k-12 lau (esl) plan for serving english learners (els) · k-12 lau (esl) plan for serving english...
TRANSCRIPT
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K-12 Lau (ESL) Plan for Serving
English Learners (ELs)
August 2015
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Table of Contents
Lau Plan Committee
Iowa Code
Program Overview
Lau Plan and Program Goals
Identification and Placement Procedures
Language Instruction Education Program Description
Access to Co-‐curricular and Extra-‐curricular Areas .
Professional Development
Annual English Language Proficiency Assessment Administration
LIEP Exit Criteria and Procedure
Monitoring Procedures After Student Exits .
LIEP Evaluation
All ESL forms can be found on TransAct or the ESL Google Folder: 1: New EL Student Form
2: EL Exit Letter
3: EL Elementary Monitoring Tool
4: EL Secondary Monitoring Tool
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See ESL folder on the building server for a copy of GUIDELINES FOR THE INCLUSION OF ENGLISH LANGUAGE LEARNERS (ELLs) IN
K-‐12 ASSESSMENTS and Educating Iowa’s English Language Learners: A Handbook for Administrators and Teachers.
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ESL Staff
Suzie Pearson Merima Pasalic Lindsey Cornwell Lisa Mueller Cheryl Henkenius Mary Haden Deborah Black Trisha Lenarz-‐Garmoe Maureen Fry Maria Bartemes Joy Wiebers Melissa Grinstead Brent Riessen Gabrielle Albrecht Ryan Woods Emily Kenny
Wallace Principal
Wallace/Horizon ESL Teacher
Horizon Principal
Horizon ESL Teacher
Timber Ridge Principal
Timber Ridge ESL Teacher
Timber Ridge ESL Teacher
Lawson Principal
Lawson ESL Teacher
Lawson/Timber Ridge ESL Teacher
Summit Principal
Summit Middle School ESL Teacher
Johnston Middle School Principal
Johnston Middle School ESL Teacher
Johnston High School Principal
Johnston High School ESL Teacher
2015-‐16 School Year All ESL teachers hold an ESL Endorsement through the BOEE
District Central Office Staff
Corey Lunn Bruce Amendt Chris Bergman Debra Cale
District Superintendent
Associate Superintendent
Director of Teaching, Learning & Innovation
Reading/Language Arts/ESL Coordinator
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Johnston School’s K-‐12 Lau (ESL) Plan for Serving English Learners (ELs) Johnston Community School District
Iowa Non-‐English Speaking Legislation:
Chapter 280.4, Uniform School Requirement – Iowa Code This section of the Code requires that transitional bilingual education or English as a second language programs be provided for students whose primary (first) language is one other than English, until the student demonstrates a functional ability to understand, speak, read and write the English language. Section 670.57 of the Department of Education Administrative Rules sets the standards for these programs. Lau Leadership Team: Bruce Amendt (Associate Superintendent), Chris Bergman (Director of Teaching, Learning and Innovation), Deb Cale (ESL Coordinator), Vickie McCool (Special Education Director), Melissa Grinstead (ESL Teacher), Merima Pasalic (ESL Teacher), Laura Kacer (Equity Coordinator/HR Director), Kathy Paul (ELP Teacher/Coordinator), Suzie Pearson (principal), Eric Toot (principal), Cheryl Henkenius (principal), Trish Lenarz-‐Garmoe (principal), Lindsey Cornwell (principal), Joy Wiebers (principal), Brent Riessen (principal), and Ryan Woods (principal).
District Program Overview
The English as a Second Language Program (ESL) provides English Learners (EL) with an opportunity to acquire proficiency in listening, speaking, reading and writing English. The ESL Program promotes a positive learning environment in which each student’s first language, culture and ethnic heritage is valued. The ESL teachers work with students whose first language is a language other than English and who qualify for ESL services through a testing and referral process. There are specific strategies, methodologies and curriculum used to help students acquire English so that they can become successful in achieving the Iowa Common Core requirements and expectations, as well as the English Language Proficiency (ELP) Standards.
The Johnston Community School District recognizes the following facts: 1. Language acquisition is an intellectual process; even the youngest learners do not simply
“pick-‐up” a language. 2. Language acquisition takes time. It can take six to nine years for an English Language
Learner to achieve the same level of academic proficiency as a native English speaker. 3. Effective education for English Language Learners calls for comprehensive provision of
excellence in education based on the latest research, standards, and known best practices in the area of English as a Second Language.
LAU PLAN OVERVIEW The district plan designed to meet the instructional needs of English Learners (ELs) is referred to as the Lau Plan (Lau v. Nichols, 1974). The Lau Plan must be collaboratively written by the K-‐12 team identified above and must include the following elements.
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I. Lau Plan Goals
A. To promote and provide a learning environment for English language development for all ELs. B. To promote and provide a learning environment for academic achievement for all ELs. C. To promote and support the inclusion of ELs with specific attention to multi-‐cultural
backgrounds. (Activities designed to allow understanding and appreciation for other cultures.)
D. To promote and support the interaction of ELs and non-‐ELs to create a reciprocal culturally and linguistically diverse learning environment.
II. Identification and Placement Procedures of ELs in a Language Instruction
Education Program (LIEP)
A. Students who may need ESL services are identified by: 1. Home Language Survey (www.TransAct.com) (all surveys and forms will be housed in
a google folder so that all staff can access the needed documents). a. Home Language Survey is on file in the student’s native language (when
available) that indicates that the student’s first language is a language other than English.
b. The Home Language Survey is stored in each student’s cumulative folder. c. The content of the Home Language Survey will also be entered into Infinite
Campus. B. Johnston Schools will use the state approved English language proficiency placement
assessment. Students will receive ESL services when: 1. The TELPA (2015), with transition to the Screener ELPA 21 in the Fall of 2016, or a
placement assessment from a different state, indicates eligibility. 2. Parents will be notified using the Notification of English Language Program
Placement form (www.TransAct.com, and forms will also be kept in the ESL google folder). All forms will be distributed in the language most easily understood.
C. Process to place students in appropriate LIEPs 1. Following the completion of identification and placement procedures, the ESL
teacher, the classroom teacher, the building principal, the building counselor and a district administrator will determine the appropriate level of service for each student.
2. ELs in grades K-‐5 will be assigned to the school with the ESL Program available. Secondary ELs will be served in their home buildings.
3. Parents or guardians will be notified if their child qualifies for ESL services in the language most easily understood. Johnston Community School District will notify students’ parents of their rights in the following ways: a. The reason for placement in a program for English Language Learners. b. The students’ level of language proficiency, the assessment used to determine
proficiency, and their level of academic achievement. c. The method of instruction used in the child’s educational program. d. How the program will meet the needs and build on the academic strengths of
the child.
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e. How the program will go about teaching the child English and preparing him/her to meet academic standards for promotion and graduation.
f. Exit requirements for the program. D. Parental forms distributed in a language most easily understood (found on
TransAct.com) 1. Determination of student eligibility documenataton is sent once placement is
determined, using the document from TransAct. This document is also in the district ESL google folder.
2. Notification of English language development program placement (version A in TransAct and in district ESL google folder) initially and annually. a. This notification will take place no later than 30 calendar days after the
beginning of the school year or within two weeks of the child being placed in a LIEP if a student enrolls after the beginning of the school year.
b. The ESL teacher is responsible for notifying parents of this placement and a copy of the notification will be place in the student’s cumulative file.
c. Interpreters are available to support the communication process so that all parents are adequately informed.
E. Process for waiving students from LIEP If ELs and their parents choose to waive ESL services offered, the following protocol will occur: 1. Administration, ESL and classroom teachers and other pertinent individuals will
meet to discuss and problem solve to determine the educational needs of the EL. Parents are closely communicated with to discuss the outcomes. The communication will be in the first language of the parents so that they gain meaningful and supportive information.
2. If the decision is made to waive services, a waiver form from TransAct will be completed and then signed by the parent and placed in the student’s cumulative folder.
3. In the event of services being waived, the ESL teacher will: a. Meet with the classroom teachers to ensure the educational needs of the
child are being met through differentiated instruction and learning opportunities. Supplemental supports and resources will be provided as needed, according to each student’s individual needs.
b. Evaluate the child’s progress via the ELPA 21. In addition, ELs will be assessed formatively through core classroom assessments, FAST assessment and will be administered the Phonological Awareness Profile as needed. ESL teachers will also monitor ELs language acquisition through word work and word study routines and assessments.
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III. Description of Language Instruction Education Program (LIEP)
A. LIEP Goals
1. Each EL will make growth towards language acquisition on the state determined assessment, ELPA 21.
2. Each EL will make comprehensive progress towards proficiency on the state determined assessment, ELPA 21.
3. Each EL will make comprehensive progress towards proficiency in reading and math on the state determined assessment, Iowa Assessment.
4. Each K-‐2 EL will make comprehensive progress towards math proficiency on the Spring district Math assessment and the Spring FAST assessment.
Actions we are committed to in order to achieve these goals
a. To educate ELs to the same standard of excellence for academic content and achievement as all students are expected to meet in JCSD.
b. To teach English language comprehension through listening, speaking, reading, and writing skills with an emphasis on comprehension in both social and academic settings with emphasis on academic rich language.
c. To instill positive self-‐concepts and attitudes toward school in EL students. d. To assist ELs and their families in functioning and understanding within their
school and community. e. To promote pride in ELs’ cultural and linguistic backgrounds. f. To communicate with families in their first language when needed. g. To encourage parental involvement in their child’s school and education.
B. Description of District LIEP Model
1. JCSD K-‐12 ESL Program will utilize the Newcomer Model a. Elementary Programming: K-‐5 students will be served at ESL program sites.
This will allow for the best use of resources, allow for grouping of EL students with similar needs, provide additional time for instruction, and allow for a more interactive and engaging environment, while still providing access to the district’s core curriculum
i. Pullout – The pullout model is typically used only for those students who are New Comers, non-‐proficient with English. Students still receive access to the core curriculum, but are pulled out for a portion of each day to receive language acquisition instruction. ESL teachers will provide instruction in language acquisition and monitor each student’s growth to ensure progress is made.
Iowa educators are actively responding to the unique needs of ELs. The goals of our LIEP are aligned with Title III of the No Child Left Behind Act of 2001, the Iowa Department of Education publication, Educating Iowa’s ELs: A Handbook for Administrators and Teachers, and the Iowa Teaching Standards and Criteria. Since the number of ELs in our classrooms is increasing, ALL teachers have a crucial opportunity and responsibility to address their instructional needs.
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b. Secondary Programming: 6-‐12 students will be served at their building. i. Pullout – The pullout model is typically used only for those students
who are New Comers, non-‐proficient with English. Students still receive access to the core curriculum, but are pulled out for a portion of each day to receive language acquisition instruction. ESL teachers will provide instruction in language acquisition and monitor each student’s growth to ensure progress is made.
2. JCSD will utilize the English as a Second Language model when a. Elementary Programming: K-‐5 students will be served at ESL program sites.
This will allow for the best use of resources, allow for grouping of EL students with similar needs, provide additional time for instruction, and allow for a more interactive and engaging environment, while still providing access to the district’s core curriculum.
i. Collaborative or Push-‐in -‐ In the collaborative model the ESL teacher is pushed into the core classroom where he/she provides instruction to whole classes and small groups using methods that reflect best practice for ELs. Each EL will receive direct instruction from our ESL endorsed teachers during the push-‐in/collaborative time. Each building will develop and continually review an appropriate schedule so that each EL has appropriate minutes of direct instruction from the ESL teachers. This includes providing developmentally appropriate settings for EL small groups and 1:1 support. Each EL will receive direct instruction from our ESL endorsed teachers during push in or collaborative times.
b. Secondary Programming: 6-‐12 students will be served at their building. i. Collaborative or Push-‐in -‐ In the collaborative model the ESL teacher
is pushed into the core classroom where he/she provides instruction to whole classes and small groups using methods that reflect best practice for ELs. Each EL will receive direct instruction from our ESL endorsed teachers during the push-‐in/collaborative time. Each building will develop and continually review an appropriate schedule so that each EL has appropriate minutes of direct instruction from the ESL teachers.
3. JCSD will utilize Sheltered Instruction model when a. Secondary Programming: 6-‐12 students will be served at their building.
i. Sheltered Instruction – Core classroom and ESL teachers collaborate to provide core content instruction, meeting the language demands for the students in a differentiated format to ensure the academic success of ELs. Assignments and materials may be linguistically differentiated according to student needs based on data.
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C. Annual parent notification and procedure for waiving services • Notification of English language development program placement (version A in
TransAct) initially and annually. This notification will take place no later than 30 calendar days after the beginning of the school year or within two weeks of the child being placed in a LIEP if a student enrolls after the beginning of the school year. The ESL teacher is responsible for notifying parents of this placement and a copy of the notification will be place in the student’s cumulative file. a. The reason for placement in a program for English Language Learners. b. The students’ level of language proficiency, the assessment used to determine
proficiency, and their level of academic achievement. c. The method of instruction used in the child’s educational program. d. How the program will meet the needs and build on the academic strengths of
the child. e. How the program will go about teaching the child English and preparing him/her
to meet academic standards for promotion and graduation. f. Exit requirements for the program. g. Information regarding parental rights
Process for waiving students from LIEP
If ELs and their parents choose to waive ESL services offered the following protocol will occur: • Administration, ESL, classroom teachers and other pertinent individuals meet to
discuss and problem solve to determine the educational needs of the EL. Parents are closely communicated with to discuss the outcomes in a language most easily understood.
• If the decision is made to waive services, a waiver form from TransAct will be completed and then signed by the parent.
• In the event of services being waived, the ESL teacher will: i. meet with the classroom teachers to ensure the educational needs of
the child are being met ii. evaluate the child’s progress via the ELPA21
D. ESL staff qualifications and responsibilities:
• All JCSD ESL staff are highly qualified teachers with their ESL endorsement who can successfully deliver LIEP services.
• All core content teachers are highly qualified to deliver the core content instruction to our ELs. The core content teachers will work in collaboration with the ESL teachers to ensure that the learning and language needs of all ELs are addressed and met.
• The Johnston District will flag potential ELs through administering the Home Language Survey. The screening assessment used, will provide the ESL teachers with the data to determine if students qualify as an EL. The ESL teachers, using those two data points, will communicate EL status to appropriate school personnel.
• The ESL staff will be responsible to oversee the language acquisition process of the ELs and provide formal language instruction in speaking, listening, reading,
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and writing and comprehension of the English language in collaboration with the classroom teachers.
• The ESL teachers will assist in determining if an EL is entitled to other or additional programs and services (i.e. Extended Learning Program, Special Education). The data points used to determine program eligibility for general education students applies with our ELs as well. In addition, the ESL teachers will work closely with their special program colleagues to ensure that all possible data are reviewed to ensure program accessibility. They will also ensure that ELs receive the information regarding all other clubs and student organizations in a language that they clearly understand.
• ESL staff will work with classroom and content area teachers to provide appropriate accommodations, modifications, and differentiated instruction and assessment for ELs.
• The ESL and core classroom teacher will work together to involve families in the educational process and the community.
E. The Associate Superintendent, Bruce Amendt, Director of Teaching, Learning and Innovation, Chris Bergman and ELA/ESL/Title I/SS Coordinator, Deb Cale, will oversee the ESL program and ensure that EL needs are being met.
F. JCSD is continually working to align our teaching and learning with the Iowa Common Core Standards. All ELs have access to the Iowa Common Core Standards within the district’s core curriculum. The ESL teachers will collaborate at least monthly with core classroom teachers during PLC time and other collaborative efforts to optimally support ELs. In addition, we will integrate the English Language Proficiency (ELP) Standards.
The state of Iowa has adopted the English Language Proficiency Standards for 2015-‐16. They can be located at http://www.elpa21.org/elp-‐standards.
G. The ELs learning will be supported through our guaranteed and viable curriculum in
each content/curricular area. Teachers have, and continue to work on, common units, achievement expectations and formative/summative assessments to monitor learning. Each building has a bank of supplemental resources that can be used to support the ELs.
• Current Materials: i. Treasures for Reading with Treasure Chest for ELs, Every Day Math,
Longman Picture dictionaries, Pearson Science books, Letter ID and Sight Word materials.
ii. Our district is committed to obtaining common materials for our K-‐12 ESL Program. In order to accomplish this we will do the following actions during the 2015-‐16 school year:
• Review the ELP standards and determine key attributes we will look for as we investigate ESL materials.
• Determine the best practices for assessing and monitoring growth of language acquisition for our ELs.
• Review materials that will provide a scope and sequence and quality assessments so the ESL teachers can provide quality instruction and monitor learning for our ELs in language acquisition.
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• Determine product for purchasing plan to begin in 2016-‐17. District Selection Process for Curriculum Alignment and Development – Standards and Benchmarks
• Crosswalk our current curricular expectations with the Common Core and/or National Standards to determine what needs to be revised
• Identify and align Standards and Benchmarks to grade level and/or course • Identify priority Standards and/or Benchmarks • Begin development of common performance tasks and assessments
Research • Review relevant educational research related to content area – Investigate “Best
Practices” • Review and select instructional materials to pilot, determine “fit” (See appendix for
example) • Pilot materials in selected classrooms completing evaluation rubric (See appendix for
example) • Select “best” instructional resources
Implementation • Curriculum committee leaders and representatives present revised Standards and
Benchmarks to the Board of Education for discussion and approval • Curriculum committee leaders and representatives present recommended materials
and instructional resources for discussion and approval • Develop a purchase and implementation plan to ensure all materials are ordered and
delivered to appropriate staff • Develop and maintain guaranteed and viable curriculum
ü Standards and benchmarks developed and provided to all teachers record on common form/format
ü Priority standards are identified and provided to all teachers note on the S&B document
ü All standards are unpacked for implementation, use unwrapping document ü Iowa Core speaking and listening standards are unpacked and integrated
record on S&B document ü Reading and writing standards for Science, Social Studies and technical subjects
are unpacked and integrated as appropriate by subject record on S&B document
ü Depth of knowledge(DOK) levels are identified by standards, record on S&B document
ü Common Formative Assessments and Summative Assessments are developed and implemented
ü Data from assessment used by PLC teams to analyze student learning and plan instruction (data teams processes)
ü Implement High Yield Instructional Strategies • Determine and implement professional development needs and linkage to Iowa Core
Outcome 5: CIA-‐ Professional Development • Determine linkage to the Johnston Instructional Model for Learning and to Iowa
Core Outcome 6: CIA –Instruction
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• Implement Standards and Benchmarks with new board approved instructional resources
• ESL teachers will collaborate with general education teachers and administration to determine the appropriate curriculum and placement for new ELs who are below grade level expectations or have significant educational gaps in our core academic areas.
Evaluation • Review and study implementation data including teacher feedback and student
achievement iii. Review the implementation of common assessments for quality,
reliability and validity iv. The district will be cognizant of the assessments that have not
used ELs in the norming process. We will strive to use the assessments that have been normed using ELs in that process. However, as we review and use other data points, we will take into consideration the lack of EL participation and make adjustments to our analysis as needed.
IV. Process to Provide Meaningful Access to all Co-‐curricular and Extracurricular Programs
A. Our ELs have the opportunity to be identified and served for Gifted and Talented services The identification process may require the use of a translator/ELL teacher support for equity in access to directions or parent/student information. As part of the screening process for gifted children, classroom teachers are required to list EL students who are demonstrating advanced language, acculturation or reasoning skills compared to others who have been in a U.S. School for a similar length of time. These students will be reviewed on an individual basis through Pathway 2 to allow an EL’s potential to be estimated using multiple measures and within an appropriate norm group.
The district’s identification process for gifted learners is described as follows: Identification of academic talent development is an ongoing process. It is expected that children will cycle in and out of the program as they mature and the levels of support and academic challenge they need change. Some may demonstrate ability in STEM, others in Humanities. A smaller number of students will excel in both fields, and are referred to as having general intellectual ability. An annual review of multiple criteria by the ELP staff is a research-‐based best practice. ELP staff meet with classroom teachers each spring to collect data, and then meet as a team with math and language arts specialists to determine programming and contact teachers and parents regarding students’ academic needs and placement. Students are serviced depending upon need demonstrated and options available. PATHWAY 1 for ELP identification: 1. Iowa Assessments: This at-‐grade level test serves as an indicator of student achievement. Iowa Assessments is a general achievement test, and norms are not specific to our district. Many students score above 90% in JSCD. Using our local population, a student in the 95% may not need extensive accommodations when compared to other classmates. Consistent high scores in Iowa Assessments along with high MAP scores are useful to provide an indicator of high ability and form the initial basis of an ELP placement.
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2. MAP – Measures of Academic Progress: Scores are specific to Johnston standards and benchmarks. While many students score in the Hi (75% or above) range, reading and math scores that are two standard deviations above the norm are a strong indicator of very high ability. 3. Classroom Teacher Recommendation: This is based on products, processes, motivation and grades when applicable. Teachers are trained in the identification process and are able to provide information on high quality products, initiative to complete extensions, evidence of high-‐level thought process, and rapid acquisition of knowledge. Teachers complete the Extended Learning Observation, including the Renzulli Rating Scale derived from research literature on characteristics of the gifted. Teachers should request additional assessments or reviews for specific populations, such as EL. These students would be reviewed in Pathway 2. 4. ELP Staff Recommendation: Observed characteristics, performances, and products over time are noted. Staff watches for trends in consistent, high scores in student data or performance to help determine strengths. 5. Parent Information: Characteristics that show up in the home provide valuable insight. Parents are asked to give specific examples when possible. A parent may request a nomination form or fill out one electronically from the JSCD web site regarding his/her child. 6. Cognitive Abilities Tests/ Other Ability Tests/ Records from Previous Schools: Cognitive Abilities Tests (Form 7) are not an achievement test, but an aptitude test that measures the natural ability to reason, think and solve problems. They provide reliable data to indicate a need for placement in advanced programming, especially if some information is incomplete or inconsistent. ELP staff also considers any available data, such as other out-‐of-‐level tests or data from previous schools to assist in appropriate placement. 7. Student Nomination: Student motivation and initiative is important, thus students in secondary buildings can provide information about themselves through a form on the JSCD web site to assist in appropriate placement to maximize their strengths. Pathway 2 for ELP identification Case Study Approach: Students with a unique circumstance, i.e. EL, twice exceptional, or underachieving will be reviewed individually by a committee of educators. Data, including work samples, observations, teacher and/or parent recommendations from pathway 1 will be utilized when possible as part of the student profile. Interviews with student/and/or parents and previous teachers may be conducted. Students will be evaluated against others of similar subgroups. In some cases, students may be placed on a trial basis. Student services for gifted EL students: Programming will involved collaborating with ESL teachers and will be inclusive of student interests and needs, allowing for choice and variety. Students may be served in STEM or Humanities or both as well as for social-‐emotional needs.
B. Special Education Services Identification Process for ELs: 1. ELs may receive assistance from special education. However, during the decision-‐
making and problem solving process, some important questions about the students’ language and educational background will be considered.
a. Is the student having difficulties primarily because he/she does not speak/understand the language of instruction?
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b. Is the student having difficulties primarily because he/she has not had similar opportunities to learn as peers to whom he/she is being compared?
2. If the answer to these questions is “No,” the classroom teacher and ESL teacher should work with other staff to rule out language and acculturation as reasons for the students’ need for assistance. To rule out language and acculturation, reviews, interviews, observations, and tests should take place.
Review records: • to find out student’s home language. • to find out the number of years the student has attended school. • to find out the frequency of school changes. • to find out how many years of ESL or other English Language instruction the
student has had. • to find the number of years the child has attended school in an English speaking
school. • to find out how the student performed when instructed in his/her primary
language. • to find work samples and compare them to those of peers with similar
educational and linguistic background. Interview:
• parents, guardians, siblings, caregivers, and the student. Ask them questions arising from the review items.
• the student about his/her understanding of English. Ask if he/she is able to speak and understand peers when speaking English.
• the ESL teacher regarding the student’s performance compared to other EL students.
• classroom teachers regarding the student’s performance compared to other EL students. Ask about the student’s rate of acquisition of rules and expectations.
Observe: • the student in different settings. Note the language the student uses to
communicate with English speaking peers, EL peers, teachers, and family. • the student and compare to culturally and socio-‐linguistically similar peers in the
regular and ESL classroom. • the instruction to see if effective teaching strategies for EL students are used and
attempts are made to modify instruction for the student. Test:
• the student on grade level when possible. Results should be compared with results of average students in the general population. The assessment will be differentiated based on language needs.
• the student in the native language to whatever extent possible. If there is significant discrepancy, a native language test should be sought. Compare the results to culturally and socio-‐linguistically similar peers.
• the student to determine language proficiency. NOTE:
• During the referral process, EL documentation/data should be used. A general education intervention should be implemented with a systematic progress monitoring system to measure the intervention effects.
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• Interpreters should be used during testing process if needed. • ESL teachers must be included in the referral process and coordination of
programming should occur when students are staffed. • Heartland AEA will help fund translators for the initial IEP meeting, using funds
dedicated for special education. • Special considerations will be given to an EL who is also identified for special
education services since s/he is entitled to receive both streams of service.
C. Process in place for identifying and serving ELs in any other district programs (Reading Recovery, Title I, At Risk, career and technical programs, counseling services, Advanced Placement, etc.) 1. ELs will have equal opportunity to for all program services according to the
district/building protocols for each program/service. ESL teachers will work in collaboration with specialty program teachers to ensure the equitable access for all ELs to these programs.
2. Some of the assessments for identifying services for various programs include Marie Clay Observation Survey for Reading Recovery, PA profile and FAST assessment for Title I and At-‐Risk at the elementary level, Iowa Assessment proficiency determines eligibility for DMACC Dual credit opportunities for all students, completion of Algebra 1 for Project Lead the Way, and course prerequisites must be met for all students for AP classes. The ESL and classroom teachers work collaboratively to ensure all ELs have an equitable opportunity to participate in all extra programs outside of Core.
3. The ESL team will work to develop common protocols to ensure equitable inclusion of all ELs in curricular and extra curricular programming.
V. Ongoing, Embedded EL Professional Learning for Staff Who Support ELs All Johnston ESL staff will be supported with ongoing professional learning (PL) through the periodic use of district early outs. All ESL teachers will be participating members of a large PLC group as well as small advisory group differentiated by building and department to discuss and provide learning opportunities on how to meet the linguistic needs of our ELs. In addition, as we engage in district professional learning times, ESL teachers will provide break out sessions addressing the linguistic and content needs of our ELs for all Johnston staff. Topics of PL will be determined by current student data trends and staff needs assessments. A collaborative effort between the ESL coordinator and teachers will be utilized to set a year-‐long calendar PL schedule. Current PL opportunities include:
• Review/update the Lau Plan and appendix documents • Revisit and streamline the enrollment procedures • Investigate program needs and ideas • ICLC • Our Kids Conference
In addition, the DE will soon release PD modules on the new English Language Proficiency Standards (ELP), which will be required ESL PD.
• Six training ELP Standards Training Modules are currently being developed with the following anticipated release timeline:
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– September 17: Module 1 – October: Module 2 – November: Module 3 – December: Module 4 – January-‐Module 5 – February – Module 6
English language proficiency standards, are available at: http://www.elpa21.org/standards-‐initiatives/elp-‐standards Professional learning Opportunities:
A. District and Building Administrators 1. Opportunity to annually attend all ESL conferences
a. Our Kids Conference b. ICLC c. District PD – break out sessions around ESL needs are offered d. Heartland courses and workshops on supporting ELs e. In addition, the state is offering an Iowa ELL Leadership Academy that is open
to any administrator, and required by at least one administrator in districts undergoing correction action. Johnston Schools will identify and support at least one administrator from our district. If our staff have questions regarding the Academy, they can contact Jobi Lawrence, Title III Consultant or Lori Porsch, program coordinator or emailed to: [email protected]
B. LIEP Staff 1. Opportunity to annually attend all ESL conferences
a. Our Kids Conference b. ICLC
2. District PD – break out sessions around ESL needs are offered Content and Classroom Teachers
3. Heartland courses and workshops on supporting ELs 4. As soon as state releases information on professional learning opportunities on the
ELP standards, Johnston LIEP staff will participate. C. Content and Classroom Teachers
1. Opportunity to annually attend all ESL conferences a. Our Kids Conference b. ICLC
2. District PD – break out sessions around ESL needs are offered 3. Heartland courses and workshops on supporting ELs 4. As soon as the state releases information on professional learning opportunities on
the ELP standards, it will be determined which Johnston content and classroom teachers will participate.
D. Paraprofessionals 1. The paraprofessionals in each building will be provided on-‐going professional
learning opportunities through workshops, district PD break out sessions, and job embedded professional learning with our ESL teachers.
E. Building/District Staff (teacher leaders, counselors, etc.) 1. ESL teachers attending and supporting PLCs
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2. ESL teachers support district and building Professional Learning (PL) 3. Opportunity to annually attend all ESL conferences
i. Our Kids Conference ii. ICLC
4. District PD – break out sessions around ESL needs and new ELP standards have been and will continue to be offered
5. Heartland courses and workshops on supporting ELs 6. As soon as the state releases information on professional learning opportunities on
the ELP standards, it will be determined which Johnston staff will participate.
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VI. Annual English Language Proficiency Assessment (ELPA21) Administration A. Annual training for staff
1. All ESL staff and any educator administering the ELPA21, will attend has the ELPA21 training coordinated by the Iowa Department of Education. This training will most likely occur through our AEA.
2. All ESL teachers take the on-‐line TELPA training through the AEA each year and certificates of completion are stored in employee file.
B. Dissemination of ELPA21 and other ESL data scores to stakeholders 1. Each building will provide an overview of ELDA scores and significance to all staff and
administrators at the beginning of the 2015-‐16 school year and after ELPA21 scores are received in the Spring.
C. Appropriate training to interpret results for staff 1. ESL staff attend and support PLCs and data teaming process 2. ESL teachers will meet classroom teachers to discuss each student’s level of English
acquisition using ELPA21 data, the Language Acquisition Chart: Guidelines for Differentiating Instruction and Assessment and any other data or information needed.
3. ESL instructional groupings will be determined based on the learning needs of the students being served.
D. Utilization of assessment results to guide instruction and programming C. Staff will utilize the assessment data and language acquisition chart to inform their
instructional practices in response to ELs needs. D. ESL staff will utilize the assessment data to determine ELs ESL programming needs
District Information: Other assessments protocols: • English Learners should be included in district-‐wide testing as directed by the Iowa
Department of Education. • FAST, MAP, Iowa Assessment, Phonological Awareness Profile, F & P
Benchmarking, Math and Science assessments should be given to every EL who has been in the United States longer than 12 months.
• ELs who are in the country less than 12 months will participate in the math portion of the Iowa Assessment, the MAP math assessment fall and spring/MAP reading assessment in the spring only and the ELPA 21. Please see the following link for flexibility in testing of ELs who are newer to the district to ensure accuracy: https://www.educateiowa.gov/sites/files/ed/documents/Title%20I%20Flexibility%20for%20New%20English%20Language%20Learners.pdf
• All ELs will be tested annually using a state and NCLB approved test to measure their English language proficiency. Currently the ELPA21 is used.
• The Iowa Department of Education manual, Guidelines for the Inclusion of English Language Learners in K-‐12 Assessments, should be used as a reference to clarify questions regarding testing ELLs. When testing ELs, appropriate accommodations can be made. Iowa Assessment Administration manuals are good sources to help in making decisions about the types of accommodations that are appropriate for each student. Guidelines for the Inclusion of English Language Learners in K-‐12 Assessments also contain good suggestions for types of accommodations to use with ELs.
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VII. LIEP Exit Criteria and Procedures A. Student exit criteria for 2015-‐16
1. Achieves a score of proficiency on the ELPA21 for grades K-‐12. 2. Scores proficient on Iowa Assessment in Reading and Math for grades 3-‐11. 3. Scores proficient on MAP Assessment in Reading and Math for grades 3-‐10. 4. Scores proficient on district-‐wide assessments in Reading and Math on the FAST and
EDM assessments for grades K-‐2. 5. Meets all criteria within the same school year.
B. Procedures 1. Notify parents with state-‐approved TransAct exiting form in language most understandable. Interpreters will be used as needed to improve support. 2. Change student coding to “exited” so the student does not continue to generate unwarranted funding. 3. District data personnel responsible for entering data will refer to IDE’s data dictionary. 4. Begin required two-‐year monitoring process.
VIII. Monitoring Procedures after Students Exit the LIEP Program A. Description of two-‐year monitoring procedures
1. Review district assessments appropriate for grade level. The student must demonstrate consistent proficiency as indicated by that assessment.
2. Review and discuss classroom grades. The student must demonstrate consistent evidence of meeting the expected grade level standards.
3. Teachers will complete a questionnaire each quarter that will describe the student’s progress. 4. For those students not meeting expectations, ESL teachers will respond accordingly
to guidelines outlined in this document. Johnston teachers responsible for monitoring:
Name Position Location Merima Pasalic ESL Teacher Beaver Creek and Wallace Maureen Fry ESL Teacher Lawson Lisa Mueller ESL Teacher Horizon Mary Haden ESL Teacher Timber Ridge Melissa Grinstead ESL Teacher Summit Middle School Gabrielle Albrecht ESL Teacher Middle School Emily Kenny ESL Teacher High School
B. Re-‐entry to LIEP description
1. Checklist for Re-‐entering ELLs If after exiting a student begins to demonstrate non-‐proficiency on district, state assessments, fails to sustain academic progress and classroom performance, he/she may be re-‐entered into the ESL program. The decision to re-‐enter a student should include:
• Parents will be notified and invited to meet with school staff regarding the child’s performance.
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• There will be a meeting with all appropriate school staff, including classroom teachers, counselors, administrators, and any special staff, such as at-‐risk, that can give insight into the student’s performance and abilities
• In that discussion opportunities will be shared, such as other programs that might be available to assist the student
After the above steps have been taken, a student may be re-‐entered into the ESL program when:
• All of the Entry Criteria have been met • There is a recent TELPA on file • Parent signature on notification placement form from TransAct
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IX. LIEP Evaluation A. LIEP evaluation process:
GOALS EVALUATION METHODS/PROCESS PERSONS RESPONSIBLE TIMELINE
Each EL will make growth towards language acquisition on the state determined assessment, ELPA21.
Use the ELPA21 assessment data to determine growth in language acquisition. Data will be used to determine programing and level of services needed for each EL. Along with the assessment data, teachers will use the language acquisition chart to better inform supports needed for ELs to gain the language needed for academic success. Classroom teachers will also use the data to inform instructional practices.
ESL, classroom teachers, administrators.
Annual
Each EL will make comprehensive progress towards proficiency on the state determined assessment, ELPA21.
Use the ELPA21 assessment data to determine proficiency. Data will be used to determine programing and level of services needed for each EL. Along with the assessment data, teachers will use the language acquisition chart to better inform supports needed for ELs to gain the language needed for academic success. Classroom teachers will also use the data to inform instructional practices.
ESL, classroom teachers, administrators.
Annual
Each EL will make comprehensive progress towards proficiency in reading and math on the state determined assessment, Iowa Assessment.
Use the Iowa assessment data to determine proficiency. Data will be used to determine programing and level of services needed for each EL. Classroom teachers will also use the Iowa Assessment data to inform instructional practices.
ESL, classroom teachers, administrators.
Annual
Each K-‐2 EL will make comprehensive progress towards math proficiency on the Spring Every Day Math (EDM) assessment and the Spring FAST assessment.
Every Day Math Spring Assessment FAST Spring Assessment Data will be used to determine programing and level of service for each EL. Classroom teachers will use the EDM data to inform math instructional practices and use FAST assessment data to inform reading instructional practices.
ESL, classroom teachers, administrators.
Fall and Winter to monitor; Spring for accountability