St. Joseph School District

St. Joseph School District

English for Speakers of Other Languages Policies and

Procedures:

2016-‐2017

1000 S. 9th

Saint Joseph, Missouri

64503

Table of Contents

Introduction 3

Board of Education Policy 4

Definitions 5

Identification and Assessment 6

Records 7

Progress in Acquiring Language Proficiency 8

Parent Notification 9

Policy for the use of Interpreters 10

Services-‐Summary of the ESOL Program 11-‐12

Department Measurable Objectives 13

Access to Learning 14

Staffing 15

Exit Procedures 16

2 Year Follow Up 17

English Language Learners with Disabilities 18

Non-‐Public/Private Schools 19

Evaluation, Review and Improvement 20

Professional Development 21

Teacher Resources 22

SJSD: “Educating each student for success…”

Introduction

The St. Joseph School District’s mission is to “educate each student for success”. The English for Speakers of Other Languages (ESOL) department supports the District’s mission by providing research-‐ based instruction for English Learners to maximize learning for these students. ESOL teachers use WIDA standards to establish objectives and measurements of progress in all four language modalities: speaking, listening, reading and writing. State testing takes place in the spring to determine the

progress of English Learners in attaining language proficiency (ACCESS 2.0). Teachers use assessment data to plan for further instruction of individual students. It is our goal to involve students and families in educational experiences in which English Learners are valued for their contributions to the global community, and challenged with the rigor of our curricula.

Gena Villegas

ESOL Supervisor K-‐12

BOARD POLICY FOR LIMITED ENGLISH PROFICIENT STUDENTS:

IGBH: Programs for Limited English Proficient/Language Minority Students

The Board of Education recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational

programs offered by the district, the district shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs. Students in a language minority (LM) or who have limited English proficiency (LEP) will be identified, assessed and provided appropriate services. No child will be admitted

to or excluded from any program based solely on surname or LM status.

The Board directs the administration to develop and implement language instruction programs that:

1.Identify language minority students through the use of a Student Home Language

survey (see IGBH-AF1). The building administrator will develop procedures to ensure that all new and currently enrolled students complete the Home Language survey.

2.Identify LM students who are also limited English proficient. Any student who indicates the use of a language other than English will be assessed for English proficiency using the state

-provided assessment instrument.

3.Determine the appropriate instructional environment for LEP students.

4.Annually assess the English proficiency of LEP students and monitor the progress of students receiving ESOL or bilingual instruction in order to determine their

readiness for the mainstream classroom environment.

5.Provide parents with notice of and information regarding the instructional program as required by law. Parental involvement will be encouraged and parents will be regularly apprised of their child's progress.

Board Policy Adopted: December 10, 2007

Cross Refs:

AC, Prohibition Against Illegal Discrimination and Harassment

CGC, State and Federal Programs Administration

IGBC, Parent/Family Involvement in Instructional and Other Programs

IGBCB, Programs for Migrant Students

Legal Refs: Title VI, Civil Rights Act of 1964, 42 USC § 2000d20 USC

§ 1703(f) Bilingual Education Act, 20 USC §§ 7401 et seq

English Language Acquisition, Language Enhancement, and Academic

Achievement Act, P.L. 107-110

34 CFR Part 100

Lau v. Nichols, 414 U.S. 563 (1974) Plyler v. Doe, 457 U.S. 202 (1982)

Castaneda v. Pickard, 648 F.2d 989 (5th Cir.1981)

DEFINITIONS:

Language Minority (LM)-‐ Refers to a student whose linguistic background, such as country of birth or home environment, includes languages other than English. Language minority is based solely on the student’s language background and not on proficiency.

Limited English Proficient (LEP)-‐Refers to proficiency in reading, writing, listening or speaking English that is below grade-‐and age-‐level peers. Limited English proficiency is based on an assessment of the students English language proficiency.

English Language Learner/English Learner-‐Refers to a language minority student with limited

English proficiency.

English for Speakers of Other Languages (ESOL)-‐Refers to an instructional approach for English learners.

Child-‐ an individual between 3-‐21 years of age

Parent-‐ Parent, legal guardian or person otherwise responsible for the child.

IDENTIFICATION AND PLACEMENT:

Language minority students will be identified through the PRE K-‐12 Registration Card. The Registration Card (salmon form) is available in English and Spanish and is used to register all new students in SJSD. Question 2 of the form reads: “Is the primary language of the student a language other than English?” If “yes” is indicated as the response to this question, an ESOL assessment will follow (W-‐APT) to determine whether the student is limited English proficient (LEP). If “no” is indicated (circled), we will continue on to question 3: “Is a language other than English used by others in the home?” If the answer is yes, contact will be made with the parent/guardian to further investigate whether the student is a language minority student to determine if ELL assessment is appropriate. Interpreters will be used for parents who do not speak English throughout the enrollment process, whenever possible.

SCREENING ASSESSMENT: W-‐APT

A qualified ESOL test administrator will administer the W-‐APT to students to determine language proficiency.

Students with a score of “entering” (1) or “beginner” (2) level on the oral portion may be referred to an ESOL center school. Elementary students with a score of (1) “entering” or “non-‐ English reader”, whose score is based on second language acquisition factors, may be referred to a center school. Parents will make the decision whether to accept the referral to the center school (Center School Referral Form).

RECORDS

Records of identification results, potential ELL status, decision results, placement, instruction time and language proficiency scores will be maintained in the Assessor’s Office of the ESOL department. Annual state language proficiency test scores will be provided to students’ schools to be placed in their cumulative files.

Cumulative files will be kept for all students in the main office of the school of attendance.

The ESOL administrative assistant will input data regarding ESOL, Title I C, and Title III to core data. Core data will be submitted through TMC. The ESOL Coordinator will review core data numbers for reports and or/errors upon request from district data personnel.

PROGRESS IN ACQUIRING LANGUAGE PROFICIENCY:

Student portfolios will be maintained by ESOL teachers to indicate individual student progress and will include indicators of proficiency in oral proficiency, listening proficiency, reading proficiency and writing proficiency.

Formative assessments will be used to demonstrate progress in achieving proficiency.

The ACCESS language proficiency assessment will serve as annual measurement of language proficiency.

Monitoring of state content standards will take place through benchmark testing, MAP testing, other formal assessments, as well as formative assessments and performance tasks.

PARENT NOTIFICATION

Parents of language minority student will be notified in writing no longer than 30 days at the beginning of the school year and no later than 2 weeks during the school year that a determination has been made as to whether their child qualifies for ESOL services. A recommendation will be made for ELLs with regard to placement and services.

The District will communicate with parents in a language they can understand to the fullest extent possible, including notices related to the following:

• School notifications and calendars

• Parent conferences

• School activities, such as field trips and extracurricular activities

• Student progress reports (grade cards for K and 1st)

• Student handbooks

• Special meetings and events

POLICY FOR THE USE OF INTERPRETERS

Bilingual personnel hired by the school district will be evaluated for proficiency in both languages used, or will present appropriate documentation of fluency. All District personnel will participate in annual training, including interpreters. Annual training will address issues of confidentiality. All personnel will submit verification of their participation in such training. Interpreting of parent/teacher conferences and state assessments (Science and Math), EOCs (Biology and Algebra) will be done by qualified District interpreters. District interpreting services will be available through the ESOL Office.

There are translation services available such as phone translations, written translations, or in-‐ person translations in more than 30 languages. Call the ESOL Office to arrange translation services.

SERVICES/SUMMARY OF THE ESOL PROGRAM

Educational philosophy: English Language Learners need support in promoting schema and comprehension of academic content. Vocabulary instruction and literacy instruction are essential parts of the ESOL program. Consideration is given to the language proficiency of students with a focus on monitoring progress and challenging students to perform at the next level. Collaboration between ESOL teachers and tutors and mainstream teachers is key in providing instruction that supports content area curricula, while enhancing the language proficiency of students. Parental involvement includes educational opportunities to support literacy in the native language. Native language support is provided when possible, and appropriate.

Program Models:

Content-‐Based-‐ Content based ESOL recognizes that language is a means to an end and focuses on delivering curriculum content through English in such a way as to make the content understandable to English Language Learners. Both elementary and secondary students benefit from this method. It provides the advantages of not removing students from content area instruction to focus exclusively on learning English, while at the same time teaching the same content all students receive.

Student progress and teacher communication is documented on a “Progress Observation” form for students receiving content-‐based ESOL who are not receiving ESOL instruction from an additional ESOL model of instruction.

Pull-‐Out-‐ The pull-‐out method requires ELL teachers to periodically remove, or pull out, LEP students from the classroom. This approach is often used when qualified ESOL teachers must reach a number of students scattered across several buildings and grade levels. During the pull-‐ out time, teachers may work one-‐on-‐one with students, or group them according to ability or grade level. The pull-‐out method is more successful when the ESOL teacher collaborates effectively with regular classroom teachers, who employ helpful content-‐based strategies.

Team-‐Teaching-‐ In schools where the classroom and instructional approach permit, team-‐ teaching may be a useful way to “mainstream” LEP students and avoid frequent pull-‐out sessions. This technique may work especially well at the secondary level when the ESOL teacher can also teach the subject matter. Team-‐teaching incorporates collaboration, joint planning and cross-‐curricular themes into instructional programs.

“Sheltered” Classrooms-‐ This term refers to a room where only LEP students are taught. Students are taught the same curriculum as their peers, but in a context where the teacher can employ techniques designed to help make the content understandable to them. These techniques include language simplification and additional contextual clues. Another term for this kind of classroom is “language sensitive”.

Resource Classrooms-‐ For various reasons (number of staff, physical facilities, etc.). some school districts have found that strategically placing an ESOL Resource Classroom facilitates student progress. These rooms are probably most effective at middle and high school grades, where students take separate content classes. They can also serve as an actual ESOL classroom for part of the day. At other times, students may drop in to discuss readings, complete tests, work on projects, or do individualized units of coursework.

English Language Learners (ELLs) will receive research-‐based instruction designed for second language learners in addition to receiving instruction in mainstream classes. Communication among classroom teachers and ESOL staff is an integral part of differentiating instruction for ELLs and providing access to our rigorous curricula.

Determinations for students are made on an individual basis, with consideration to language proficiency, language support needs, and educational backgrounds.

EDUCATIONAL GOALS:

DIP Measurable Objectives:

I. English Language Learners will receive adequate instruction in the language modalities: listening, speaking, reading, and writing. Measurements will be given to indicate progress and proficiency. Measurements: ACCESS, State Academic Assessment (Smarter Balance, MAP, EOC), WIDA MODEL (for beginners)

II. English Language Learners will receive support to ensure that they have access to comprehensible input of our rigorous curriculum. Measurements may include: benchmarks, grades authentic/formative assessments. ELL instruction will be aligned to state and local content standards.

III. Language minority families and migrant families will have opportunities to

participate in meetings about District programs and services, as well as family involvement activities. Families will have opportunities to express their needs and services will be provided to address potential barriers to education. Measurements:

parent sign-‐in sheets, meeting minutes, parent surveys

ACCESS TO EFFECTIVE LEARNING

Methods: Content-‐Based ESOL, Sheltered Instruction, teacher collaboration

A variety of scientifically based instructional methods are used to address the diverse needs of ELL students and to assist in providing “comprehensible input” to students. Examples of forms of instruction used with ELLs include: differentiated instruction, reader’s/writer’s workshop, cooperative learning, and the use of multiple media. ELP standards (WIDA) are utilized in the development of lesson plans for English Language Learners.

ESOL teachers and tutors collaborate with mainstream teachers on a regular basis regarding instruction, teaming, strategies, and expectations for English Language Learners. ESOL teachers and tutors will also collaborate with each other regarding student strengths, services, and areas in need of improvement.

ACCESS TO SPECIALIZED PROGRAMS AND SERVICES

English Language Learners are eligible for support services offered through the District. That is, designation as an English Language Learner will not exclude a student from participating in appropriate services, such as:

• Developmental reading

• Special Education services

• Gifted and talented services

• Speech therapy

• “At Risk” services

• Course electives and special subjects