ap_pub_051314 - Trillium Lakelands District School Board

Transcription

1/22
COMMITTEE OF THE WHOLE MEETING OF THE BOARD
AGENDA
DATE:
LOCATION:
VIDEO CONFERENCE:
TIME:
Tuesday, May 13, 2014
VC Room – Haliburton County Education Centre
VC Room – Muskoka Education Centre
Board Room – Corporate Office, Lindsay Education Centre
6:30 p.m. or following the in-camera meeting
1
CALL TO ORDER
2
DECLARATION OF POSSIBLE CONFLICT OF INTEREST
3
DELEGATIONS/PRESENTATIONS
4
APPROVAL OF THE AGENDA/ADDITIONS
5
ACTION ITEMS:
5.1
ADMINISTRATIVE REPORTS:
5.1.a 2014-2017 Surplus Management Plan ----------------------------------------- L. Hope (pgs. 3-4)
5.1.b ES-5504 English Language Learners Policy ------------------------------------ B. Barrett (pgs. 5-6)
5.1.c ES-5505 English Language Learners Procedure ------------------------------ B. Barrett (pgs. 7-22)
5.2
6
TRUSTEE REPORTS:
INFORMATION ITEMS (VERBAL)
6.1
ADMINISTRATIVE REPORTS: (verbal)
6.1.a
6.1.b
6.1.c
6.1.d
6.1.e
6.2
Elementary Staffing ----------------------------------------------------------------- A. Gillespie
Secondary Staffing ------------------------------------------------------------------ D. Scates
2014-2015 Budget Overview ----------------------------------------------------- B. Kaye
Administrative Update -------------------------------------------------------------- L. Hope
System Update ----------------------------------------------------------------------- C. Shedden
STUDENT TRUSTEE REPORTS (verbal):
6.2.a G7 Student Senate Report -------------------------------------------------------- J. Hawley
6.2.b OSTA-OECO Report ----------------------------------------------------------------- J. Hawley
TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda
1
6.3
6.3.a
6.3.b
6.3.c
6.3.d
6.3.e
Character Development Committee Report ---------------------------------- J. Bryne
Safe and Accepting Schools Committee Report ----------------------------- G. Brohman
Nutrition Committee Report ----------------------------------------------------- T. Armstrong
OPSBA Report ------------------------------------------------------------------------- K. Round
Two Minute Update ---------------------------------------------------------------- Trustees
7
CORRESPONDENCE
8
PUBLIC QUESTIONS AND COMMENTS
9
NEXT MEETING
DATE:
LOCATION:
TIME:
10
2/22
TRUSTEE REPORTS (verbal):
Tuesday, May 27, 2014
Board Room – Corporate Office, Lindsay Education Centre
6:30 p.m.
ADJOURNMENT
TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda
2
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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD
ADMINISTRATIVE REPORT
DATE:
May 5, 2014
TO:
Trustees
SUBJECT:
Surplus Management Plan
ORIGIN:
Larry Hope, Director of Education
REFERENCE:
Committee of the Whole – May 13, 2014
PURPOSE:
To provide trustees with an updated Surplus Management Plan.
CONTEXT:
In order to plan for future needs and initiatives and to expedite any Ministry
approvals that may be required, a revised multi-year surplus management
plan has been prepared. The approval of the plan will demonstrate the
Boards’ commitment to a plan for utilization of some of the surplus balance
that the Board currently has in place. The plan is intended to identify
initiatives for a number of years into the future that will draw down the
surplus in a deliberate, designed fashion. In preparing the plan, the best
estimates of the cost of the initiatives were determined.
CONTENT:
A revised multi-year surplus management plan is provided. This plan
provides for initiatives to be financed from the surplus balance over the next
three years. By identifying these initiatives, the costs can be incorporated
into the budget preparation process, and presented to trustees as part of the
annual budget. The use of the surplus in the budget estimates will require
approval by both the trustees and the ministry. Under current ministry
guidelines, use of surplus funds which exceed 1% of the operating grants in
any budget year requires ministry approval, prior to the final approval of the
budget by the Board. As the capital items identified in the plan won’t directly
impact on the 2014-15 operational budget the proposed Surplus
Management Plan would result in an estimated 2014-2015 operating deficit
of approximately $3,010,000.
ACTION:
Recommendation that the 2014-2017 Surplus Management Plan be
approved.
1
Administrative Report
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SURPLUS MANAGEMENT PLAN
REVISED FEBRUARY 2014
CURRENT
2013-2014
CLASSROOM SUPPORTS
Instructional Computers (Earn a Laptop/ Device)
Instructional Computers (Technology Innovation)
Specialist High Skills Major - Supplies and Materials
Elementary Instructional Leads
Student Success EA's
Program Enhancement
Tech Shop Equipment
Computer Peripheral Equipment
Secondary Textbooks
Math / Writing Assessment Kits
Classroom Sound Fields
Tech Camp for Students
Enhanced Co-op Partnerships for SAL
Learning Commons Project
PROGRAM SUPPORTS
Mental Health Staffing and Training
Specialist High Skills Major - Staffing
Math / IT Camp
Social Media Strategy
Quality Daily Physical Education Initiative
Communication Software Solution
MS Office 2013 Migration
Website AODA Development
INFASTRUCTURE SUPPORTS
Accessibility Management Plan
Roof Replacement Plan
Streaming Server
Capital Reserve
TOTAL INITIATIVES
50,000
100,000
100,000
1,495,000
305,000
160,000
225,000
100,000
100,000
50,000
450,000
2014-2015
100,000
100,000
1,456,000
305,000
160,000
225,000
100,000
50,000
60,000
75,000
200,000
110,000
60,000
24,000
110,000
150,000
400,000
45,000
110,000
75,000
24,000
110,000
40,000
10,000
10,000
150,000
400,000
2015-2016
2016-2017
100,000
50,000
1,365,000
305,000
160,000
1,183,000
305,000
160,000
50,000
50,000
75,000
110,000
40,000
10,000
40,000
150,000
400,000
150,000
400,000
2,765,000
2,338,000
3,600,000
4,234,000
2
7,160,000
DATE:
May 13, 2014
TO:
Board Trustees
SUBJECT:
ES – 5504 English Language Learners – English as a Second
Language and English Literacy Development Programs Policy
ORIGIN:
Bruce Barrett, Superintendent of Secondary School Improvement
and Student Success
REFERENCE:
Committee of the Whole Board Meeting – May 13, 2014
PURPOSE:
To present the ES – 5504 English Language Learners – English as
a Second Language and English Literacy Development Programs
Policy to Trustees for approval.
CONTEXT:
TLDSB schools serve a student population that continues to
increase in cultural and linguistic diversity. Throughout TLDSB we
have students learning the English language (ELL) at the same
time as they are learning the curriculum and developing a full range
of literacy skills. This ELL policy represents a revision of the
existing board policy.
CONTENT:
The review process was followed. This policy was reviewed by
Trustee Judith Hayes, as well as with a committee representing
system leaders and school administrators. It was determined that
there were no changes required to the policy
ACTION:
Recommendation that the ES - 5504 English Language Learners
Policy be approved.
1
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6/22
BOARD POLICY
Approval Date
Replacing
2014009
All previous
policies
Review Date
Page
20194
1 of 1
Contact Person/Department
Identification
Superintendent of
Secondary School
Improvement and Student
SuccessOperations
ES – 5504
English Language Learners – English as a Second Language
and English Literacy Development Programs
Trillium Lakelands District School Board is committed to ensuring a consistent approach
to the education of English language learners across our district. Trillium Lakelands
District School Board will provide direction and support in meeting the needs of English
language learners so that these students can develop a proficiency in English that will
support success in school.
DATE:
May 13, 2014
TO:
Board Trustees
SUBJECT:
ES – 5505 English Language Learners – English as a Second
Language and English Literacy Development Programs Procedure
ORIGIN:
Bruce Barrett, Superintendent of Secondary School Improvement
and Student Success
REFERENCE:
Committee of the Whole Board Meeting – May 13, 2014
PURPOSE:
To present the ES - 5505 English Language Learners – English as
a Second Language and English Literacy Development Programs
Procedure to Trustees.
CONTEXT:
TLDSB schools serve a student population that continues to
increase in cultural and linguistic diversity. Throughout TLDSB we
have students learning the English language (ELL) at the same
time as they are learning the curriculum and developing a full range
of literacy skills. This ELL procedure represents a revision of the
existing board procedure.
CONTENT:
This procedure was reviewed by Trustee Judith Hayes, as well as
with a committee representing system leaders and
school administrators. Minimum revisions were made to the
procedure including updates to references and related documents.
1
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ADMINISTRATIVE PROCEDURE
Approval Date
Replacing
201409
All previous
procedures
Review Date
Page
2019
1 of 11
Contact Person/Department
Identification
Superintendent of
Secondary School
Improvement and Student
Success Operations
ES – 5505
English Language Learners – English as a Second Language
and English Literacy Development Programs
1.0
PURPOSE
Trillium Lakelands District School Board is committed to ensuring a consistent
approach to the education of English language learners across our district.
Trillium Lakelands District School Board willThe goal of this procedure is to
provide direction and support in meeting the needs of English language learners
so that these students can develop a proficiency in English that will support
success in school.
2.0
REFERENCES AND RELATED DOCUMENTS
2.1
2.2
TIPS for English language learners (2005)
English language learners: ESL and ELD programs and services K12 (2007)
Antiracism and Ethnocultural Equity in School Boards: Ministry Guidelines for
Policy Development and Implementation (1993);
English Language Learners ESL and ELD Programs and Services: Policies
and Procedures for Ontario Elementary and Secondary Schools,
Kindergarten to Grade 12;
Guide to the Provincial Report Card, Grades 1-8 (1998);
Guide to the Provincial Report Card, Grades 9-12 (1999);
Individual Education Plans: Ministry Standards for Development, Program
Planning and Implementation (2000);
Many Roots, Many Voices: Supporting English Language Learners in Every
Classroom. A Practical Guide for Ontario Educators (2005);
Ontario Secondary Schools, Grades 9-12: Program and Diploma
Requirements (1999);
Policy/Program Memorandum No. 7, “Heritage Languages Program” (1990);
Policy/Program Memorandum No. 136, “Clarification of Section 49.1 of the
Education Act: Education of Persons Unlawfully in Canada” (2004);
Special Education: A Guide for Educators (2001);
2.3 Supporting English Language Learners: A practical guide for Ontario
Educators, Grades 1 to 8 (2008);
ENGLISH LANGUAGE LEARNERS
ESL and ELD
2
ES-5505
Supporting English Language Learners in Kindergarten: A practical guide
for Ontario Educators (2007);
2.5 Supporting English Language Learners with Limited Prior Schooling: A
practical guide for Ontario Educators, Grades 3 to 12 (2008);
2.6
Growing Success (2010)
2.7
Learning for All (2011)
2.8
Ontario Schools K-12: Policy and Program Requirements (2011)
The Ontario Curriculum, Grades 9-12: English as a Second Language and
English Literacy Development (2001);
The Ontario Curriculum, Grades 9-12: Program Planning and Assessment
(2000);
2.9 TLDSB Prior Learning Assessment and Recognition (PLAR) Policy ES5035.
2.4
3.0
TERMS AND DEFINITIONS
3.1
English Language Learners: Students in provincially funded
English language schools whose first language is a language other than
English, or is a variety of English that is significantly different from the
variety used for instruction in Ontario’s schools, and who may require
focused educational supports to assist them in attaining proficiency in
English.
3.1
3.2
3.2
Canadian-born English Language Learners: Students born in
Canada and raised in families or communities in which languages other
than English are spoken.
3.3
3.3
Newcomers from Other Countries: Students who arrive from
countries around the world at various stages in their educational careers.
These students require different levels of support in order to succeed in
the classroom. Newcomers from other countries may include:
3.3.1 Children who have arrived in Canada with their families as part of
a voluntary, planned immigration process;
3.3.2 Children who have arrived in Canada as a result of war or other
crisis in their home country, and who may have left their homeland
under conditions of extreme urgency;
3.3.3 Children who have arrived in Canada with an international or
“visa” status and are paying fees to attend school in Ontario.
These students often plan to attend a Canadian university.
3.4
3.4
PLAR (Prior Learning Assessment and Recognition): The formal
evaluation and credit-granting process whereby students may obtain
credits for prior learning. Prior learning includes the knowledge and skills
that students have acquired, in both formal and informal ways, outside
Ontario secondary school. Students may have their knowledge and skills
evaluated against the expectations outlined in provincial curriculum policy
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ESL and ELD
3
ES-5505
documents in order to earn credits towards the Ontario Secondary School
Diploma.
4.0
3.5
3.5
ELD (English Literacy Development): Students who have had
limited access to schooling and have significant gaps in their education.
They may come from countries, in which English is not spoken, or in
which Standard English is the official language, but other varieties of
English are in common use. Unlike ESL students, ELD students have not
had opportunities to develop age-appropriate literacy skills in their first
language.
3.6
3.6
ESL (English as a Second Language): Students who speak a
language other than English at home and may have a limited
understanding of Standard English. These students are usually proficient
users of their own languages but require assistance to learn English, the
language of instruction in Ontario Schools. English as a second language
(ESL) instruction provides the additional support required.
ADMINISTRATIVE PROCEDURE
4.1
BOARD PLANNING
A section of the Board Improvement Plan and the Student
Success/Learning to 18 Action Plan will include a strategy that addresses
the needs of English language learners.
4.1
4.2
RECEPTION AND ORIENTATION OF ENGLISH LANGUAGE
LEARNERS AND THEIR FAMILIES
4.1.1
4.2.1 Trillium Lakelands District School Board schools will
provide a warm welcome for all English language learners and
their families.
4.1.2
4.2.2 English language learners who are under the age of 18
and are otherwise entitled to be admitted to school in Ontario will
be admitted to school whether or not their parent or guardian is
unlawfully in Canada. Contact the office of the superintendent
who oversees English language learners if you encounter this
situation.
4.1.3
4.2.3
At the elementary level, orientation programs will include:
a) information about school routines, programs and activities;
b) explanation of school policies, (including assessment,
evaluation, reporting policies and homework policies);
c) explanation of the overall school structure, including the
School Council’s role; and
d) information about community activities and supports.
4.1.4
4.2.4 Trillium Lakelands District School Board provides a
welcome package available at schools and online.
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ESL and ELD
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ES-5505
4.1.5
4.2.5 Schools are advised to identify a staff member who will be
a contact for the student throughout the adjustment and
orientation period.
4.1.6
4.2.6 Should the need or a request for an interpreter/translator
arise, the school will contact the Superintendent’s office
responsible for English language learners.
4.1.7
4.2.7 Trillium Lakelands District School Board will effectively
make use of human resources, including community resources.
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ESL and ELD
4.2
5
ES-5505
4.3
INITIAL ASSESSMENT OF ENGLISH LANGUAGE LEARNERS
4.2.1
4.3.1 The school administration will contact the Superintendent’s
office responsible for English Language Learner instruction, using
the form “Request for English as a Second Language Support”,
appendix 5.1. The Superintendent’s office will involve the
appropriate consultant or qualified staff to assess the English
language proficiency of all English language learners. The
assessment procedure will include:
e)a) a structured interview to assess oral communication skills
(i.e., listening and speaking);
f)b) an assessment of reading comprehension;
g)c) an assessment of student writing;
h)d) an assessment of mathematical knowledge and skills, if
deemed appropriate.
4.2.2
4.3.2 Trillium Lakelands District School Board will gather the
necessary student information at the direction of the appropriate
Superintendeant.
4.3.3 If the initial assessment indicates that an English language
learner requires additional support beyond that being
provided in the regular classroom setting, the board will
provide additional support as recommended in the
assessment report.
has had limited prior schooling, the board will provide additional
support to the student.
4.3
4.2.3
4.3.4 Trillium Lakelands District School Board will use
information from the student’s home country, from initial
assessment or from early teacher observation to identify English
language learners who have special education needs and provide
necessary support by referring the student to the appropriate
school support School Based Resource tTeam.
4.2.4
4.3.5 English language learners are eligible for ESL or ELD
services and special education services simultaneously. The
development of an Individual Education Plan (IEP) for an English
language learner needs to take into consideration both needs
related to language learning and needs related to the student’s
exceptionality.
4.2.5
4.3.6 Completed assessment reports and recommendations will
be provided to the school administrator who will determine the
appropriate placement of the English language learner.
4.4
PLACEMENT OF ENGLISH LANGUAGE LEARNERS
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4.3.1
6
ES-5505
4.4.1 In elementary schools, a student’s level of proficiency in
English will not influence the choice of grade placement. English
language learners will be placed with an age-appropriate group.
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ESL and ELD
4.4
4.5
7
ES-5505
4.3.2
4.4.2 Secondary schools will consider the educational
background of all English language learners in determining their
placement. Placement in specific subjects will depend upon the
student’s prior education, background in specific subject areas,
aspirations and recommendations from the initial assessment.
4.3.3
4.4.3 Final decisions regarding placement are made by the
principal in consultation with the student, staff, and parents. The
principal will communicate the placement decision, and the
rationale for the placement, to the student and parents.
4.5
PROGRAMMING FOR ENGLISH LANGUAGE LEARNERS
4.4.1
4.5.1 Trillium Lakelands District School Board schools, in
consultation with program staff, will implement programs and
services that will enable English language learners to continue
their education while learning English.
4.4.2
4.5.2 The principal of the school will receive an approval memo
outlining the amount of support and length of time support has
been granted.
4.4.3
4.5.3 The principal shall identify and enlist an instructor to
provide tutoring to the amount approved by the Superintendent
responsible for English language learners, excluding weekends
and statutory holidays. Progress of the student will be reviewed
and reported to the principal.
4.4.4
4.5.4 Trillium Lakelands District School Board will designate
appropriately qualified personnel to coordinate programs and
provide leadership at the system level.
4.4.5
4.5.5 Programs and services will be designed for English
language learners that are flexible and reflective of the needs of
the student.
4.6
GRADUATION REQUIREMENTS FOR ENGLISH LANGUAGE
LEARNERS
4.5.1
4.6.1 A student entering the Ontario secondary school system at
any grade level may count a maximum of 3 ESL or ELD credits as
compulsory English credits. (Four compulsory English credits are
required for graduation).
4.5.2
4.6.2 The remaining compulsory English credit(s) will be earned
at the Grade 12 level.
4.5.3
4.6.3 The Ontario Secondary School Literacy Course (OSSLC)
is a full-credit course that fulfils the Literacy requirement for
graduation and can be counted as the compulsory English credit
in either Grade 11 or Grade 12.
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4.6
8
ES-5505
4.5.4
4.6.4 Boards will implement a process for evaluating a student’s
proficiency in an international language(s) and providing
appropriate credit(s) for that proficiency, where courses in the
language already exist in the board.
4.7
SUBSTITUTIONS FOR COMPULSORY COURSES
The principal has the discretion to make substitutions for a maximum of 3
compulsory courses at the secondary level to address the specific needs
of English language learners.
4.7
4.8
ONGOING ASSESSMENT, EVALUATION, AND REPORTING
4.8.14.7.1
A progress report (see appendix 5.3) will be filed in the
student’s OSR at the end of each term as applicable. Progress
will be shared with parents on a regular basis.
4.8.24.7.2
Each September, the principal will forward an application
for ESL student support for each student who received ESL
support the previous school year, to the Superintendent
responsible for English language learners. See Appendix 5.2,
“Request for Renewal of ESL Services”. A copy of the final
progress report from the student’s OSR shall be forwarded with
this request.
4.8.34.7.3
The Superintendent’s office will forward the report to the
appropriate consultant or qualified staff to reassess the English
language proficiency if required.
4.7.4
4.8.4 When learning expectations are modified for English
language learners, evaluation will be based on the documented
modified expectations. This will be noted on the report card and
explained to parents.
4.7.5
4.8.5 Teachers will indicate, using the appropriate box on the
report card, when modifications to curriculum expectations have
been made to address the ESL or ELD needs of English language
learners.
4.7.6
4.8.6 In completing the report card, teachers do not check the
modification box to indicate:
a) that the student is participating in ESL or ELD programs or
courses; or
b) that accommodations have been provided (e.g., extra time
to complete assignments, access to a bilingual dictionary,
opportunities to work in the student’s first language).
4.7.7
4.8.7 To appropriately assess and evaluate the learning of
English language learners, schools may need to make some
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ESL and ELD
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ES-5505
accommodations related to the assessment process. These may
include:
a) the granting of extra time;
b) the use of alternative forms of assessment such as oral
interviews, learning logs, or portfolios.
4.7.8
4.8.8 When confidential information is being discussed, Trillium
Lakelands District School Board schools will facilitate the accuracy
of translation by appropriate adults (e.g. bilingual teacher, a
professional interpreter, adult member of the student’s family, or
close family friend) wherever possible.
4.7.9
4.8.9 Interaction with parents will further support parent
engagement in the student’s educational experiences and
achievements.
4.7.10 4.8.10 Information on each English language learner’s level of
English language acquisition will be summarized on the progress
report, appendix 5.3, and included in the Ontario Student Record
at least once in each school year. Levels of English language
acquisition are available on page 25 of the Ontario Curriculum
Grades 1-8, English as a Second Language and English Literacy
Development, A Resource Guide, 2001.
4.8
4.9
4.9
IDENTIFICATION
AND
INVOLVEMENT
OF
ENGLISH
LANGUAGE LEARNERS IN LARGE-SCALE ASSESSMENTS
4.8.1
4.9.1 English language learners should participate in the Grade
3 and Grade 6 provincial assessments in reading, writing, and
mathematics, and in the Grade 9 provincial assessment in
mathematics, when they have acquired the level of proficiency in
English required for success.
4.8.2
4.9.2 Decisions about exemptions or deferrals will be made
according to the requirements articulated in the EQAO
administration guide.
4.8.3
4.9.3 English language learners should take the Ontario
Secondary School Literacy Test when they have acquired the
level of proficiency in English required for success.
4.8.4
4.9.4 English language learners should participate in national
and international assessments when they have acquired the level
of proficiency in English required for success.
4.10
DISCONTINUATION OF ESL/ELD SUPPORT
4.9.1
4.10.1 English language learners should receive ESL/ELD
program support until they have acquired a level of proficiency
required to learn effectively in English with no ESL/ELD support.
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ES-5505
4.10.2 The decision to discontinue ESL/ELD support is made by
the principal in consultation with appropriate staff.
4.10.3 In Trillium Lakelands District School Board, support for
English language learners is allocated on an annual basis. In
September, the appropriate superintendant will notify
administrators of this process.
4.9.2
4.9.3
4.10
10
4.11 APPROPRIATE ALLOCATION OF RESOURCES TO SUPPORT
Funding provided under the ESL/ELD component of the Language Grant
will be used for programs and services that are designed to benefit
English language learners. Information about the use of ESL/ELD
funding will be included in the financial statement submitted annually to
the ministry.
4.11
4.12 ENGLISH
AS
A
SECOND
LANGUAGE
QUALIFICATIONS AND PROFESSIONAL DEVELOPMENT
TEACHER
4.11.1 4.12.1 All teachers are responsible for supporting academic
success for all students – including English language learners.
Classroom / subject teachers who have students in their classes
who are English language learners are not required to hold
English as a Second Language Part 1 qualification.
4.11.2 4.12.2 Teachers assigned to ESL and ELD programs/courses at
both the elementary and secondary school level are required to
hold English as a Second Language Part 1 qualification.
4.05.0 APPENDICES
4.15.1 Request for English as a Second Language Support
4.25.2 Request for Renewal of ESL Services
4.35.3 ESL Progress Report
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ENGLISH LANGUAGE LEARNERS – ENGLISH AS A SECOND LANGUAGE AND ENGLISH LITERACY
DEVELOPMENT PROGRAMS
ES-5505 Appendix 5.1
18/22
Request for English as a Second Language Support
ES – 5505 Appendix 5.1
Date Submitted:
School:
STUDENT INFORMATION - To be completed by Principal
Name:
Grade:
Place of Birth:
Native Language:
Citizenship:
Background Information; (Length of time in Canada, Contact with English, etc.)
Has this student previously received support?
Yes
No
Brief Explanation
Principal's Signature:
ASSESSMENT INFORMATION - To be completed by Consultant
Assessment Report:
Consultant's Recommendation:
ESL Instruction Approved
ESL Instruction Not Approved
Support Details:
Orientation:
Writing:
Reading:
Speaking:
Listening:
Consultant’s Signature:
SUPERINTENDENT APPROVAL - To be completed by Superintendents Office
Start Date for Service: ______________________________ End Date for Service: _____________________________________
Notification:
Consultant
Principal
Superintendent’s Signature:
Payroll
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Requests for ESL support should be made directly to the
Superintendent’s office responsible for English language learners.
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Request for RENEWAL of ESL Support
Date Submitted:
21/22
Attach Student Progress Report
ES – 5505 Appendix 5.2
School:
STUDENT INFORMATION - To be completed by Principal
Name:
Grade:
Homeroom Teacher:
Most Recent ESL Teacher:
Allocation of ESL support received most recently:
Total number of years of ESL support in Ontario:
Please attach most recent Progress Report by ESL teacher:
Principal's Signature:
ASSESSMENT INFORMATION - To be completed by Consultant
Assessment Report:
Orientation:
Writing:
Reading:
Speaking:
Listening:
Consultant's Recommendation:
Continue ESL Support
Discontinue ESL Support
Date:
Consultant’s Signature:
SUPERINTENDENT APPROVAL - To be completed by Superintendents Office
Allocation of Service: _________________________________________________________________________________________
Start Date for Service: ______________________________ End Date for Service: _____________________________________
Notification:
Consultant
Principal
Payroll
Superintendent’s Signature:
Requests for ESL support should be made directly to the
Superintendent’s office responsible for English language learners.
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Procedure ES-5505, Appendix 5.3
English as a Second Language
Progress Report
This report is an alternative format to the Provincial Report Card for
students receiving English as a Second Language curriculum.
Student Name:
Grade (Regular Class):
School:
Principal:
ESL Teacher:
Date of Report:
ESL Instruction
Start
Date:
End Date:
Description of Program:
Comments on Progress:
(Including Strengths/Weaknesses/Next Steps)
Orientation:
Writing:
Reading:
Speaking:
Listening:
ESL Teacher’s Signature:
_______________________________________
Principal’s Signature:
_______________________________________
June 20

ap_pub_051314 - Trillium Lakelands District School Board

Transcription

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