IE General Guidelines - July 2014

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INTENSIVE ENGLISH USER’S GUIDE

CONTENTS

Click below to go directly to the content referred to.

Section 1: Overview of the Intensive English Program ............................................................. 3

Section 2: Intensive English Placement Guidelines................................................................... 4

General Testing Procedures and Placement Guidelines ......................................................... 4

Identification ....................................................................................................................... 4

Formative Assessments ...................................................................................................... 4

Parent Letter ....................................................................................................................... 5

Curriculum Placement for 6-10 year-old Intensive English ............................................... 5

Mainstream Classes for 6-10 year-old Intensive English ................................................... 5

Curriculum Placement for 11 YO - 17YO.......................................................................... 5

Elementary Placement Scenarios ........................................................................................... 6

Student X ............................................................................................................................ 6

Secondary Placement Scenarios ............................................................................................. 6

Student Y ............................................................................................................................ 6

Student Z............................................................................................................................. 6

Intensive English Flowcharts ................................................................................................. 8

Elementary Intensive English Flowchart ............................................................................ 8

Pre-Secondary Intensive English Flowchart ..................................................................... 11

Intensive English Support Time ........................................................................................... 14

Section 3: Transition Requirements for entry into Mainstream Reading and Language Arts

Classes...................................................................................................................................... 15

Elementary (6 year-old to 13 year-old) Transition Requirements ....................................... 15

Secondary Transition Requirements .................................................................................... 16

Appendix A: Leveled Book Chart with Age Level Correlation .............................................. 17

Appendix B: IPT-I & II Oral English Test Examiner’s Quick Guide ..................................... 18

IPT-I Oral Language Proficiency Test for 5-11 year olds (grades K-6), Forms G & H ...... 18

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NES/LES/FES Designation Chart .................................................................................... 18

IPT-II Oral Language Proficiency Test for 11 year olds-Secondary 4 (grades 6-12), Forms

E & F .................................................................................................................................... 19

NES/LES/FES Designation Chart .................................................................................... 19

Appendix C: Intensive English Writing Prompt ...................................................................... 20

Beginner IE Writing Prompt Directions............................................................................... 20

QSI Intensive English Writing Prompt ................................................................................ 21

Appendix D: Intensive English Transition Requirements ....................................................... 24

Transition from Intensive English Reading and Language Arts classes for Elementary

Students ................................................................................................................................ 25

Transition from Intensive English Reading and Language Arts classes for Secondary

Students ................................................................................................................................ 26

Transitioned Intensive English Tracking Form .................................................................... 28

Appendix E: The QSI Co-Teaching Model ............................................................................. 29

Co-Teaching Guidelines ....................................................................................................... 29

Overview: What is co-teaching and why is it necessary? ................................................ 29

Co-teaching is not… ......................................................................................................... 29

Administrative Support..................................................................................................... 29

Expectations: What are the responsibilities of a co-teacher? .......................................... 29

Resources: Where do I find help? .................................................................................... 29

Co-Teaching Planning Form ................................................................................................ 31

Appendix F: Example QSI Placement Letter for Parents ........................................................ 32

Appendix G: Glossary.............................................................................................................. 33

Revised 20 July 2014

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SECTION 1: OVERVIEW OF THE INTENSIVE ENGLISH

PROGRAM

Every QSI student has the opportunity to be successful in their learning, and students are

expected to flourish in their classrooms. However, a student whose English proficiency level

is below that commonly associated with their age may not be able to flourish in the

mainstream classroom. The Intensive English program is designed for these students.

The goal of the Intensive English program is to facilitate an accelerated learning environment

in which students are able to acquire the English language skills in the four domains of

speaking, listening, reading, and writing to be successful in their age-appropriate mainstream

classes. Intensive English classes are smaller than mainstream classes to allow teachers to

target individual student needs more effectively. It is expected that Intensive English classes

should have no more than six to eight students in them. The Intensive English program

allows students to be successful at school and feel confident as learners.

The Intensive English program consists of two courses. Intensive English Literacy

Elementary and Intensive English Literacy Pre-Secondary. Students will be placed within

the program based on several assessments outlined in the next section.

The Intensive English Literacy Elementary is designed for students ages 6 through 10 years

old. There are 38 essential units and 6 selective units. The Intensive English Literacy Pre-

Secondary is designed for students ages 11 and older. There are 36 essential units and 7

selective units.

Students may also be supported in content areas such as mathematics, science, and cultural

studies through a co-teaching model (see Appendix E). This model incorporates two teachers

who collaborate on lesson plans and teaching in one classroom. This model is beneficial for

IE students in that it is designed to target academic vocabulary and English fluency along

with the TSWs of a lesson.

It is expected that students acquire enough English language skills to be able to transition into

the mainstream classroom as quickly as possible. Their oral language, reading, and writing

skills will be monitored carefully while in the IE program. When their academic skills are

near to those of a native English speaker at their age level, they will exit the IE program (see

Exit Procedures).

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SECTION 2: INTENSIVE ENGLISH PLACEMENT GUIDELINES

General Testing Procedures and Placement Guidelines

Identification

Students are eligible to enroll in the Intensive English program starting at the 6 year-old age

level. Students in younger age levels will not attend IE classes, but will receive language

development support from their mainstream teacher.

Students are identified for IE program placement by the admissions coordinator and/or the

director of instruction (which is primarily based on their Fountas and Pinnell Benchmark

score, but can also be based on an interview, parent input as well as other possible means).

Once identified, students are given the IDEAS Proficiency Test (IPT; see below) to determine

their English oral language comprehension and proficiency level. They may also be assessed

in other modalities including writing, using the QSI Intensive English Writing Prompt, to

determine placement. Students who are not proficient in English (IPT levels A, B, C, and D1)

will be placed in the IE program and receive language instruction in IE classes during the

reading and language arts periods. Occasionally, depending on school resources, students will

not attend Intensive English classes but will receive sheltered instruction in a mainstream

reading and language arts class.2

Formative Assessments

The Fountas and Pinnell Benchmark Assessment System3 determines where students

should be placed into the Intensive English Program based on their reading levels.

This is an oral reading fluency and comprehension assessment. It will be administered

at the start (or when a student is first enrolled at a QSI school) and at the end of each

school year. See Appendix A for a Benchmark-DRA correlation chart for those

schools that are still using DRA.

The IPT is a formal oral language assessment published by Ballard & Tighe

(www.ballard-tighe.com). It will be administered at enrollment and then again each

spring until the student exits the IE program. Each QSI school will have access to an

online account to administer the test (www.onlineipt.com). Testers will use a picture

chart, ask questions, and record the results on the website (please see the “IPT-I & II

Oral English Test Examiner’s Quick Guide in Appendix B for more in-depth

information).

The QSI Intensive English Writing Prompt was developed informally by the

curriculum committee. It is a simple prompt that includes drawing a picture before

writing. See Appendix C for prompt and prompt directions.

1 IF a student tests at level D then other modalities should also be considered as he/she may or may not need IE

support. 2 IE support during Foreign Language Classes or Languages Other than English. Under special circumstances

and in consultation with the DI and parents, teachers may suggest that IE students be pulled from foreign

language classes to receive IE support. 3 Developmental Reading Assessment (DRA) may be given as an alternative to Fountas and Pinnell Benchmark

Assessment until the FP Benchmark Assessment has been fully transitioned into the school.

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Parent Letter

A letter is sent to parents notifying them of their child’s enrollment in the IE program. A

copy of this letter should be kept in the student’s file. See Appendix F for Parent Placement

Letter.

Curriculum Placement for 6-10 year-old Intensive English

Intensive English curriculum units are based on phases (or levels) of language

acquisition: beginner, early intermediate, intermediate, early advanced, advanced. The first

several units are for “beginner” students. The next several units are for “early intermediate”

students (see the IE Elementary Flow Chart starting on page 8). Please note that students

progress at different speeds in their English language development. To monitor a student’s

language acquisition, teachers may use the IPT Quick Informal Assessment as well as a

reading assessment and writing prompt. A student’s enrollment in IE classes is a flexible, not

a rigid, process based on individual progress.

IE classes utilize the ‘pull-out’ model and students enrolled in the 6 to 10 year old classes

will attend Intensive English instead of Mainstream Reading and Writing Literacy

classes. Since the IE curriculum is written in a scope and sequence format the IE teacher is

able to choose a starting unit based on the results of the Fountas and Pinnell Benchmark

Assessment System, the IPT and other assessments (see the IE Elementary Flow Chart). The

placement flowchart gives ranges of test scores for student placement in a unit.

Mainstream Classes for 6-10 year-old Intensive English

Intensive English students will attend mainstream mathematics, science, and cultural studies

classes. In elementary science and cultural studies classes, students can be given an

“Exposure” grade of “E” for material that they cannot master. An E grade is not allowable for

Mathematics. Teachers should use sheltered instruction techniques so students can access and

master mathematics unit TSWs. As noted above, when resources are available, a co-teaching

model should be utilized in these classes.

IE students may attend classes for Languages Other Than English (LOTE). However, there

are circumstances where a student struggles more than his/her peers when being exposed to

two new languages. In this circumstance, it is important to first discuss the student’s struggles

with the LOTE teacher. Academic, social and emotional accommodations should be

attempted so that the student may remain in the class. If the student continues to struggle, the

DI may choose to withdraw the IE student from this class.

Curriculum Placement for 11-year-old - Secondary

Students enrolled in 11 and up classes, who have been placed in the Intensive English

program, will attend Intensive English courses instead of mainstream Reading/Literature and

Writing Literacy/Writing classes utilizing a ‘pull-out’ model. Students may be pulled out of

Science and Cultural Studies if they are at a beginning level of language acquisition (IPT

levels ANES and BNES). Students with intermediate language skills (IPT levels CLES and

DLES), may attend small group sheltered instruction in Science and Cultural Studies using

elementary curriculum to acquire academic language. The placement in these Science and

Cultural Studies Intensive English groups are based on reading levels (see appendix). They

should not be enrolled in Languages Other Than English (non-native courses) other than what

is legally mandated.

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It should be noted that the Intensive English program is designed for students who exhibit

English language difficulties that impede their study in their mainstream classes. It is not

designed for students who exhibit learning disabilities or suspected learning disabilities,

although it is possible for a student to exhibit both an English language difficulty and a

learning disability. Where students exhibit learning disabilities, it will be necessary to involve

the school administration (the Director of Instruction or Resource Teacher, for example) and

perhaps even outside agencies.

Elementary Placement Scenarios

The following are examples of elementary students and how they are placed into the

Intensive English classroom. These are only examples and not to be used as rules. The

scenarios are strictly used as examples for placement. Take into account each student’s needs

and the school setting when making transition decisions.

Student X

A little girl who is from Montengro does not speak a word of English. By birth date her class

placement is in the 5 year old classroom. She was given a phonics assessment and it

indicates that she recognizes some letters but is not familiar with the corresponding sounds.

This girl will receive Literacy instruction in the 5 year old classroom. She will receive

Intensive English support during Languages Other Than English times.

Secondary Placement Scenarios

The following are examples of secondary students and how they are placed into the Intensive

English classroom. These are only examples and not to be used as rules. The scenarios are

strictly used as examples for placement. Take into account each student’s needs and the

school setting when making transition decisions.

Student Y

Student Y is 13 years old and a non-native English speaker and has come to QSI in March or

April. Because she has come from a school system where English is not taught at the same

level as the level taught at QSI, her reading level is two or three years below where it should

be. However, the student is highly motivated and expects to graduate on time. If she is not

reading at the level of her 13 year old peers by the end of the school year in June, it is very

likely that she will need Intensive English the following school year. She should not be

moved into secondary I classes until she can read and write within the range of students in

her peer group. This student should be offered every possible opportunity to be able to get her

reading level up to where it should be. However, it should be made blatantly clear to her and

her parents/guardian that there is a likelihood that it will take her longer than she expects to

graduate or to graduate with a general diploma instead of an academic diploma. All options

of placement should be discussed at the end of her first school year. Beginning this

conversation in March or April is actually best practice.

Student Z

Student Z is a 16 year-old non-native English speaker. He has been tested using Fountas and

Pinnell Benchmark at Level I (mid 7 year-old level). According to the Intensive English Pre-

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Secondary Course Outcome statement and to the guidelines set here, he should be entered

into E01 and progress through until he has completed E36 OR is reading and writing at the

level of a secondary student. This could conceivably take him 2-3 years to complete and by

the time he was ready to transitioned out of the IE program and be enrolled in all the English,

Science and Cultural Studies subjects that are required for graduation, he would be at least

19. Therefore, it needs to be made very clear to the parents/guardian of this student that it

would be extremely difficult for him to graduate from QSI in the time frame of a student

entering earlier into Intensive English.

While QSI does not turn students away, it may be better if the student was enrolled in a

school where the likelihood of him being successful in his studies and graduating sooner was

to his benefit. If, despite being made aware of the situation by the school director, he or his

parents still wish to continue at QSI, then he needs to be offered every assistance possible.

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Intensive English Flowcharts

These flowcharts on the following pages detail at what level students should be placed in the Intensive English program.

Elementary Intensive English Flowchart

ESSENTIAL

AND

SELECTIVE

UNITS

MATERIALS AND UNIT NAMES These units include all four domains of

language acquisition: listening, speaking,

reading, and writing.

Fountas and

Pinnell Guided

Reading Level

Ranges

IPT Levels

IE E01 Phonics IE E02 Newcomer A-C A,B IE E03 My Family and Me A-C A,B IE E04 Visit the Farm A-C A,B IE E05 All Kinds of Plants D-F A,B IE E06 Foundations of Literacy (closed at the end of the

school year ) D-F C

IE E07 Wind, Rain, and Snow D-F C IE E08 It’s Our Town D-F C IE E09 On the Job F-H C IE E10 Day and Night F-H C IE E11 Family Fun F-H C IE E12 Little Scientists G-I C,D IE E13 My Neighborhood H-I C,D

IE S01 Creature Features I-J C,D IE S02 Wild Weather I-J C,D IE S03 Then and Now I-J C,D IE S04 Around the World I-J C,D

6-YEAR-OLD LITERACY MATERIALS UNIT TITLE UNIT TITLE F-I IE E14 Foundations of reading and writing (IE year 2) Foundations of Reading Foundations of Writing D,E IE E15 E04 Informative-Nonfiction Genre Study Elements of Nonfiction Texts Nonfiction Writing D,E

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ESSENTIAL

AND

SELECTIVE

UNITS

MATERIALS AND UNIT NAMES These units include all four domains of

language acquisition: listening, speaking,

reading, and writing.

Fountas and

Pinnell Guided

Reading Level

Ranges

IPT Levels

IE E16 Narrative Life Stories Bringing Narratives to

Life D,E

IE E17 Opinion-Forming Opinions Forming Opinions Persuasive Paragraphs D,E

7-YEAR-OLD LITERACY MATERIALS I-M IE E18 Story Elements Realistic Fiction True Story Narrative D,E IE E19 Descriptive Words Fictional Stories Descriptive Writing D,E IE E20 Research Skills Understanding Information Research Writing D,E IE E21 Responding to Literature Fantasy & Folktales Response Writing D,E IE E22 Author Study Author Study Author Study D,E

8-YEAR-OLD LITERACY MATERIALS M-P IE E23 Narrative: Intro to Stories Story Structure Personal Narrative D,E IE E24 Informational Text Nonfiction Explanatory Essay D,E IE E25 Poetry Reading Poetry Writing Poetry D,E IE E26

Novel Study/Script Writing Novel Study Script Writing D,E

IE E27 Reading and Writing Fiction Reading Fiction Writing Fiction D,E

9-YEAR-OLD LITERACY MATERIALS O-S IE E28 Foundations of reading and writing(IE year 3)

Foundations of reading

Foundations of writing

D,E

IE E29

Informative - Reporting Information Types of Informative Writing Informative News/Book

Report D,E

IE E30 Opinion The Art of Persuasion Nonfiction with Purpose Persuasive Letter/Essay D,E IE E31

Narrative-Important People People Narratives Biography/Friendly

Letter D,E

IE E32 Drama The World of Theater Reader’s Theater Dialogue & Scripts D,E

10-YEAR-OLD LITERACY MATERIALS Q-U IE E33 Informative Historical Cause & Effect Historical Fiction Informative Cause &

Effect D,E

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ESSENTIAL

AND

SELECTIVE

UNITS

MATERIALS AND UNIT NAMES These units include all four domains of

language acquisition: listening, speaking,

reading, and writing.

Fountas and

Pinnell Guided

Reading Level

Ranges

IPT Levels

IE E34 Opinion Persuasive Techniques Nonfiction Persuasive Texts Persuasive Opinion

Writing D,E

IE E35 Narrative Storytelling Realistic vs. Science Fiction Personal Narrative D,E IE E36 Opinion-Literary Analysis and Response Literary Analysis Response to Literature D,E IE E37 Informative Research & Informational Texts Informative Texts Informative: Research &

Information Reports D,E

IE E38

Poetry Reading Poems Poetic Techniques D,E

D,E IE S05 S01 Goal Setting Using MAP Data 1 D,E IE S06 S01 Goal Setting Using MAP Data 2 D,E

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Pre-Secondary Intensive English Flowchart

ESSENTIAL

AND

SELECTIVE

UNITS

MATERIALS AND UNIT

NAMES These units include all four

domains of language

acquisition: listening, speaking,

reading, and writing.

Fountas and

Pinnell Guided

Reading Level

Ranges

IPT

Levels

Intensive English

Introductory

IE E01 Newcomer A-C IE E02 In the Classroom D-E IE E03 A School Day F-G IE E04 All the Things We Can Do F-I IE E05 Lunch Time H-K IE E06 I Need Some Information J-K

IE E07 How Do You Feel? J-M IE E08 Dress For the Weather L-M IE E09 Around Town L-O IE E10 Celebrating Seasons N-O IE E11 Around the World N-Q

IE S01 Exciting Opportunities P-Q IE S02 On the Job P-Q IE S03 Of All the Places You Could

Go! P-Q

IE S04 My Family, My Home P-Q

8-YEAR-OLD LITERACY UNIT TITLE UNIT TITLE P-S IE E12 E01 Foundations of Reading

and Writing Foundations of Reading Foundations of Writing

IE E13

E02 Narrative: Introductions

to Stories Story Structure Personal Narrative

IE E14 E03 Opinion: Responding to Opinion: Text Features Opinion: Reader

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ESSENTIAL

AND

SELECTIVE

UNITS

MATERIALS AND UNIT

NAMES These units include all four

domains of language

acquisition: listening, speaking,

reading, and writing.

Fountas and

Pinnell Guided

Reading Level

Ranges

IPT

Levels

Text Response

IE E15 E04 Informational Text Nonfiction Explanatory Essay

9-YEAR-OLD LITERACY R-T IE E16 E03 Informative-Reporting

Information Types of Informative Writing Informative News/Book

Report

IE E17 E04 Opinion-The Art of

Persuasion Nonfiction with Purpose Persuasive Letter/Essay

IE E18 E05 Narrative-Important

People People Narratives Biography/Friendly

Letter

IE E19 E08 Drama-The World of

Theater Reader’s Theater Dialogue and Scripts

10-YEAR-OLD LITERACY S-U IE E20 E03 Informative-Historical

Cause and Effect Historical Fiction Informative Cause and

Effect

IE E21 E06 Opinion-Literary Analysis

and Response Literary Analysis Opinion: Response to

Literature

IE E22 E07 Informative-Research and

Informational Texts Informative Texts Informative: Research

and Information Reports

IE E23 E08 Poetry Reading Poems Poetic Techniques

IE S05 S01 Goal Setting Using MAP

Data

11-13-YEAR-OLD

LITERACY U and above

IE E24 12 E01 Reader’s Response

(Student Self-Selected Texts) E01 Grammar

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ESSENTIAL

AND

SELECTIVE

UNITS

MATERIALS AND UNIT

NAMES These units include all four

domains of language

acquisition: listening, speaking,

reading, and writing.

Fountas and

Pinnell Guided

Reading Level

Ranges

IPT

Levels

IE E25 12 S05 Drama E07 Student Portfolio

IE E26 11 E03 Character Analysis in

Folk Literature E02 Narrative Writing

IE E27 11 E04 Poetry Analysis E03 Poetry Writing IE E28 11 E06 Nonfiction Analysis E05 Expository Writing IE E29 11 S02 Media Analysis S03 Media Creation

IE E30 12 E02 Face the Facts

(Nonfiction, Argument, and

Persuasion)

E04 Persuasive Writing

IE E31 12 E03 Weaving a Story (Plot,

Conflict, and Setting) E02 Narrative Writing

IE E32 12/13 E04 Personality Tests

(Analyzing Character and

Point of View)

E02 Bibliographical

Narrative (Narrative

Writing)

IE E33 12 E05 Lessons to Learn

(Understanding Theme) S02 Response to

Literature

IE E34 12/13 E07 The Novel I - Character

Development S04 Creative Writing

IE E35 13 E08 Arguments and

Persuasion E04 Persuasive Essay

IE E36 13 S02 History, Culture, and the

Author E06 Reasearch

IE S06 12 S01 Goal Setting Using MAP

Data Reading S01 Goal Setting Using

MAP Data Language

Usage

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Intensive English Support Time

Teachers may have extra time with Intensive English students during the school day. These

periods are extended resources of time. The students that are not going to Languages Other

Than English need to go to Intensive English for this time. In some schools this is referred to

Intensive English Support. Intensive English Support can cover a variety of curricular ideas

based on student needs. Below is a list of options to use for Intensive English Support time:

1. Intensive English Support teachers can ask mainstream classroom teachers topics of

study in the mainstream classroom. The support time can then offer more enrichment

and vocabulary development to support what is learning in the mainstream class in

regards to Mathematics, Science and Cultural Studies.

2. Students can also be enrolled in reading level appropriate Cultural Studies and

Science classes. Cultural Studies and Science are very language-intensive subjects

and involve subject-specific vocabulary. Textbooks in these subjects normally require

the students to have a native speaker-like reading level to be able to understand them

and therefore, Intensive English students will inevitably struggle understanding

content.

3. Students in Intensive English support time can also continue working on literacy

curriculum that they are developing in the morning. Giving extra time to move

through the Intensive English Curriculum’s essential units helps to move students

more quickly through the program.

4. For students 12 and up it has been found beneficial to have these students continue

receiving English support AFTER they have been mainstreamed. This period of time

should be used to help students with content of their Literature and Writing classes.

Students who have been transitioned out of Intensive English in the middle of the school year

are strongly advised to continue in Intensive English Support time to allow for additional

support in mainstreaming. This should continue for as long as the student needs this support.

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SECTION 3: TRANSITION REQUIREMENTS FOR ENTRY INTO

MAINSTREAM READING AND LANGUAGE ARTS CLASSES

Elementary (6 year-old to 13 year-old) Transition Requirements

In order to be considered for transitioning out of the Intensive English program, the student

must meet the following requirements:

● Scores independently on the Fountas and Pinnell Benchmark Assessment System

within the range of readers into which the student will be mainstreamed (see

Transition Flowchart for reading levels).

● IDEAS Proficiency Test (IPT Oral)- see appendix for chart of transitioning levels

● MAP Scores are within the range of mainstream students.

● Masters current Intensive English curriculum independently (no more than one P open

in the Intensive English curriculum).

● Consistently shows good study habits as evidenced by:4

o Actively participating in all class activities without prompting

o Completing all assignments on time and with consistent effort

o Keeping up with all expectations for homework

o Taking notes in class and maintaining a neat folder of work (for older ages)

o Going through the writing process on writing assignments, including

independent revision of work and conscientious proofreading

● Scores at or near grade level on an age-appropriate writing prompt.

● Students consistently use English in the Intensive English classroom.

Once a student has achieved the first three of these benchmarks, then the student or a teacher

can request the writing prompt. This writing prompt will be read by a neutral observer and

will be scored based on a rubric.

4 Recognizing that a student can go through a change in motivation over the course of the year, “consistently”

may be defined as exhibiting these behaviors over the course of one full unit.

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Secondary Transition Requirements

In order to transition into the secondary program, students must have reached independently a

secondary level of reading and writing. The secondary program is designed to give students

the skills to make them prepared for university. Students who are not at the correct level in

secondary will not be successfully prepared to earn credits towards graduation.

In order to be considered for transitioning out of the Intensive English program, the student

must meet the following requirements:

● Score independently at the Z level on the Fountas and Pinnell Benchmark Assessment

System (or DRA 80).

● IDEAS Proficiency Test (IPT Oral)- students at the ELES or FLES could be

considered for transitioning.

● MAP Scores are within the range of mainstream students.

● Masters current Intensive English curriculum independently (no more than one P open

in the Intensive English curriculum).

● Consistently show good study habits as evidenced by:5

o Actively participating in all class activities without prompting

o Completing all assignments on time and with consistent effort

o Keeping up with all expectations for homework

o Taking notes in class and maintaining a neat folder of work

o Going through the writing process on writing assignments, including

independent revision of work and conscientious proofreading

● Score at grade level on an age appropriate writing prompt

● Students consistently use English in the Intensive English classroom.

5 Recognizing that a student can go through a change in motivation over the course of the year, “consistently”

may be defined as exhibiting these behaviors over the course of one full unit.

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APPENDIX A: LEVELED BOOK CHART WITH AGE LEVEL

CORRELATION

Age Range Fountas and

Pinnell

DRA Rigby Reading A-Z

5 A A-1 1 aa

5 A A-1 1-2 A

5-6 B 2 2-3 B

5-6 C 3 3-4 C

6 D 4 5-6 D

6 E 6-8 7 E

6 F 10 8 F

6 G 12 9 G

6-7 H 14 9 H

6-7 I 16 10 I

6-7 I 16 10 J

7 J 18 11-12 K

7 K 20 13-14 L

7-8 L 24 15 M

7-8 M 28 16 N

7-8 M 28 17 O

8 N 30 18 P

8 N 30 18 Q

8-9 O 34 19 R

8-9 O 34 19 S

8-9 P 38 20 T

9 Q 40 - Fiction U

9-10 R 40 – Non Fic. V

9-10 S 50 – Fiction W

10 T 50 – Non Fic. X

10-11 U 60 – Fiction Y

10-11 V 60 – Non-Fic. Z

11 and up W 70 – Fiction

11 and up X 70 – Non-Fic

11 and up Y 80 – Fiction

11 and up Z 80 – Non-Fic.

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APPENDIX B: IPT-I & II ORAL ENGLISH TEST EXAMINER’S

QUICK GUIDE

The IDEA Proficiency test, or IPT, measures students’ language proficiency in English. The

tests are designed for the purposes of initial identification, program placement, progress

monitoring, and redesignation (program exit) in school. The tests assess listening and

speaking skills in the four basic areas in oral language: vocabulary, grammar, comprehension,

and verbal expression.

The IPT I-Oral English test is an individually administered, structured oral interview, where

the examiner asks the student questions or gives prompts. The examiner scores the student’s

answers as correct or incorrect as each item is administered. Some items are based on

pictures while others are based on interaction between the examiner and the student. For

example, students identify objects or actions in pictures, listen to brief stories and answer

questions about them, and answer questions about themselves and their opinions and

experiences. The test is administered online (a paper version of the tests is also available),

using physical books for the picture prompts, and is scored as it is administered. Students

advance through the test levels until the test is completed or until they stop at the highest

level they can attain based on their language proficiency. Students are then assigned one of

the following six score levels: A, B, C, D, E, or F. The student’s score level, full diagnostic

report and designation are available immediately after the testing is completed.

The IPT-I Oral English Test has two alternate parallel forms (for each age group--see chart

below). The skills assessed by Form G (ages 5-11) and E (ages 11-Secondary 4) are the same

as those assessed by Form H (ages 5-11) and F (ages 11-Secondary 4), even though the test

items are different. It is recommended that you use alternate forms between testings. For

example, forms G and E could be used for initial placement and forms H and F for a progress

monitoring assessment later in the school year (usually in the spring). Since the

administration and scoring directions for both G/E and H/F are the same, the directions are

applicable to both forms.

For more in depth test administration instructions, please see the IPT-I Oral Examiner’s

Manual Grades K-6 English Forms G & H (pages 6-18) or view the online training on

www.onlineipt.com under the “Help & Training” link.

IPT-I Oral Language Proficiency Test for 5-11 year olds (grades K-6), Forms

G & H

NES/LES/FES Designation Chart

The table on the following page contains suggested starting levels for students known to have

basic English skills.

Ages 5-6 – Beginning of Test (or Level B)

Ages 7-11: Level C

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IPT Oral Designation

NES (Non-English

Speaker)

LES (Limited English

Speaker)

LES (Limited English

Speaker)

LES (Limited English

Speaker)

FES (Fluent English

Speaker)

IPT Oral Proficiency Level

Beginning Early Intermediate Intermediate Early Advanced Advanced

Fall 5 Year Olds A B* B* C D, E, F

Spring 5-6 Year Olds

A B C D E, F

7-11 Year Olds A, B C D E F

*For further differentiation of proficiency levels, please see the table below.

AGE LEVEL SCORE LEVEL RULE PROFICIENCY LEVEL

Fall 5 year olds B Student made three or fewer errors in test level B Intermediate

Fall 5 year olds B Student made four or more errors in test level B Early Intermediate

IPT-II Oral Language Proficiency Test for 11 year olds -Secondary 4 (grades

6-12), Forms E & F

NES/LES/FES Designation Chart

Suggested starting levels for students known to have basic English skills:

Ages 11-13: Level B

Secondary 1-4: Level C

IPT Oral Designation

NES (Non-English

Speaker)

LES (Limited English

Speaker)

LES (Limited English

Speaker)

LES (Limited English

Speaker)

FES (Fluent English

Speaker)

IPT Oral Proficiency Level

Beginning Early Intermediate Intermediate Early Advanced Advanced

11-13 Year Olds A B C D E, F

Secondary 1-4 A, B C D E F

20

APPENDIX C: INTENSIVE ENGLISH WRITING PROMPT

The following writing prompt is designed as a formative assessment to assess the student’s

writing ability.

Beginner IE Writing Prompt Directions

Use this prompt for both fall and spring.

1. Distribute first page, “Draw a picture of you and your family”. Read the prompt and

check for understanding. Give more details or examples if needed. Translate if

needed.

2. After students have finished their detailed picture, distribute the second page, “Write

about your picture”. Explain or give examples if needed.

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QSI Intensive English Writing Prompt

Name: _______________________ Date: _________________

Draw a picture of you and your family doing things together.

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Elementary Response:

Write about your picture.

___________________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

___________________________________________________________________________

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Secondary Response:

Write about your picture.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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24

APPENDIX D: INTENSIVE ENGLISH TRANSITION PROCESS

To ensure student success in the mainstream is expected that all QSI schools will follow or

establish a procedure for transitioning students out of the program. It is important that this

process is documented and that records are kept in the school office. It is also important that

secondary students who transition out of the Intensive English program are tracked to ensure

academic progress is made towards graduation.

It should be noted that transitioning out of the Intensive English program is a process that the

student goes through from being in a very sheltered environment where the student is

receiving more intensive attention from the teacher to one where the student is expected to

perform more independently in the mainstream classroom. Throughout this process, it is

important that the student receives adequate support.

The three forms on the following pages are for Intensive English teachers who feel that a

student is ready to enter the mainstream classroom for reading and language arts.

The first two forms relate to transition into mainstream Elementary and Secondary

classrooms respectively. The preliminary steps on the appropriate form should be taken and

checked off by indicated teachers. The student may not be transitioned from the Intensive

English class until all the steps have been taken and the form is in the student’s cumulative

folder in the school office.

The last form is for tracking secondary students once they have transitioned into the

mainstream classrooms. It be should noted that it is possible for a Secondary student

transitioning out of the Intensive English program to be put back into the program at a later

stage if it is proven that the student is not maintaining an adequate level of academic progress

due to an inadequate level of English.

These forms are just used as suggestions and possible tools for setting up a trail of

documentation for the students.

25

Transition from Intensive English Reading and Language Arts classes for

Elementary Students

Student Name: ______________________________ Initiation Date: __________________

Procedures Signatures

1. Intensive English teacher should use several measures of the

student’s work to determine the student’s proficiency in reading,

writing, and using English for academic purposes. All samples

should be dated. Discuss with Intensive English Department

Coordinator.

o Transition Requirements Checklist should be attached.

INTENSIVE

ENGLISH Dept.

Coordinator

2. The student should be tested using the Benchmark Assessment

System and score commensurate with where they should be in the

levels chart (attached).

o The most recent Benchmark Assessment should be attached.

INTENSIVE

ENGLISH Dept.

Coordinator

3. Discussions with reading and language arts teacher where Intensive

English student would be placed to see if an appropriate match with

the classroom. (A signature here indicates that only a discussion has

taken place.)

Classroom

Teacher

4. Turn in this form to the INTENSIVE ENGLISH Department

Coordinator. Intensive English Department Coordinator will

schedule a meeting with all parties involved.

Meeting Time: _______________

INTENSIVE

ENGLISH Dept.

Coordinator

5. Meeting held with the following people: INTENSIVE ENGLISH

teacher, Classroom Teacher, INTENSIVE ENGLISH Department

Coordinator, and Director of Instruction.

Outcome and/or Placement:

Inclusion Date for Reading and Language Arts: _______________

Classroom

Teacher

INTENSIVE

ENGLISH

Teacher

INTENSIVE

ENGLISH Dept.

Coordinator

Director of

Instruction

6. Agreement reached and a letter sent to parents. A copy of the

placement letter and this form are placed in cumulative folder

located in the main office.

INTENSIVE

ENGLISH Dept.

Coordinator

Comments:

The student will continue to be monitored to ensure student success.

26

Transition from Intensive English Reading and Language Arts classes for

Secondary Students

Student Name: ___________________________ Initiation Date: __________________

Procedures Signatures

1. Intensive English Teacher should use several measures of the

student’s work to determine the student’s proficiency in reading,

writing, and using English for academic purposes. All samples

should be dated. Discuss with Intensive English Department

Coordinator.

IE Dept.

Coordinator

2. The student should be tested using the Benchmark Assessment

System and score at a Y level or above.

IE Dept.

Coordinator

3. Discussions with reading and language arts teacher where

Intensive English student would be placed to see if an appropriate

match with the classroom. (A signature here indicates that only a

discussion has taken place).

Classroom

Teacher

4. Turn in this form to the INTENSIVE ENGLISH Department

Coordinator. Intensive English Department Coordinator will

schedule a meeting with all parties involved.

Meeting Time: _______________

IE Dept.

Coordinator

5. Meeting held with the following people (as needed):

● INTENSIVE ENGLISH teacher,

● Reading/Literature1 Teacher,

● Language Arts/Writing 1 Teacher,

● Mathematics/Algebra 1 Teacher,

● Science Teacher,

● Cultural Studies Teacher,

● INTENSIVE ENGLISH Department Coordinator

● Director of Instruction

Outcome and/or Placement:

Inclusion date for the mainstream class: _______________

IE Dept.

Coordinator

6. A meeting with the student, Intensive English teacher, and an

administrator will be held to notify students and parents of the

transition arrangements that are to be put in place. Students and

parents need to understand that students will be monitored after

they move into the mainstream class and that they have the

opportunity to move back into the Intensive English program if

they are struggling in the mainstream class.

IE Teacher

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7. Agreement reached and a letter sent to parents. A copy of the

placement letter and this form are placed in cumulative folder located

in the main office.

IE Dept.

Coordinator

Comments: The follow-up meeting will take place on _________________________ to track

student’s progress. Parents will be invited to this meeting.

The student will continue to be monitored with a tracking form to ensure student success.

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Transitioned Intensive English Tracking Form

Dear Classroom Teachers,

Please make a few notes about each student who has recently transitioned out of Intensive

English. Examples: Works easily at mastery level. He keeps up with the others in class.

Working hard, but still struggling to master the material. Reads well, but cannot write at

same level. These comments should be positive and include areas for improvement.

Complete the comments and pass to another teacher on the list as soon as possible. We would

like to get this feedback returned in just a few days. You will be asked to give your comments

once a month at the beginning of the year.

Thank you!

Student: Date:

Literature I ()

Algebra ()

Physical Science

()

Writing I ()

World

Geography ()

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APPENDIX E: THE QSI CO-TEACHING MODEL

Co-Teaching Guidelines

Overview: What is co-teaching and why is it necessary?

At QSI, students who are in the Intensive English program are pulled out for their Reading

and Language classes. At schools who have a medium to large amount of IE students and

larger class sizes, support is needed when those students return to their homeroom for their

other subjects (primarily science, cultural studies, and math). In order to provide the

necessary support, IE teachers act as co-teachers in the mainstream curriculum to help with

the language and content load for these students.

Co-teaching is defined as two licensed educators actively teaching together in a shared

physical space with a blended group of students (Friend, 2005). It is the most effective when

it is multifaceted--mainstream and IE teachers work together to plan, teach, and assess

students; and when it is intentional--co-teaching should not default to a “teaching assistant”

model. The goal is to work together to make the content comprehensible for their IE

students.

Co-teaching is not…

...one teacher doing all the work and the other teacher sitting down, waiting for instruction, or

not being involved in the learning process. When a co-teacher enters the classroom, you will

not hear, "What do you want me to do today?". Instead, teachers will have discussed and

planned together and are actively taking part in the lesson (whether that is through team

teaching, working with small groups, or using some other co-teaching model). Careful

planning should regularly happen (whether that is in person, via email or through Google

Docs) so that each teacher knows his/her responsibilities and has an active role in the

instruction and assessment.

Administrative Support

Directors of Instruction and/or IE coordinators will be facilitators of the co-teaching model.

Co-teachers have unique professional relationships which require support from a facilitator to

guide interactions of planning, teaching, and classroom roles and responsibilities. Facilitation

should be on-going throughout the school year as well as appropriate professional

development activities as necessary.

Schools with medium to large populations of IE students…

Expectations: What are the responsibilities of a co-teacher?

The responsibilities of both co-teachers (mainstream teacher and IE teacher) are simple: plan

together, teach together, and assess together.

See both the “Collaboration Menu” and the “Collaborative Teaching Responsibilities

Checklist” for more information (found in the Intensive English section of the

curriculumfiles.qsi.org website).

Resources: Where do I find help?

30

See the document “Co-Teaching--Principles, Practices, and Pragmatics” for more information

about co-teaching (found in the Intensive English section of the curriculumfiles.qsi.org

website).

View the co-teaching training video “ Co-Teaching Approaches” found at this site:

http://marylandlearninglinks.org/952 for explanations and examples of each of the models of

co-teaching.

Read the following books on co-teaching (these are just a few of the many available):

Collaboration and Co-Teaching: Strategies for English Language Learners by Andrea

Honigsfeld and Maria G. Dove

Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning by

Anne M. Beninghof

Purposeful Co-Teaching: Real Cases and Effective Strategies by Gregory J. Conderman,

Mary V. Bresnahan and Theresa Pedersen

The Co-Teaching Book of Lists by Katherine D. Perez and Harry K. Wong

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Co-Teaching Planning Form

This form may be used for classes where co-teaching is utilized. A template may be found at http://curriculumfiles.qsi.org in the Intensive

English section.

Subject: ___________________________ Unit: ___________________________

Teachers: _____________________________________ Dates: _____________________

TSWs Essential Questions (for the unit)

Teaching Procedures Responsibilities Assessments Co-Teaching Model

Materials/Preparation

32

APPENDIX F: EXAMPLE QSI PLACEMENT LETTER FOR

PARENTS

QSI International School of _____

August 14, 2014

Dear Parents of --------------------,

I would like to share with you that _____ will be placed in our Intensive English (IE) Program based on several of our academic assessments. Our IE program provides focused language support during the reading and language arts periods. Classes are taught by an IE teacher and units focus on all four domains of English (listening, speaking, reading, and writing). We believe this instruction will ensure _____’s academic success in both English and content classes.

_______- will receive the following Intensive English support:

Intensive English Class This class will take place the first 2 periods of the day during mainstream Reading and Language Arts classes. ------------’s English Language development will be monitored carefully and will be shared with you during parent conferences. If you have any questions about your child’s placement in Intensive English classes, you may contact our Director Instruction, _____at _____.qsi.org. Respectfully,

------------

Title

33

APPENDIX G: GLOSSARY

Developmental Reading

Assessment (DRA)

Developmental Reading Assessment. Another reading

assessment used by QSI schools, this assessment focuses on the

student’s ability to read accurately and fluently, retell orally and

in writing, make connections, make inferences, determine

importance, and support responses using information from the

text or their own background knowledge.

Dolch List of Sight

Words

Dolch List of sight words is a list of words that are commonly

used in everyday language.

‘Co-Teaching’ model Co-teaching is defined as two licensed educators actively

teaching together in a shared physical space with a blended

group of students (Friend, 2005).

Exposure (E) grade The E grade is designed for Intensive English students who are

enrolled in mainstream classes such as Cultural Studies or

Science but who, although they are trying hard, are unable to

master the unit. The E grade should not be awarded to students

who are not trying.

Fountas and Pinnell

Benchmark Assessment

System

The Fountas and Pinnell Benchmark Assessment System is used

by QSI to determine a student’s instructional reading level,

which will determine whether a student requires Intensive

English, and if so, where he/she is to be entered within the

program.

Grade level A student’s grade level is his/her level according to age.

IDEAS Proficiency Test

(IPT)

The IPT is a formal oral language assessment published by

Ballard & Tighe (www.ballard-tighe.com). It will be

administered at enrollment and then again each spring until the

student exits the IE program.

IPT Designation After taking the IPT test, students are assigned one of three

designations: Non-English Speaking (NES), Limited English

Speaking (LES), and Fluent English Speaking (FES).

IPT Levels After taking the IPT test, students are assigned an oral

proficiency level based on their score and age. The proficiency

levels correlate to IPTs five stages of language acquisition. IPT

levels range from A (beginner) to F (advanced English). A 5YO

who scores a “D” is considered a fluent English speaker. In

contrast, a 7YO who scores a “D” is considered at the low end

of a limited English speaker.

34

Intensive English

Program

The goal of the Intensive English program is to facilitate an

accelerated learning environment in which students are able to

acquire the English language skills in the four domains of

speaking, listening, reading, and writing to be successful in their

age-appropriate mainstream classes. Intensive English classes

are smaller than mainstream classes to allow teachers to target

individual student needs more effectively.

Intensive English

Support

Teachers may have extra time with Intensive English students

during the school day. These periods are extended resources of

time. The students that are not going to Languages Other Than

English need to go to Intensive English for this time.

Morphology Morphology refers to the structure and form of words, and it can

be thought of as a sub-category of grammar.

Phonemic Awareness Phonemic awareness is a subset of phonological awareness in

which listeners are able to hear, identify and manipulate

phonemes, the smallest units of sound that can differentiate

meaning.

Phonics Phonics is a method for teaching reading and writing by

developing learners' phonemic awareness in order to teach the

correspondence between these sounds and the spelling patterns

that represent them. The goal of phonics is to enable beginning

readers to decode new written words by sounding them out, or

in phonics terms, blending the sound-spelling patterns.

Proficiency level Based on a scope and sequence, students’ proficiency levels are

determined by their skills compared to a range in a test’s

norming data. See the Levelled Book Chart or IPT Examiner’s

Guide for examples.

‘Pull-Out’ model A model of instruction where IE students are enrolled in classes

specifically designed for IE and mainstream students are not

enrolled.

‘Push-In’ model A model of instruction where IE students attend classes with

mainstream students and the teacher makes accommodations

based on their language proficiency needs.

Reading level As opposed to grade level, a student’s reading level is the level

at which the student reads.

35

Sheltered Instruction

(SI)

The purpose of sheltered instruction (SI) is to deliver grade level

subject matter content (Language Arts, Math, Science, Social

Studies, Health, PE, and Art) in a manner that is accessible to all

learners. In sheltered instruction classes, delivered by a core

teacher, students receive comprehensible core content

instruction throughout the day. The content is from grade level

curricula taught using instructional strategies that scaffold the

content learning by building background knowledge and

through the use of visuals, gestures, manipulatives,

paraphrasing, etc. Lessons have clear grade level, content and

language objectives.

Syntax Rules and principles that govern sentence structure.

Transition When an Intensive English student enters the mainstream age-

appropriate Reading and Language Arts classes.

TSW This is an acronym for ‘The Student Will’, which can be found

at the head of every outcome in any unit.