QSI International School of Phuket. This document is for internal use only.

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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

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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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Secondary Response:
Write about your picture.
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

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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.

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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.

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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?

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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

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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

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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.

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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.

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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.