Simple Answers for Complex Issues
Regarding LEP Students

The following information may serve to answer some basic questions about our limited English proficient students in Catawba County Schools.  Please feel free to contact your ESL teacher, Barbara Piekarski, or Susan Witherspoon for any questions you may have.

Grading Guidelines                                                                                   

Grades 3-6: Teachers may provide LEP students who score Novice-Low, Novice-High, and Intermediate-Low on the IPT English Language Proficiency Test with an “S” for Satisfactory or “N” for Needs Improvement.

Grades 7-8: Teachers will grade LEP students with the traditional grades given at those grade levels.

Grades 9-12: Classroom Teachers and ESL Teachers will grade LEP students with the traditional grades given at those grade levels. Top

Exemption Eligibility

LEP Students who are in their first year to U.S. Schools and who score below Intermediate-High on the Reading IPT Language Proficiency Test are exempted from State Reading and Writing Assessments, including the NCCLAS.

Students are required to take the State Math Assessments or NCCLAS for Math.  Top

NCCLAS Eligibility

State guidelines allow students to be eligible for the NCCLAS if the following two criteria are met:

1. In U.S. Schools less than 2 years or 24 months from the initial date of enrollment, and

2. Students must score below Intermediate-High on the Reading portion of the IPT Language Proficiency Test to be eligible for the Reading and Math NCCLAS.  For the Writing NCCLAS, students must score below Superior on the Writing portion of the IPT Language Proficiency Test.

FAQs Concerning NCCLAS  Top

Accommodations

The state is very clear that LEP students only have those accommodations on state tests that they have been using on a regular basis in their classrooms.

What if the accommodations change during the course of a school year?

Changes in the use of accommodations are documented on our LEP Educational Plan.  When changes occur, this should be a team decision by the ESL teacher and the classroom teacher.  The testing coordinator should be immediately notified of any changes in accommodations.

The following accommodations may be used for LEP students on state tests:

1. Testing in a separate room

2. Schedule extended time (Must be completed within the same day the test is administered)

3. Multiple testing sessions (May take 2-3 days)

4. Test Administrator reads test aloud in English (Recommended only for students who score below the Advanced proficiency level on the IPT.  In addition, if this accommodation is used, then the entire test must be read aloud.)

5. Student reads test aloud to self

6. English/Native Language Dictionary or English/Native Language Electronic Translator Top

IQ Testing  (Grades 3 and 6)

Students may not receive any accommodations on IQ tests.  Because the IQ test at grades 3 and 6 is a beginning test for possible eligibility into the Academically Gifted program, any LEP student who may score low because of language or who may have been excluded from the IQ test may enter the AG Pool for further consideration through any of the following criteria:

1. Teacher recommendation, parent recommendation, student recommendation (self);

2. EOG scores;

3. Scores from nationally normed achievement tests;                                                               

4. Student performance;

5. Other criteria. Top

LDPs (Grades 3-8)                                                 

LDPs are local tests and are given to indicate student progress.  Students who may be taking the NCCLAS may be included in LDP administration if ESL and content teachers believe this inclusion will be beneficial for the student. Top

Waivers

Limited English proficient students in grades 3 through 8 who are no longer eligible for the NCCLAS and whose English language is below Superior in reading and writing in accordance with the Guidelines for Testing Students with Limited English Proficiency may receive a waiver from the student accountability standards for a maximum of two years after the end of the NCCLAS eligibility.  The waiver must be requested in writing.  Students/parents desiring a waiver must submit a request to the Appeals Committee.  (See Catawba County Schools Student Accountability Policy.)  Top

Retention

1. When students are not performing at grade level, the decision to send notices of possible retention to parents is a decision made by the principal at each school.

2. The decision to retain a child should be made as a team, which includes but is not limited to the classroom teacher, ESL teacher, principal, parent, etc.

3. Federal law is very clear that no LEP child should be retained where language is the reason for the retention. Top

Exceptional Children’s Program

Students with disabilities who are served through the EC program must have an Individualized Education Plan written by the IEP team.  The ESL teacher must be a member of this team for students with disabilities who are also LEP.  All issues of testing, including decisions regarding modifications/accommodations, are made through this IEP team process, not through the ESL teacher. Top

PPEPs (Grades K-2) and PEPs (Grades 3-12)

The following information is in addition to Catawba County Schools PPEP and PEP guidelines:

1. All LEP students should have PEPs written for them.

2. PEPs for LEP students should include:

   • Dated samples of student's work over time that reflect the content of the Standard Course of Study for that grade level.  (See a Guide to the Standard Course of Study for LEP Students for suggestions of content exercises for limited English proficient students.)  It is extremely important that these work samples indicate what the LEP student is or is not able to do.  Writing samples are extremely valuable and offer much insight into a student’s language acquisition.

   • K-2 Students-Literacy Assessments, Math Assessments, IRI(s), etc.

   • Grades 3-12-Relevant Work Samples¾Checklist on front of PEP folder offers guidelines.

   • English Language Proficiency test scores;

   • Classroom and ESL teachers are encouraged to write a brief paragraph or narrative about the student and the student’s performance in class.

3. The ESL teacher should be a vital component of the PPEP and PEP development process.  The ESL teacher can be an “intervention” if checked on the PPEP/PEP form by the classroom teacher.  The ESL teacher can share language assessment information as well as language work samples from ESL class that can be included in the folder.  In addition, the ESL teacher can help in getting translators and assist in arranging the required parent conference if language is a factor.  The ESL teacher also may attend and assist the classroom teacher at the required parent-teacher conference. Top

Student Assistance Team

LEP students with PEPs should not routinely be recommended for referral to Student Assistance Teams.  Only LEP students who are making no progress after the PEPs have had time to work should be referred. The ESL teacher must be present at the SAT meeting for the LEP student.  The lack of language proficiency is not a reason for referral to the SAT.  Top

Refusal of ESL Services

Students who have refused ESL services are still entitled to modifications on state tests, and if they meet the 2 criteria, they may be eligible for the NCCLAS. Top

Levels of English Proficiency