PROGRAMS & SERVICES:
ENGLISH LANGUAGE LEARNER (ELL) PROGRAMS
(Updated 1/9/13)

The English Language Learner (ELL) Program administers funds to support programs for limited English proficient (LEP) and bilingual students. These programs are intended to provide needed resources to support high-quality instruction to help immigrant children and youth meet the same challenging performance standards expected of all Vermont students. The program also support a variety of activities related to English language acquisition, language enhancement, academic achievement and immigrant education, including:

• Professional development for teachers working with LEP children and youth;
• Program planning, evaluation, administration and interagency coordination; and
• Technical assistance and other support to local education agencies that receive state subgrants.

ELL District Coordinators for 2012-2013PDF
View the current list by supervisory union.

Title III State Grant Application Resources (Archived: 2011-2012)
Use this link to access the archived 2011-2012 Title III grant application packet and associated materials. These materials are provided for reference purposes ONLY.

Title III: Immigrant Education Program Overview
Immigrant Education Program funds are to be specifically targeted to eligible immigrant students and their families through the provision of supplementary programs and services for the underlying purpose of assuring that these students meet the same challenging grade level and graduation standards as mainstream students. In the 2010-2011 school year, two Vermont LEAs (Burlington & Winooski) met the criteria for an Immigrant Subgrant—(1) 10% or more increase in the number of eligible immigrants enrolled in 2009-2010 as compared to the average of the number enrolled in 2007-2008 and 2008-2009; and (2) at least 100 eligible students enrolled in year of the award. Upon submission of a “substantially approvable” application, funds will be allocated to the Burlington and Winooski School Districts.

• Grant Application (Sections A-B)WORD
• Grant Application (Sections A-B)PDF
  
  
• Budget Spreadsheet (Section C)EXCEL

Annual English Language Proficiency Test: 2013 ACCESS for ELLs® Assessment PDF
Vermont’s annual English language proficiency assessment, the ACCESS for ELLs®, will be administered to all English Language Learners (ELLs) enrolled in K-12 schools throughout the state during the test window from Monday, February 25, 2013 – Friday, April 12, 2013. Click here for links and information about the assessment, including important dates, ELL participation guidelines, preparation for test coordinators & test administrators, online training course requirements, training resources, and information about scores and reports.

ACCESS for ELLs® Student Verification Packet (2013)PDF
This packet includes information necessary for completing the 2013 ACCESS for ELLs® Student Verification. The actual verification forms containing student demographic data and test information (to be filled out and returned to the VT-AOE) will be mailed UPS to individual District ELL Coordinators on January 7, 2013 and should arrive by early next week. The deadline for coordinators to return the verification packet is Friday, January 18, 2013.

Vermont Special Instructions: Supplement to the District and School ACCESS for ELLs® Form 301 Test Administration Manual (2012-2013)PDF
These Vermont Special Instructions are intended to supplement (not totally replace) the ACCESS for ELLs® District and School Test Administration Manual (2012-2013)—Form 301. The Test Administration Manual is written to generally address the needs of the 31 states that now comprise the WIDA Consortium. This supplement provides important guidance for procedures which Vermont handles differently. The procedures can be categorized as such:

• Handling Pre-ID Labels
• Completing Test Booklet Information (for students without labels)
• Ordering Additional ACCESS for ELLs® Materials (amended to include actual Order Forms)

Alternate ACCESS for ELLs® Assessment (Series 101)
For the first time ever, an English language proficiency test developed specifically for students with significant cognitive disabilities, the WIDA Alternate ACCESS, will be available for use as an operational field test during the 2011-2012 testing cycle, beginning in March 2012. Federal law (NCLB of 2001) requires that all students identified as English language learners, including those who require special education services under the Individuals with Disabilities Education Act (IDEA), be assessed annually for English language proficiency. Educators with ELL students meeting the criteria are encouraged to participate in this year's test administrator training and assessment and share this information with colleagues. To learn more about the Alternate ACCESS, participation criteria, webinar, and newly posted training resources, visit the Alternate ACCESS web page at http://wida.us/assessment/alternateaccess.aspx.

K-12 Primary/Home Language Survey
State and local education agencies are required by law to identify English language learners (ELLs) who require language and academic support services. The first step in identifying ELLs with limited English proficiency is to administer the survey to all students enrolling in K-12 public and private schools in order to identify those who have a primary (first acquired) or home language other than English. Students from linguistically diverse backgrounds should be assessed to determine their level of (academic) English language proficiency. NOTE: This form is available in Microsoft Word and PDF versions below. Please review the instructions included on the survey form. 

• K-12 Primary/Home Language Survey WORD
• K-12 Primary/Home Language Survey RTF
• K-12 Primary/Home Language Survey PDF

UPDATE: Amendment to State Definition of English Language Learner, Program Exit Criteria, and Annual Measurement Achievement Objectives (AMAOs) PDF
The department has recently submitted an amendment of the Consolidated State Application to the US Department of Education in order to reflect the Title III (English Language Acquisition) assessment and accountability system currently being implemented in Vermont. This amendment describes important changes in Vermont’s Definition of English Language Learner (ELL), Exit Criteria from Title III and Title I Language Support Programs, and the Title III accountability system (Annual Measurable Achievement Objectives known as AMAOs). NOTE: The department makes AMAO determinations for ALL districts. However, the consequences for not meeting Title III AMAOs for two or four consecutive years only apply to districts/consortia which receive Title III funds.

Use the link above to view the memo about the amendment and the full amendment proposal. For questions or information, contact Jim McCobb.

English Language Learners in Vermont: Distinguishing Language Difference from Disability - A Resource Guide PDF
Prepared by a broad coalition of interested groups and individuals, this document is intended to supplement the department's 1994 publication, Serving Students Learning English as a Second Language: A Guide for Vermont Educators, that addressed the provision of basic educational services to English Language Learners (ELLs). This new resource guide intends to improve services for ELLs by offering a wide range of information, analysis and resources designed to address significant issues that arise when educators and families realize that a student may need, in addition to ELL services, special education services.

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