School Information: Student and Family Services

Plan for ELL Students

November 01, 2005

Identification, Programming and Placement of ELL Students

The following process is used to identify students who are English Language Learners (ELL).

An ELL student is initially identified when they enroll in the school system. The school district�s registration form should contain �trigger questions� which deal with the student�s exposure to another language other than English. The trigger questions should address: students first spoken language, language spoken in the home by the student and language spoken in the home by others. If any of these questions are answered with a language other than English, a Home Language Survey is given to determine if there is the influence of a language other than English. The Home Language Survey is part of the district enrollment process and should be completed by the parents or guardians of all new students in the district including kindergarteners, transfer students, refugees, migratory children, and immigrants, as required by Iowa Law.
If by examining the Home Language Survey it is evident that the student has a native language other than English or has been raised in an environment where another language is spoken, the information will be filed in the student�s cumulative folder and the assessment person will be notified to assess the student�s English language proficiency.
An English language proficiency assessment will help determine placement and accommodations that the student may need in the areas of listening, speaking, reading, writing, and comprehension. If the student does not test fluent in these categories, they will qualify for ELL services and accommodations. Other factors that help to identify students as English Language Learners are: content area success, academic levels are significantly below grade level per district curriculum based assessments, teacher judgment and parent approval.
Parents are contacted concerning assessment findings and are given the option to accept the ESL accommodations for their student or sign a waiver to refuse the recommendation for additional ESL assistance.
The ELL student will be placed in or as close as possible to, the grade in which other students of the same age are placed. Interactions with same-age peers encourages ELL students to use oral English and to make social and cultural adjustments.

Programming for English Language Learners

Sheltered English or content-based programs group English Language Learners in mainstream classes where teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students. They may also use gestures and visual aids to help students understand. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language. The students will be placed on an individual ELL success plan which will be teachers, administration, and parents monitored the instructional accommodations that are being made for the student for the English language development.

Exit Process

The overall goal of the ESL program is to help students function independently in the mainstream educational program. When students are Fluent in English reading, writing, listening and speaking and have the skills necessary to be successful in the general education setting, they can be exited from the ESL program. The following criteria needs to be considered:

IPT-Oral	Fluent English Speaker-FES
IPT-Reading	Competent English Reader-CER
IPT-Writing	Competent English Writer-CEW
RCS	Regular Classroom Success (the student is able to participate meaningfully in their grace-level educational program with ESL accommodations)
TJ	Teacher Judgment (the teachers agree with the decision for the student to �test out� of ESL program/accommodations)
PJ	Parent Judgment (the parents aggress with the decision for the student to �test out� of the ESL program/accommodations)

Exit Procedures:

The assessment person identifies a student who is proficient in English reading, writing, listening and speaking as measured by the IPT.
The student�s academic record is reviewed.
The language development provider, classroom teacher, principle and parents make decision to exit the student from the ESL program/accommodations or to have the student continue to receive ESL services.
Notification is sent to parents/guardians of change in status and options are explained.
The student is placed on maintenance status and monitored for 2 years.

Monitoring of Exited ESL Students

Having met all the exit criteria, the student will be monitored by someone appointed within the district for two years. During the maintenance period of two years, student monitoring documentation form will be used with reviewing the student�s progress. Documentation will be a part of the student�s cum file.

The district�s procedure for monitoring K-12 academic progress for ELL students are as follows:

Review academic grades, academic assessments and test scores to determine if the student is successful.
Identify any academic needs.
Inquire about the student�s successful transition into the general education classroom.

Student�s progress will be documented at the end of each quarter/grading period. If the student does not meet the requirements to pass the course or make satisfactory progress in class, the former ELL students may need to re-enroll in the ESL program in order to receive the necessary support.

If at the end of the two-year monitoring period, if the student is academically successful, the student is reclassified as an exited student.

Program Evaluation

Under federal law, adopting an ELL program with a sound education design is not sufficient if the program as implemented proves ineffective. As a result, a central element of satisfying Title III requirements regarding services for ELL students is an ongoing evaluation of a district's ELL program.

Is the program working?
Are ELL students gaining the proficiency in English that will enable them to participate meaningfully in the district's education program?

If a program is not working effectively, a school district is responsible for making appropriate program adjustments or changes. This requirement is based on the obligation arising from Title III for a school district to provide ELL students with meaningful opportunities to participate in its educational program.

The district will look at the level of growth of its ELL population through:

Number of students testing out (exiting) the program
Graduation rates
Post ESL performance
Staff development activities (i.e. methods, classroom modifications, etc.)
Staffing level comparisons

All ELL students not exited will participate in re-evaluations of their English language proficiency every spring in order for progress to be measured. Currently, the State of Iowa is working to gain approval of an English language proficiency test for the NCLB compliance. The District will continue to use the IPT until a new testing instrument that meets both state and federal guidelines is approved.

Benefits of Program Evaluation

ELL program self-evaluations can produce benefits to the district and its stakeholders. Examples of benefits resulting from program self-evaluations that have been reported to OCR from various school districts and other stakeholders include:

Increased stakeholder participation and support. Utilization of available knowledge and expertise as program changes are developed (e.g., teachers, counselors, administrators, parental input, students, and various experts).
Assistance to staff in planning district-wide and site-based program improvements.
Concentration of resources on those priorities identified for all students and increased program alignment with the district's overall academic goals.
Maintained or increased accountability for meeting program goals and student outcomes at all levels of the program. Increasing the use of best practices in the classroom.
Contributions to the current and future success of ELL students in the greater community.
Establishment of concrete information and examples of successful program strategies and areas where the program is achieving goals and objectives (e.g., promoting positive community relations).