assessments

determines that the student is limited in any domain of English proficiency (listening,

speaking, reading, writing, or a composite of the four domains), that student must receive

ESOL services by a “qualified” teacher. (See Q9, Note 1 for a definition of “qualified”). Students

who score “proficient/fluent” on the English language proficiency assessment used by the

district to determine eligibility are not eligible for ESOL services and will be recorded in the

Kansas Individual Data on Students (KIDS) system as “not an ESOL eligible student”

(ESOL/Bilingual Program Participation field, code Blank). KIDS file specification can be found

at:

http://kidsweb.ksde.org/.

Step Four: Follow the English Learners Step-by-Step Guide found in Appendix B.

NOTE 1: Online forms of the Home Language survey and online forms of the approved

assessments may be used. Documentation must be accessible upon request in paper format

or pdf.

NOTE 2: The Building Leadership Team/Student Improvement Team recommendation can

override the first criterion of the Home Language Survey. Student entrance into the program

through this team decision would generate ESOL/Bilingual funding as long as the student is

not proficient in English. In order to generate ESOL/Bilingual Funding the HLS must be dated

on or before September 20 count day. (A sample entrance criteria table can be found in

Appendix C.) IF the student qualifies for services, it is recommended that the school

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personnel communicate with the family and suggest they fill out a new Home Language

Survey confirming that student has a history of a language other than English.

NOTE 3: Sample ILP and Parent Notification can be found at:

https://www.ksde.org/Default.aspx?tabid=737

Q3. Who should receive the Home Language Survey?

All students new to the district should receive a Home Language Survey.

Q4. Why is the Home Language Survey given?

The answers provided on the Home Language Survey will assist the district in meeting

federal requirements that, to the extent practicable, communication with parents is provided

in a language they can understand, and that students are properly identified as qualifying for

ESOL services (see Q2).

Q5. How do districts indicate a student is an EL?

Districts enter appropriate codes in the KIDS database element on ESOL/Bilingual Program

Participation Code field. (KIDS field specifications can be found at http://kidsweb.ksde.org/

Q6. What criteria must be met to exit an EL from receiving ESOL services?

The state criteria to exit a student from an ESOL program:

• The state English Language Proficiency Assessment determines that the student scored

“proficient” for ONE year beginning 2017-2018.

• Building Leadership Team (BLT) or Student Improvement Team (SIT) recommends that

the student be exited from ESOL services (explanation provided on exit form) after one

year.

The BLT/SIT team recommendation can override the first criterion, allowing flexibility for

cases in which a score of “proficient” for one year on the state English Language Proficiency

Assessment is not appropriate for that student. Some students may not meet the exit criteria

due to reasons that are

NOT a result of limited English proficiency, but that are noted in the

student’s Individual Education Plan (IEP). The BLT/SIT team, with Special Education (SPED)

and ESOL representation, may decide to exit a student after one year, based on what is

deemed by all on the team to be in the best interest of the student. This decision must be

unanimous and all members of the BLT/SIT must sign that they agree with the

recommendation.

The BLT/SIT exit option is only intended to be used for those few cases

where a student’s qualification for Special Education services prohibits him/her from taking a

grade-level English Language Proficiency Assessment (or portions thereof) or from

improving. It is not intended to be used for all students with an IEP.

• Also, parents have the right to withdraw their child from an ESOL program at any time

by submitting written documentation to that effect. (Schools should provide

documented consultation with parents choosing this option, ensuring that they are

aware of the benefits of ESOL services before withdrawing their child.) Students

withdrawn from ESOL services are

not exempt from taking the annual Kansas English

Language Proficiency Assessment (KELPA). (A sample exit criteria table is provided in

Appendix D.)

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NOTE: If a student is exited from ESOL services and later found to need services, the student

would need to be retested with one of the approved assessments for participation in the

program.

Q7. Who takes the KELPA?

All K-12 ELs will take the Kansas English Language Proficiency Assessment in the spring. This

includes students who qualify for ESOL services but for whom the district does not receive

funding, and those ELs whose parents have waived ESOL services. Those students who are

not KELPA tested in the spring for whatever reason (leaving the district, moving, etc.) must still

be assessed annually for funding purposes.

Students move to either a transitional year for one year to continue EL services and then to

monitored status or move to monitored status for the next two years after scoring proficient

one year. Students on transitional year or monitored status will not take the KELPA.

Who takes the KELPA:

Students who are eligible for EL services- YES

Students who receive EL services- YES

Students who are eligible for services but parents have waived EL services- YES

Students in transitional year- NO

Students monitored- NO

NOTE: Although the annual assessment is only for grades K-12, three and four-year old

enrolled preschool students still have a right to ESOL services as outlined in this

document and following the same identification criteria.

Q8. How do schools get the KELPA?

Schools will mark the appropriate code in the KELPA field of the KIDS TEST submission. This

information will then be uploaded and prepopulated into KITE. (KIDS field specifications can

be found at http://kidsweb.ksde.org/

)

Q9. What criteria must be met for the teacher’s contact hours with the EL to

generate State ESOL funding?

Step One: The student has been identified as an EL (See Q2).

Step Two: The teacher is a qualified teacher in the district who:

• Holds a Kansas teaching license with an ESOL endorsement on count day; • Have a

Kansas ESOL approved waiver on count day;

• Have a Kansas ESOL provisional license on count day;

• Have one of the following Kansas restricted pre-standard licenses with ESOL

endorsement on count day: Visiting International teacher (VIT), Transitional, Interim

Alternative, One-year nonrenewable (TN) • Have an ESOL Endorsement Plan of Study

on file at the district office prior to the count day, with courses having begun prior to

count day; or

• Have passed the ESOL PRAXIS and have applied to KSDE Teacher Licensure and

Accreditation team for endorsement before the official count day.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)/BILINGUAL EDUCATION PROGRAM GUIDANCE

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NOTE 1: Under Kansas state statute 72-9501 (f) a “qualified teacher” means a person

employed by a school district for its bilingual education program who is:

• A teacher qualified to instruct limited English proficient pupils as determined by

standards established by the Kansas State Board of Education (KSBE) and who is so

certified and endorsed by the KSBE; or

• A paraprofessional qualified to assist certified teachers in the instruction of limited

English proficient pupils as determined by standards established by the KSBE and who

is so approved by the KSBE.

NOTE 2: Teachers assigned to teach the subject ESOL (not content classroom teachers with

ELs in their classes) who are not yet fully ESOL endorsed must hold a waiver or provisional

license, have passed and applied to Teacher Licensure and Accreditation (TLA) for

endorsement. A waiver can be applied through TLA. Teachers are eligible for a waiver if they

have completed less than 50% of the course work on the Plan of Study.

Once teachers have completed 50% of the coursework, they must apply for a provisional

license. The waiver/provisional license allows teachers’ contact minutes to be counted for

funding while still maintaining requirements of the Plan of Study. Teachers with an unexpired

provisional license who have completed coursework must take the Praxis during the

provisional license period (or prior to the provisional license expiring).

Teachers who have completed courses of study must have passed the Praxis and applied for

endorsement in order for contact minutes to count for ESOL funding.

NOTE 3: Content teachers who serve ELs in their classes must either hold an ESOL

endorsement, have an ESOL Endorsement Plan of Study on file at the district office (be on a

provisional or waiver), or have passed the ESOL PRAXIS and applied to TLA for endorsement.

NOTE 4: Those in possession of a restricted teaching license in conjunction with having

passed the ESOL Praxis may have contact minutes count for ESOL funding. Documentation

confirming the completion of Praxis must be provided.

NOTE 5: Teacher Licensure and Accreditation information and documents can be found at

http://www.ksde.org/Default.aspx?tabid=325.

Q10. What must be included in the “Teacher/District ESOL Endorsement Plan of

Study”?

The Teacher/District ESOL Endorsement Plan of Study (sample attached in Appendix E) must

consist of the following:

• A signed agreement with the district showing that the teacher will complete all ESOL

endorsement coursework and obtain the Kansas ESOL endorsement within three

years. The three-year time line begins the first day of the first class on the plan of

study.

• Teachers must make ANNUAL progress toward completion. Teachers must complete

at least one course each 12-month period and must receive a passing score on the

PRAXIS, and apply for/receive the ESOL endorsement from TLA within three years

from the date they first began the endorsement program. For audit, provide

documentation from the college showing the courses completed and claimed on the

ESOL Endorsement Plan of Study.

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• For the 2023-24 school year, annual progress will be fulfilled if the teacher has taken

a class in any of the following college semesters:

o Spring 2023

o Summer 2023

o Fall 2023

o Spring 2024

The plan of study will follow the teacher. If a teacher begins the plan in one district and then

obtains a job in a different district, the plan is still good as long as the three-year limit has not

been reached.

If the endorsement is not yet in the teacher’s/district’s possession on the count day, a record

that the teacher has applied for the KSDE ESOL endorsement prior to the count day must be

on file in the district office.

Q11. What are the necessary criteria for an ESOL waiver and an ESOL provisional

license?

The district must have a university plan of study, transcripts of completed courses, and proof

of enrollment at the university on file for the teacher in order to submit a waiver request. The

university plan of study must be from one of the Kansas universities that have approved ESOL

endorsement programs, OR an out-of-state college or university with an ESOL program that is

approved by the state’s accrediting/approval authorities. When the teacher becomes eligible

for a provisional license by completing 50% of the coursework on the plan of study, they

should coordinate with the Teacher Licensure and Accreditation (TLA) institution to submit the

provisional license application. Questions regarding out-of-state ESOL endorsement programs

should be directed to TLA at KSDE http://www.ksde.org/Default.aspx?tabid=325

(See https://www.ksde.org/Default.aspx?tabid=408 for approved programs in Kansas).

Q12. What criteria must be met for the paraprofessional’s contact hours with the

EL to generate State ESOL funding?

A paraprofessional who is providing services to an EL must be under the direct supervision

of an ESOL qualified teacher (as defined in Q9 Step Two). Best-practice is that a qualified

teacher should not supervise more than five paraprofessionals simultaneously per year. The

paraprofessional may not be assigned to the building principal or other administrative

personnel unless that person has an ESOL endorsement. Guidelines for counting FTEs are

that the paraprofessionals

must not be:

• Solely responsible for ESOL instructional or related service;

• Responsible for selecting, programming, or prescribing educational activities or

materials for ELs without the supervision and guidance of the supervising teacher;

• Solely responsible for preparing lesson plans or initiating original concept instruction;

• Used as substitute ESOL teachers, unless they hold the appropriate Kansas license.

The supervising teacher meeting the criteria under Q9 Step 2 and the paraprofessional must

work in close and frequent proximity. In cases where the paraprofessional is not assigned to

the same classroom as the teacher, the supervising teacher and paraprofessional must be in

close proximity to one another and must hold frequent and productive meetings. “Close

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proximity” is defined as being in an adjoining or adjacent building or structure. “Frequent and

productive” means that the paraprofessional and the teacher are meeting at least once per

week to review: lesson plans, instructional strategies, evaluation techniques, and weekly

student progress/challenges. Documentation that such meetings are occurring, including

brief details about the instruction provided and student progress/challenges must be kept

on file and state auditors may verify that such frequent and productive meetings are

occurring. (See Appendix F for sample documentation forms.)

Q13. How are ESOL student contact hours computed?

Student contact hours equal the actual number of hours that the district’s ELs receive

specialized English language instruction. For example, if the district has five ELs who each

receive two hours a day of specialized English language instruction, the district should claim a

total of 10 student contact hours. In a district that mainstreams ELs, those students should

be counted as follows:

• Classroom: A student who spends time in a class in which the instructor is ESOL

endorsed or working toward an ESOL endorsement, and classroom course content is

modified for the ELs, count time the student is scheduled in this class, for example a

class that meets from 8:00 to 8:50 would count 50 minutes. Classes that meet on a

block schedule will be computed based on the daily average time in class. Time counted

for a student will not include the following: passing periods, study hall, seminar, lunch

and/or any non-instructional times.

• Pull-out or Other Program Model: A student who is pulled out from the regular

classroom to receive ESOL instruction will count for that portion of the day that s/he

receives specialized ESOL instruction from qualified personnel.

• Paraprofessional: A student who has the support of a qualified paraprofessional, under

the direct supervision (see Q12 for definition of “direct supervision”) of ESOL certified

personnel, will count for the actual time that the paraprofessional provides specialized

ESOL instructional support.

NOTE 1: LEAs may not count both paraprofessional time and ESOL endorsed teacher time

for students receiving English support services.

NOTE 2: Contact hours will be calculated using contact hours the week of September 20

count day. The bilingual contact time calculator can be found at:

https://www.ksde.org/Default.aspx?tabid=319#AuditGuides.

NOTE 3: Districts will receive bilingual weighting of total clock hours or total bilingual

headcount, whichever is higher. This is not an option that districts will choose, but all districts

will report total clock hours for the week of September 20th and then the weighting will be

determined at the state level.

NOTE 4: A student that scored proficient on last year’s KELPA, may be moved to a transitional

year to continue to receive EL services and funding for one year.

Q14. What are the allowable activities for State ESOL funding?

State ESOL funds may be utilized for teacher or paraprofessional salaries and benefits,

instructional materials and supplies for ELs, and professional development related to

improving instruction for ELs.

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Q15. Is carryover allowed for State ESOL funding?

Yes. Any balance remaining in the bilingual education fund at the end of the budget year may

be carried forward into the bilingual education fund for succeeding budget years.

Q16. What are the options when a student scores proficient on the KELPA for one

year?

1. Transitional year- provide services and receive funding for student (must document

minutes served in KIDS). Then place on monitored status for TWO years.

2. Monitored- exit from program and place on monitored status for TWO years. (the

school does not receive any funding for students on monitored status).

Q17. What are the different language program types?

Program Type & Code KIDS Definition Examples/More Information

01 = Transitional

Bilingual Education

or Early-Exit

Bilingual Education

This program, also known as early-

exit bilingual education, utilizes a

student's primary language in

instruction. The program maintains

and develops skills in the primary

language and culture while

introducing, maintaining, and

developing skills in English. The

primary purpose of a TBE program

is to facilitate the EL student's

transition to an all English

instructional program while

receiving academic subject

instruction in the native language to

the extent necessary.

Example- a Bilingual Program

for Pre-K – 2

grade that

utilizes student’s primary

language with gradual release

to English instructional

program.

02 = Dual Language or

Two

-way Immersion

Also known as two-way or

developmental, the goal of these

bilingual programs is for students to

develop language proficiency in two

languages by receiving instruction in

English and another language in a

classroom that usually consists of

half native English-speakers and half

native speakers of the other

language.

This may apply to one-way

immersion programs if the EL

student is learning half the day

in their native language.

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Program Type & Code KIDS Definition Examples/More Information

03 = ESL or ELD English

as a Second Language or

English Language

Development

A program of techniques,

methodology and special curriculum

designed to teach EL students

English language skills, which may

include listening, speaking, reading,

writing, study skills, content

vocabulary, and cultural orientation.

ESL instruction is usually in English

with little use of native language

Example- a student is pulled

out during the day by EL staff

for structured language

support/intervention or an

ESOL Endorsed teacher/or

Paraprofessional under direct

supervision of ESOL Endorsed

Teacher provides ESL or ELD

support/intervention in

classroom, in small group

setting or to individual EL

student.

04 = Content Classes

with integrated ESL

support

This approach makes use of

instructional materials, learning

tasks, and classroom techniques

from academic content areas as the

vehicle for developing language,

content, cognitive and study skills.

English is used as the medium of

instruction.

Example- a student in the

general education classroom

receiving ESOL support from

an ESOL endorsed teacher or

para, includes push-in and co-

teaching.

Given the district is obligated

to provide ESOL support,

additional examples applicable

to this code are as follows:

ELs that have refused services,

ELs on IEPs not directly

receiving services,

ELs that are “high flyers” that

do not need much support but

it is available.

05 = Newcomer

programs

Newcomer programs are separate,

relatively self-contained educational

interventions designed to meet the

academic and transitional needs of

newly arrived immigrants. Typically,

students attend these programs

before they enter more traditional

interventions (e.g., English language

development programs or

mainstream classrooms with

supplemental ESL instruction).

This code is meant for

programs that serve their

newcomer students in a

program of study as described.

If newcomer students are

integrated throughout the day

with their English-speaking

peers with ESOL support,

another code might be more

appropriate.

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Program Type & Code KIDS Definition Examples/More Information

06 = Maintenance

Bilingual Education

MBE, also referred to as late-exit

bilingual education, is a program

that uses two languages, the

student's primary language and

English, as a means of instruction.

The instruction builds upon the

student's primary language skills

and develops and expands the

English language skills of each

student to enable him or her to

achieve proficiency in both

languages, while providing access to

the content areas.

Example- provide student the

same curriculum, materials,

and resources in both English

and their primary language.

This type of program allows

EL’s to maintain their own

language and culture while

learning English.

07 = Sheltered English

Instruction

An instructional approach used to

make academic instruction in

English understandable to EL

students. In the sheltered

classroom, teachers use physical

activities, visual aids, and the

environment to teach vocabulary for

concept development in

mathematics, science, social studies,

and other subjects.

The focus is on teaching

language through content. The

course is taught by an ESOL

endorsed teacher and the class

is made up of mostly EL

students.

08 = Submersion

Program

A submersion program places EL

students in a regular English-only

program with no support services

on the theory that they will pick up

English naturally. This program

should not be confused with a

structured English immersion

program.

Examples- a student is

classified or eligible for ESOL

support, however, parents

have declined services and the

student does not receive

indirect or consult ESOL

support.

A student is classified as ESOL

that has not passed the KELPA

but, based on other data, does

not require ESOL support.

A student does not have any

ESOL contact minutes and/or

does not receive any indirect

ESOL support.

Q18. How do we choose a program type for the ENRL record in KIDS?

Many EL supports/practices are comprised of a variety of program models based on the

staffing available, school structure, EL student population, and EL proficiency levels.

When choosing a program type that will be recorded in the KIDS ENRL record, choose the

program where the student spends most of the time during count week. If a student spends

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almost the same amount of time in two different program types, choose the program that is

most beneficial for the student.

Q19. If the program type changes during the school year, does it need to be

updated?

No, the only time the program type needs to be reported is for the KIDS ENRL record and does

not need to be updated throughout the year. The submission window for the ENRL record is

September 20, 2023 – October 10, 2023.

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APPENDIX A: HOME LANGUAGE SURVEY

The Home Language Survey is the first step in identifying students who may be eligible for

English Language support. Students who have a language other than English in their

background will be screened using an English language proficiency assessment to determine

their level of proficiency in English as it is used in school. Students identified as English

Learners (ELs) will be provided specific instruction suited to their individual needs as their

English continues to develop and improve.

Teachers will be made aware of each ELs level of proficiency and will plan instruction according

to the latest research and practice regarding second language acquisition as it relates to the

core curriculum. Students who have a language other than English in the home or as a first

language should be encouraged to expand and develop that language. In addition, English

language development and support will be provided to all ELs until they meet the ESOL

program exit criteria established by the State.

The Home Language Survey attempts to inform the district of the possible impact on a child’s

English language development due to transfer, influence, exposure to a language other than

English. It is not at all to be assumed that a child who has a language other than English is less

proficient in English as a result of knowing another language.

The questions can also help identify parents who speak or read a language other than English

for the purposes of making available interpreters and translation for important meetings with

school staff, parent teacher conferences, notifications of grades, meeting invitations, etc.

The questions are not intended to identify children who are learning a language other than

English by watching educational media that teach languages, words, or phrases other than

English. The questions are also not intended to identify children who are studying a world

language for the purpose of becoming bilingual or more knowledgeable about languages other

than English. Examples may include taking a Saturday German class, or taking Spanish as a

graduation requirement in high school, or being instructed informally by someone in the home

who wishes to encourage a child to learn another language.

The questions on the home language survey are not intended to identify for language support

services children whose parents speak a language other than English outside the home, or

with people other than children for whom the form is being completed (for example, language

instructors, interpreters, conversations with friends or colleagues, etc.)

The questions on the home language survey are also not intended to identify for language

support services children whose parents or other adults living in the home are able to speak

and understand another language for example, parents who studied Russian in college), but

for home English is the language used for communication.

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Upon enrollment, every student or parent/guardian must be given a Home Language Survey. This survey will be

used to determine which students should be assessed for English proficiency. Knowledge of, or exposure to

another language does not, in and of itself, qualify a student for ESOL services.

If a language other than English is indicated in any of questions 1-4, the student will be assessed to determine

eligibility for English for Speakers of Other Languages (ESOL) services. Please complete one form for each child.

Student Information:

Name: ________________________________________________________________________________ Grade: ________________

Address: _________________________________________________________________ Date of Birth: _______________________

Date first enrolled in a school in the U.S.: _________________________ Phone Number: _________________________

Student Language Information:

1. What language did your child first learn to speak/use?

English _____________ Spanish ________________________ Other

(please specify) ____________________________

2. What language does your child speak/use at home? Do not include language learned in a class

or through television or other such programming.

English _____________ Spanish ________________________ Other

(please specify) ____________________________

3. What language do you speak/use with your child?

English _____________ Spanish ________________________ Other

(please specify) ____________________________

4. What language do the adults regularly present or living in the home speak/use while in presence

of the child?

English _____________ Spanish ________________________ Other

(please specify) ____________________________

Parent/Guardian Information:

Which language do you prefer? English ________ Spanish ______ Other (please specify) _____________________

(Please specify “written” or “spoken”. To the extent practicable, communication from the school will be provided in

this language.)

Migrant Education Program Information:

The Migrant Education Program (MEP) is authorized by Title I Part C of the Elementary and Secondary

Education Act of 1965 (ESEA). The MEP provides formula grants to local education agencies to establish

or improve education programs for children who may qualify for the Migrant Program. Please help us

determine your child’s eligibility for the Migrant Program by responding to the following questions.

Have you or a member of your family moved in the last 36 months to do, or apply for, agriculture or

fishing related work, including dairies, nurseries, meat or vegetable processing, feed yards, or field work?

Yes _____________ No _____________

Have your children moved with or to join the worker above in the past 36 months? Yes ____ No ________

For the School: If the answer to either of the previous two questions is Yes, please contact Alejandro

Cabero at

alejandrocabero@eudoraschools.org or 785-542-4904 ext. 1505 and provide him a copy of

this survey.

________________________________________________________________________________________________________

Signature of Parent or Guardian Date

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APPENDIX B: A STEP-BY-STEP GUIDE

Home Language Survey

Every child enrolled in Kansas schools is to be given a Home Language Survey. If a language other than

English is provided as the language used at home, the student is to be assessed for English language

proficiency.

English Language Proficiency Assessment

Approved English proficiency assessments for students in grades K-12 is the KELPA Screener. The Pre-

LAS or the Pre-IPT may be used to assess the English proficiency of Pre-K students. Students scoring less

than proficient on any of the domains of the assessment given are eligible for English for Speakers of

Other Languages (ESOL) support services.

Parent Notification

Under Title III, parents are to be notified (to the extent practicable, in a language that they understand)

that their child qualifies for ESOL services within 30 days of the start of the school year. If a student

enrolls after the start of the year, notification must be sent within two weeks of the student’s enrollment.

Placement in ESOL Services

Eligible students must be offered ESOL services with an ESL (English as a Second Language) endorsed

teacher. Service types include push-in, dual language, bilingual, ESL class period, modified instruction

and pull-out. Other types of services may be offered in some districts. Please see the ESOL webpage at

https://www.ksde.org/Default.aspx?tabid=737

for further information.

Enter Student on KIDS System

Students must be entered into the KIDS system in order for the district to receive proper funding and an

English Language Proficiency Assessment (ELPA) for that child. Funding is determined using the ENRL

collection. ELP assessments are assigned to students using the information on the TEST record

collection. More information on the KIDS system can be found at

http://community.ksde.org/Default.aspx?tabid=2491

KELPA in the Spring

All English Learners (ELs) in grades K-12 will be given the Kansas English Language Proficiency

Assessment in the spring. The assessment measures progress in attaining English proficiency.

Individual Learning Plan (ILP)

All ELs will have an Individual Learning Plan (ILP). This plan documents how the student scored on the

proficiency assessment and lays out steps for ensuring the student is making progress throughout the

year in attaining English proficiency. KELPA scores will be recorded on the plan at the end of the year.

The plan also lists any accommodations or modifications that the student requires.

Continuously Monitor ILP Goals

Continuously monitor the ILP throughout the school year and make instructional adjustments as

needed. Use spring KELPA scores to determine whether the student is on track for making progress in

English language proficiency.

Professional Development

Take advantage of any professional development offered by the Kansas State Department of Education

(KSDE) or other organizations on ELs or cultural awareness. The EL population is a diverse group that is

growing and changing quickly and it is important to stay informed of the latest research, information and

methods of instruction.

KSDE ESOL Website

Please visit the ESOL webpage at https://www.ksde.org/Default.aspx?tabid=737 for updates, forms and

information on serving ELs.

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APPENDIX C: ENTRANCE CRITERIA FOR ESOL PROGRAM

Grades PreK-12: To enter a student into English for Speakers of Other Languages (ESOL) services (and

generate State ESOL funding), the criteria in box 1 must be met. This shows that the student is not

proficient in all domains of listening, speaking, reading, writing, and/or his/her composite score. This

form must be signed by all members of the Building Leadership Team (BLT) or Student Improvement

Team (SIT), including representation from the ESOL administrator, ESOL teacher, classroom teacher, and

school principal with an explanation of why the student is recommended for entrance into the program.

The only state approved English language proficiency assessments used for entrance into the ESOL

program are Pre-LAS, Pre-IPT, and the KELPA Screener.

1. Scores on preapproved English Language Proficiency Assessment

Date test was administered: ____________________________________

Test administered: ____________________________________________

Domain

Score

Proficient/Not Proficient

Listening

Speaking

Reading

Writing

Composite

*Please provide an explanation of the team decision, signed by all members, to enter the student into

ESOL services based on criterion in box 1. The BLT/SIT should consist of: classroom teacher(s), ESOL

teacher, ESOL administrator (if applicable, and school principal. ELs who also receive SPED services

should be given the opportunity to demonstrate their progress in English proficiency.

*IF the student qualifies for services, communication should take place with the parents. If appropriate,

ask the parents to fill out a new Home Language Survey indicating all languages present in the child’s life.

Signed by:

________________________________(classroom teacher); ______________________________(ESOL teacher);

________________________________(ESOL admin); _____________________________________(principal)

Date: _____________________________________________________

*In order to generate ESOL/Bilingual Funding must be dated on or before September 20 count day.

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APPENDIX D: EXIT CRITERIA FOR ESOL PROGRAM

Grades K-12: To exit a student from English for Speakers of Other Languages (ESOL) services (and from

generating State ESOL funding), box 1 or 2 must be checked. If only box 1 is checked, this form must be

signed by all members of the Building Leadership Team (BLT) or Student Improvement Team (SIT),

including representation from SPED and ESOL, with an explanation of why the student is recommended

for exit before meeting the proficiency criterion.

The only state approved English language proficiency assessment used for exiting a student is the

Kansas English Language Proficiency Assessment (KELPA).

________________________________________________________________________________________________________

USD Number District Name Date

________________________________________________________________________________________________________

Student Name Student Grade



1. BLT or SIT recommends that the student be

exited from ESOL services (explanation provided

below) after one year*

KELPA

Scores

Year

Listening

Speaking

Reading

Writing

Composite



2. Parent requests that the student not

receive ESOL services. Parent was counseled

about their decision and informed that their

student is required to take the KELPA even if

not receiving ESOL services.

KELPA Scores

Year

Listening

Speaking

Reading

Writing

Composite

*Please provide an explanation of the team decision, signed by all members, to exit the student before

s/he met the proficiency criterion. The BLT/SIT should consist of: classroom teacher(s), ESOL teacher,

ESOL administrator (if applicable), SPED representative, and school principal. ELs who also receive SPED

services should be given the opportunity to demonstrate their progress in English proficiency. If there

are special circumstances that would prevent a student from taking part in the ELPA, please provide an

explanation below and include in the IEP. This option is only intended to be used for those few cases

where a student’s qualification for Special Education services prohibits him/her from taking a grade-level

Kansas English Language Proficiency Assessment (or portions thereof) or from improving. It is not

intended to be used with all students with an IEP.

Signed by:

________________________________(classroom teacher); ______________________________(ESOL teacher);

_______________________(ESOL admin); _______________________ (SPED) _____________________(principal)

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APPENDIX E: SAMPLE TEACHER/DISTRICT ESOL ENDORSEMENT PLAN OF STUDY

USD Name and Number: __________________________________________________________________________

Teacher name: ______________________________________________________SS # ___________________________

(Last) (First) (M.I.)

Address: _____________________________________________________________________________________________

E-mail address: ______________________________________________Phone: _______________________________

School of Employment: ______________________________________Position: _____________________________

Circle Current Degree: None Associate’s Bachelor’s Master’s Specialist Ph.D./Ed.D.

Current KS License Endorsement Areas: ___________________________________________________________

Date on which ESOL Endorsement coursework began: ___________________________________________

Target date to obtain ESOL Endorsement: _________________________________________________________

(No more than three years from the date coursework began.)

(Proposed) College or University of Study: _________________________________________________________

Expected teaching position and district upon obtaining endorsement: __________________________

Plan of Study (attach official copy from university & transcripts confirming completion of class)

List the coursework to be completed each year. (Teachers must take at least one course per 12-month

period in order to meet the annual progress requirements. Teachers must pass the ESOL PRAXIS within

one year of last course and within three years of the date coursework began.)

Course

Number

Course Title

Credit

Hours

Grade

Institution

Estimated

Date of

Completion

Actual

Date of

Completion

Office Use Only

Verification of

Completion

Received

________________________________________ _______________

Applicant’s Signature Date

________________________________________ _______________

Director/Coordinator’s Signature Date ________ Approved _____ Disapproved

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APPENDIX F: SAMPLE TEACHER/PARA MEETING DOCUMENTATION

Available in word format on ESOL webpage.

USD

School

ESOL Endorsed Teacher’s Signature

Para’s signature:

Date:

Time:

Student’s name:

Agenda:

Actions:

Responsible:

Para’s signature:

Date:

Time:

USD

School

ESOL Endorsed Teacher’s Signature

Para’s signature:

Date:

Time:

Student’s name:

Agenda:

Actions:

Responsible:

Para’s signature:

Date:

Time:

USD

School

ESOL Endorsed Teacher’s Signature

Para’s signature:

Date:

Time:

Student’s name:

Agenda:

Actions:

Responsible:

Para’s signature:

Date:

Time: