TO:Indiana Public School Corporation Superintendents

M E M O R A N D U M

TO:Indiana Public School Corporation Superintendents

FROM:Nathan Williamson, Director of Title Grants and Suppport
Valerie Beard, Assistant Director of English Learning and Migrant Education Programs

DATE:June 30, 2017

SUBJECT:English Learner Plans

Due to the enactment ofEvery Student Succeeds Act (ESSA) and its requirement for each state to include an indicator measuring progress in achieving English language proficiency in its statewide accountability system[1], the Indiana Department of Education (IDOE) has updatedits technical assistance to ensure all local education agencies (LEAs) are able to meet the needs of students who are not yet proficient in English. The IDOEhas a legal responsibility[2] under ESSA, Title VI of Civil Rights Act of 1964, and the Equal Educational Opportunities Act (EEOA) to ensure that all LEAs meet thefederal requirements to properly identify, assess, and support English learners through an effective English language development program.In order to meet this requirement, all LEAs must submit an annual district-wide English Learner Plan to the IDOE.

The submission of the English Learner Plan:

1)Providesfull access to all future state and federal grants regarding English learners;

2)Addresses the federal requirements under ESSA, Title VI of Civil Rights Act of 1964, and EEOA that apply to all public schools, not just those participating in specific funding streams; and

3)Streamlines the submission of all federal grants that must be supplemental to the EL program, including Title I, II, and III.

LEAs have two different options to submit their English Learner Plan, as shown in the chart below. Please submit completed plans by September 1, 2017.

Submission Method / Details / Due Date
Title III Grant Application / All information needed is provided through the Title III grant application. LEAs applying for Title III do not need to submit anything further. / Sept. 1, 2017
English Learner Plan / LEAs not applying for Title III will complete the plan included within this memo. Submit completed plans to:. / Sept. 1, 2017

Supplemental funding through the federal Title III grant and the state Non-English Speaking Program is also available to LEAs. Information regarding these grants is available at

The IDOE is committed to its mission to ensure that all students have access to a high-quality, equitable education system focused on student-centered accountability. We are pleased to support LEAs as they meet the needs of our diverse student population.A detailed walkthrough of the English Learner Plan has been posted on the IDOE website and can also be accessed here. Please reach out to our officeif you would like additional technical assistance.

1

Nathan Williamson
Director of Title Grants and Suppport
317.232.6671

Valerie Beard

Assistant Director of English Learning and

Migrant Education Programs

317.232.0558

1

English Learner Plan

School Corporation / Corporation Number
Contact Name / Contact Email
Contact Title / Contact Phone

Please submit the completed English Learner Plan to by September 1st, 2017.Click

hereto view a detailed walkthrough of the English Learner Plan.

Please complete the table below based on the EL student count from the 2016-2017 school year as reported to the IDOE via the LM report. See 2016-2017 EL Count by LEAfor corporation data.

If your corporation does not have EL students at any particular level of English proficiency, please indicate “No EL students at this level” in the corresponding box.Before completing the plan, please review the brief description of ELD models on page 6 and a sample completed plan on pages 7-8.

Core EL Program (Lau) Reminders:
1) LEAs are required to provide a core EL program (Lau) whether or not they receive Title funds.
2) All federal grants, including Title I and III, must be supplemental to your core EL program listed on this page.
3) Staff listed on this page must be paid with state (such as NESP, tuition support) or local funds only.
4) All EL students (Levels 1.0 through 4.9) must be provided the core EL program described on this page, in
addition to core instruction; instruction in the core EL program must be provided by qualified teachers trained
in EL strategies.
5) The core EL program, per federal law, must be based on effective approaches and methodologies that
demonstrate success in increasing English language proficiency, reasonably calculated for success in terms of
resources and personnel, and regularly evaluated to ensure the language barriers are being overcome.
NOTE: If more than one service model is used throughout the corporation for a specific grade, school setting or proficiency level, choose from the following options below and list all applicable models.
Elementary / Middle School / High School
Level
1 / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models]
Level 2 / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models]
Level 3 / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models]
Level 4 / EL Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models] / ELD Program Models Used:
☐Structured immersion/Content-Based
ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
[Frequency and duration for listed above ELD models
[Staff for listed above core ELD models]
[Curriculum/resources/materials for listed above core ELD models]

Total staff paid from local and state funds to provide ELDservices:

Certified / Non-Certified
By checking each box, the LEA assures that 100% of EL students are correctly identified and included in the
annual English Language Proficiency Assessment each year until reaching proficiency.
☐Administer the Home Language Survey (HLS)only to students enrolling in Indiana for the first time; the original HLS is obtained for a student transferring from another Indiana school.
☐Maintain a copy of every student’s HLS, including students whose HLS indicates English only.
☐Within 30 days of enrollment, administer the English proficiency screener (WIDA Screener or W-APT) to new students whose HLS indicates a language other than English for any of the three questions OR obtain the previous annual WIDA ACCESS for ELLs results for students previously identified as an English learner by another Indiana school or WIDA consortium state.
☐Notify parents of students’ English Learner status annually via the Parent Notification form.
☐Develop an Individual Learning Plan (ILP) and provide core EL program services until student reaches proficiency on WIDA ACCESS for ELLs.
☐Maintain a local system to track English learners in order to provide core EL program services and report English learners to the IDOE through annual Language Minority reporting.
☐Administer the WIDA ACCESS for ELs’ English language proficiency assessment annually to 100% of English learners.
☐Maintain a local system for rigorous monitoring of Fluent English Proficient (FEP) students during their mandated two-year monitoring period to ensure that former English learners are meeting the same challenging standards as never-EL students.

Brief Description of the ELD Models

Structured Immersion/Content-Based ELD: Teaching English as a second language to English learners within the mainstream classroom using instructional materials and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skills. Taught by a certified classroom teacher trained in language acquisition

Push-In: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing language development to English learners in the classroom helping ELs with comprehension, participation, and completion of classroom assignments. Instructional Assistants need to be under direct supervision of the classroom teacher.

Pull-Out ESL: EL students of low English proficiency are “pulled out” of the general education classroom for special instruction In English as a second language. The program targets specific English skills that are preventing students from fully participating in the mainstream classroom

Scheduled ESL class (elem., MS): The ESL program instruction provided during specific school periods, based on a special curriculum, using specialized ESL materials, and teaching explicitly about the English language to develop EL students’ proficiency in speaking, reading, writing, and listening

Sheltered Instruction class for ELs Only: Unlike in an ESL class where language skills are the goal, content knowledge is the goal; teachers use simplified language, visual aids, and other strategies to teach vocabulary for concept development in math, science, and other content areas

ENL class for credit (HS): “English as a New Language” is a HS for credit at middle and high school

English lab/Resource period: Scheduled period where EL students, based on their individual needs, receive additional language development and assistance in understanding and practicing the language of their homework assignments

Transitional Bilingual Education: Instructional program in which subjects are taught through two languages – English and the native language of the English learners. English is taught as a second language. The purpose of this program is to facilitate EL students’ transition to an all-English instructional environment while receiving academic instruction in the native language to the extent necessary. As proficiency in English increases, instruction through the native language decreases.

Dual Language Immersion: Bilingual program where the goal is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half speakers of the other language

Heritage Language class: Heritage language program develops a student’s native language skills (e.g. Spanish for Spanish speakers) in order to develop or maintain native language proficiency

The school or school corporation may offer other language instruction programs, based on the specific needs of their EL population, for EL students to achieve English proficiency and parity of participation in the standard instructional program.

SampleEnglish Learner Plan
(English Learner Plans will vary depending on the LEA’s chosen ELD program model).

Elementary / Middle School / High School
Level
1 / ELD Program Models Used:
☒Structured immersion/Content-Based ELD
☒Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
Structured immersion: 5 days a week
Push-in: 3 days a week, based on the decision of the EL program administrator and school principal
Structured Immersion: classroom teachers trained in language acquisition/ /SIOP and supported by our corporation’s EL coach
Push-in: Paraprofessionals who work under direct supervision of a certified teacher
For both models: EL Materials with Core Reading Program / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☒Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
5 days per week for 45 minutes
1 EL Teacher
Soar to Success / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☒ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☒English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
ENL class: 5 days per week for 45 minutes;
Resource period: 5 days per week for 45 minutes
ENL class: 1 EL Teacher
Resource period: Certified teacher trained in language acquisition; 1 Instructional Assistant working under direct supervision of the certified teacher
Core E/LA program, High Point
Level
2 / ELD Program Models Used:
☒Structured immersion/Content-Based ELD
☒Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
Same as Elementary Level 1 / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☒Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
Same as Middle School Level 1 / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☒ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☒English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
Same as High School Level 1
Level
3 / ELD Program Models Used:
☒Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
5 days a week for 45 minutes
Classroom teachers trained in language acquisition/SIOP and supported by our corporation’s EL coach
EL Materials with modified classroom materials / ELD Program Models Used:
☒Structured immersion/Content-Based ELD
☒Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
5 days a weekfor 45 minutes
Subject teachers trained in language acquisition/SIOP and supported by the middle school EL teacher
Core E/LA program + EL Supplementary Materials / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☒ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☒English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
5 days a week for 45 minutes
ENL class: 1 HS EL Teacher
Resource period: Certified teacher trained in language acquisition
Core E/LA program + EL Supplementary Materials
Level 4 / ELD Program Models Used:
☒Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☐Other (please explain)
Same as Elementary Level 3 / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☒Other (please explain)
EL Literacy Class
3 days per week for 45 minutes
1 SIOP Trained Homeroom teacher
1 EL paraprofessional under direct supervision of a certified teacher
Core E/LA program + EL Supplementary Materials / ELD Program Models Used:
☐Structured immersion/Content-Based ELD
☐Push-In
☐Pull-Out ESL
☐Scheduled ESL class (elem., MS)
☐ENL class for credit (HS)
☐Sheltered Instruction class for ELs
only
☐English lab/Resource period
☐Transitional Bilingual Education
☐Dual Language Immersion
☐Heritage Language class
☒Other (please explain)
EL Literacy Class
3 days per week for 45 minutes
1 SIOP Trained Homeroom teacher
1 EL paraprofessional under direct supervision of a certified teacher
Core E/LA program + EL Supplementary Materials

1