DRAFT. Knox County R-I School District. LAU Plan

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1 Knox County R-I School District LAU Plan

2 Table of Contents Legal Foundation.Section 1 Identification 3116(b)(1).Section 2 English Language Assessment 3116(b)(1)..Section 3 Placement 3116(b)(1)..Section 4 Parental Notification and Communication 3116(b)(4) Section 5 Parental and Community Involvement 3116(b)(4)..Section 6 Instruction, Assessment and Evaluation 3115(e), 3115(f), 3116(b), 3121(b), 3121(c), 3122(b)(2)... Section 7 Educational Theory..Section 7a Educational Goals Section 7b Instructional Services..Section 7c Coordination of Services.Section 7d Additional Services..Section 7e Assessment..Section 7f Evaluation, Review and Improvement Section 7g Personnel 3116(c) Section 8 Professional Development 3115(c)(1), 3115(c)(2), 3115(d)(2) and 3115(e)(1)(b),...Section 9 Resources & Equity 3115(d) Section 10

3 The Knox County R-I School District ESL Program/Lau Plan 1. Legal Foundation The Knox County R-I ELL (LAU) Plan addresses federal statutes (Title VI of the Civil Rights Act of 1964; Lau vs. Nichols, 1974) to ensure equal access for English Language Learners (ELLs) to instructional programming. The plan is designed to enable ELLs to achieve the academic standard of proficiency required of all students by supporting the acquisition of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) in a timely manner. ELLs have equal opportunities to participate in all programs and extra-curricular activities, the same as all district students. 1. Identification 3116(b)(1) When a family arrives at any Knox County school to enroll a student, the enrollment form will ask, Is a language other than English spoken in the home, or is the child s first language a language other than English? If the answer is yes, the parent/guardian will fill out all ELL-related required forms for enrollment. Assistance will be provided for families to complete the necessary enrollment forms. Interpreters and/or translated forms will be available as needed and as available. The secretary/counselor will interview the student and family to gather pertinent background information and educational history. The secretary/counselor will contact the ESL Coordinator regarding any potential ELL student and provide copies of the enrollment documents to the Coordinator. The ESL Coordinator will administer the language proficiency test (W-APT) to the student within 30 days from the start of school or 10 days thereafter if it was not administered at the previous school. At the beginning of each school year, as soon as possible and not to exceed 30 days, or within 30 days of the start of school or ten days thereafter, the ESL Coordinator will provide to the classroom teacher(s): o Student background information, including native language, place of birth, date of arrival in the United States o Level of language proficiency o Suggestions for modifying the student s assignments and assessments, if needed o Cultural information that may be helpful to the classroom teacher Within 30 days of the start of school or ten days thereafter, the ESL Coordinator will notify the parent/guardian of the results of the test. The ESL Coordinator will enter pertinent information into the student information system for students identified as needing ESL services. District ESL student documentation will be maintained as follows: The ESL Coordinator will maintain a file for each ELL. The information contained in the student s ESL file will include: o Copy of language proficiency placement test o Student Language Survey (incorporated in enrollment form)

4 o Parent Notification Form o State English language proficiency test results for each school year o Student testing and academic information for each school year o Parent Interview form from new student enrollment To determine migrant status, the parent/guardian should complete the MELL Parent Survey at enrollment. If the form indicates the family has moved within the past three years, and currently works in one of the categories listed on the survey, the form is sent to the MELL Project Office. A MELL recruiter interviews the family to determine if the student meets qualifying criteria for migrant eligibility. A Certificate of Eligibility is sent to the district when a student is identified as a migrant. At that time, the Coordinator notifies the student s attendance center and Food Service so that the need for appropriate services can be determined and rendered. Permanent Records are maintained for each student in the district. In addition to the information that is maintained for every student, an ELL student s permanent record will include: o Student Language Survey o Language proficiency test results for initial placement o Parent notification form o State English language proficiency test results for each school year o Migrant qualifying information (Certificate of Eligibility COE) When an ESL student moves from the district, a Move Notification Form will be sent to the receiving school to insure there is no interruption of services. The form contains information about the services the student is receiving and the extracurricular activities in which the student has participated. 2. English Language Assessment 3116(b)(1) Students will be assessed using any of the following assessments or district grade-level assessments: The state English language proficiency placement test (W-APT) The DIBELS reading assessment The state English language proficiency annual measure (ACCESS for ELLs) 3. Placement 3116(b)(1) Using the Student Language Survey, results of the English language proficiency test, DIBELS reading assessment, information from the parent interview, and information from the student s previous school(s), the ESL Coordinator will work to find an ESL Teacher to serve the student s and to determine if the student qualifies for ESL services. A student who has been classified as an English Language Learner (ELL) is eligible for ESL services. To be classified as an ELL, the following criteria will be considered: The student is unable to converse in English during a personal interview. The student is identified as non-english proficient or Limited English proficient as determined by an English language proficiency test (W-APT) by achieving a Composite Proficiency Score 4.9 or lower. The student is transferring from another school where he/she was receiving ESL

5 services. The student is reading two or more years below grade level as determined by the DIBELS reading assessment, or an English language proficiency test. A qualifying ELL will be placed in the ESL program at his/her attendance center. Within ten days of enrollment, the ESL teacher will provide information to the school counselor and/or regular classroom teacher to determine the schedule for ESL services. If the ESL teacher determines the student does not qualify for ESL services based on student assessments and information, the school counselor and classroom teacher will be notified. The test results, language survey, and parent interview form will be kept on file by the ESL teacher for that building. ESL services for identified students are adapted from Missouri s recommended instructional time guidelines for ELLs. The district will maintain ELL documentation as described in #2. Identification 3116(b)(1). 4. Parental Notification and Communication 3116(b)(4) Parents will be notified of the testing results and placement within 30 days of school enrollment. Every attempt is made to notify parents in a language they understand regarding language proficiency assessment results, availability of services, types of programs, and other options for ELLs. According to district procedures, parents may decline pull-out services for their student. However, the district will provide ESL services within core content classes or through push-in/co-teaching services. The Parent Notification Form includes the results of the language assessments and an explanation of reasons the student is identified as an ELL. The parent or guardian will be asked to sign the Parent Notification Form. Translated forms and grade reports will be gathered on an as needed basis. The district will attempt to find interpreters when necessary. 5. Parental and Community Involvement 3116(b)(4) Training will be provided for interpreters regarding efficacy of the teacher s report and the requirements of interpreters for privacy under FERPA guidelines. Interpreters will be provided for parent-teacher conferences. Every attempt will be made to translate forms on an as-needed basis. Student grade reports translated in Spanish are available for grades K-4. Also, parents may be notified by a phone call from an interpreter. Every attempt is made to communicate with parents in a language they understand. Parents and guardians of ELLs in the district are encouraged to become involved in their child s education at school. The Parents as Teachers program serves families with children from birth through three years of age, including families with a child whose native language is not English. Every attempt is made to provide an interpreter for other families, as needed. Parents of school-age children are invited and encouraged to participate in

6 family night activities and special programs at each school. A district Parent Advisory Committee will be developed each year as needed to involve parents of ELLs in planning, implementing, evaluating, and making recommendations for improvements to programs and services provided to district ELLs. Committee meetings will be held quarterly. Sign-in sheets, agendas, and minutes will be kept from each meeting. The committee members will include ESL parents, ESL teachers, classroom teachers, Title I teachers, district administrators After-school Program Director, Federal Programs Director, The district will attempt to locate interpreters for these meetings as needed. The committee will review the Parent-School Compact which encourages all parents to become involved in the education of their children. Documentation of meetings (agendas, sign-in sheets, meeting notes) is kept in the office of the Assistant Superintendent of Curriculum and Instruction. 7. Instruction, Assessment, and Evaluation 3115(e), 3115(f), 3116(b), 3121(b), 3121(c), 3122(b)(2) 7a. Educational Theory District students are regularly provided time for sustained silent reading for promoting language-literacy development. The district will also provided teachers with training in the use of interactive learning strategies, such as cooperative learning to provide students with opportunities to use their language skills in direct communication, for the purpose of negotiating meaning in real-life situations. 7b. Educational Goals As required by the federal NO Child Left Behind Act of 2001 (NCLB), Knox County follows Missouri English Language Proficiency (ELP) standards and assesses Limited English Proficient (LEP) students served by language instructional programs. The Knox County R-I District will strive to meet the Annual Measurable Achievement Objectives (AMAOs) each year: increase the percentage of children making progress in learning English increase the percentage of children attaining English proficiency achieve adequate yearly progress (AYP) for the LEP subgroup ELLs will be held to the same standard of performance as all students in the Knox County district: to graduate from high school and be job and/or college ready. 7c. Instructional Services The district will follow the World-Class Instructional Design and Assessment (WIDA) in the implementation of high standards of curriculum design and equitable educational opportunities for English language learners. The Knox County School District offers a K-12 program for ELLs to support the development of English language proficiency in the four domains (reading, writing, listening, and speaking). At the elementary level, district ELLs are served through a combination of push-in and pull-out programs designed to address individual student needs.

7 At the middle school level, ELLs are served in an ESL program that provides reading and writing instruction using sheltered instruction. Students are also served in co-teaching classes. At the junior high and high school level, ELLs are served in a sheltered instruction classroom with a focus on reading and writing instruction. Students are also served in core content co-teaching classes. 7d. Coordination of Services Communication among district ESL teachers: The Federal Programs Coordinator will conduct regularly scheduled coordination meetings with ESL teachers throughout the school year if any are on staff. Documentation of meetings (agendas, sign-in sheets, meeting notes)will be kept in the office of the Federal Programs Coordinator. Electronic communication provides ongoing notices and updates. District ESL teachers will regularly receive support and information on procedures, practices, and legislation from MELL Instructional Specialists. Communication between district ESL teachers and Content/Classroom teachers: Weekly collaboration time for all teachers Grade-level collaboration, content collaboration, and staff teaming Building collaboration between principal, ESL teacher, and classroom teachers Permanent Record Maintenance Permanent Records are maintained for each student according to district policy. 7e. Additional Services ELLs have equitable access to all district programs and services. Appropriate and comparable instructional materials and resources are provided to ELL students in the district. Students are given appropriate support services, when needed. Title I.A Services for Migrant Students Title I.A services are provided to all district students, pre-kindergarten-fifth grade. Students are served through the district Title I preschool program. Migrant students who are at risk of failing to meet the Show-Me Standards and whose education has been interrupted during the school year, whether English-speaking or non-englishspeaking, will receive priority placement in intervention classes. Migrant students scoring below grade level in reading will be given appropriate grade-level reading assessments in order to diagnose specific skills that a student is lacking. An Individual Academic Plan will be developed and implemented promptly that will prescribe a specific individualized instruction plan for the migrant student. Modifications will also be made, if necessary, in the delivery of instruction in the regular classroom. Priority Services for Migrant At-Risk Students Migrant students who are failing or are most at risk of failing to meet the Show-Me Standards and whose education has been interrupted during the regular year, whether English-speaking or non-english-speaking, will receive priority placement in intervention classes. They will also receive priority services in order to maximize learning opportunities and to raise academic achievement. Migrant students scoring below grade level in reading will be given appropriate grade-level reading assessments in order to diagnose specific skills that a student is lacking. An Individual Academic Plan will be developed and implemented promptly that will prescribe a

8 specific individualized instruction plan for the migrant student. Copies of the students Certificate of Eligibility are kept in the permanent files. Originals are kept in the office of the Federal Programs Coordinator. ELLs and Special Education Services The district policies and procedures for special education will be followed when an ELL student is referred for evaluation. Prior to referral, consideration will be given to the student s: Native language development Length of time in an appropriate ESL program Below grade level academic achievement, not related to language or culture Failure to make progress through an intervention process Systematic identification of low achievement and corrective actions taken ELLs and Enrichment Services Identification of ELL students for enrichment services follows the district policies and procedures for identifying qualified students. Prior to referral, consideration will be given to these characteristics of a possible candidate for the gifted program if the student: Is highly curious Enjoys discovering/manipulating language Thinks of unusual ways to solve problems Learns quickly to speak a second language Course Electives and Special Courses ELL students will have the opportunity to enroll in course electives and special courses available to all students. Extracurricular Activities ELL students will have the opportunity to participate in all extracurricular activities. Acculturation Support ELL students will have opportunities to share their culture through special events and activities. Classroom teachers will be provided cultural information to understand student background and assist in student acculturation. Interpreters Interpreters are provided for parent-teacher conferences. A current list of qualified interpreters will be kept in the office of the Assistant Superintendent of Curriculum and Instruction. The school district continues to expand its base of trained/qualified interpreters, as well as its collection of translated forms and materials for families. 7f. Assessment Authentic & Alternate Assessment of ELL Students The district assesses all kindergarten 12 th grade ELLs each year using the state English language proficiency test (ACCESS for ELLs) following DESE guidelines. To assess their language development during the school year, ELLs will be assessed using one or more of the following: STAR Early Literacy STAR Reading assessment SOLOM (Student Oral Language Observation Matrix) District Common Assessments NWEA

9 Monitoring of Progress in Attaining English Language Proficiency The following assessments are used to monitor ESL student progress in attaining English Language Proficiency: State English Language Proficiency Assessment (ACCESS for ELLs) STAR Reading Assessment STAR Early Literacy Assessment SOLOM NWEA Monitoring for achievement of state content standards ELL students are assessed along with their grade level peers using the following instruments: Teacher-developed classroom formative assessments will be used in individual monitoring of progress. District Common Assessments are administered quarterly by grade and content area. The TerraNova is administered each spring to all students in kindergarten - 2 nd grade. Students in 3 rd - 8 th grades are given the MAP Grade-Level Assessment each spring. High school students are assessed using MAP End-of-Course Exams. Criteria for Exiting the ESL Program The following criteria are used in making the decision to exit a student from the ESL program: A student scoring at level 6 on the Missouri English language proficiency test (ACCESS for ELLs) will be exited from the program. -or- A student scoring at level 5 on the Missouri English language proficiency test (ACCESS for ELLs) and meeting at least two of the following criteria may be exited from the program. When a student scores at level 5 on the Missouri English language proficiency test (ACCESS for ELLS), the ESL teacher will meet with the principal and classroom teacher(s) to determine if the student has reached the proficiency level in two of the following areas. The student has scored no more than 2.0 years below grade level on the STAR reading assessment (Grades 1-12). The student has scored at the Proficient level on the Communication Arts section of the MAP test (Grades 3-8). The student has performed at the proficient level based on teacher observations in the regular classroom and samples of the student s work. The student has scored on the SOLOM (Student Oral Language Observation Matrix). The student has received a satisfactory grade without modifications in two or more core classes. Once a student has met the criteria to be exited, a meeting will be held with the parent, ESL teacher, classroom teacher(s), and principal. The parent will sign the

10 Parent Notification of Exit from ESL Services form. Students who are exited from the ESL program will be monitored for a period of two years. During the monitoring period, the ESL teacher will review the student s grades, classroom performance, and testing results. If a student s academic performance declines in the core classes during this two-year monitoring period, he/she may be re-entered into the ESL program. Monitored students will not take the ACCESS for ELLs. ESL teachers are responsible for updating ELL information in the student information system and the permanent student files. 7g. Evaluation, Review and Improvement The district will evaluate the ESL program annually. The evaluation will include: Any DESE required reports and assessments Surveys of suggested program improvements from parents, classroom teachers, students, district/building administrators, and ESL teachers Data for individual ELLs and the results of their ongoing assessments Annual evaluation by the Neosho R-5 School District Board of Education District quarterly PAC meetings ESL Coordination Team meeting discussions (includes ESL teachers, Federal Programs Director, building principals, The Knox County administration will also evaluate the ESL Program and determine improvements to be made by reviewing the current ESL student population and making forecasts concerning the number of students that will be in each grade level in each school for the coming year. The forecast will be used to determine if there are enough certified ESL teachers employed by the district to support the academic achievement of the students. The administration will evaluate the performance of all subgroups to determine if they are making Adequate Yearly Progress under the No Child Left Behind Act. Analysis of student academic performance is an on-going process in the Knox County R-I Distruct. ESL/migrant/immigrant students are assessed informally through observation and conferencing, as well as, through formal assessments. Formative assessments, district quarterly common assessments, and district and state achievement tests are parts of the assessment process. Each student s data is analyzed by the teacher and evaluated. Data is shared with others in the school district with a need to know. If there are concerns, further assessments are conducted in order to diagnose the areas in which the student has deficiencies and needs intervention. An Individual Academic Plan is developed for the student which prescribes the areas of instruction the student needs in order to address the areas of deficiencies. The classroom teacher, ESL teacher, Title I teacher, and others working with the student will all focus their attention on helping the student to reach a higher level of performance. ELL, migrant, and immigrant students receive priority when providing services. Missouri English language proficiency assessment (ACCESS for ELLs) and MAP data are analyzed to determine strengths and weaknesses in the ESL program. Common assessment data from Pearson Limelight is also disaggregated and

11 analyzed to determine if there are weak areas in the curriculum and/or in instruction. Observations and recommendations from the quarterly meetings of the District Parent Advisory Committee, as well as, ESL/migrant/immigrant parent survey data are also included in the program evaluation. The Knox County R-I School District Board of Education evaluates the ESL program annually. At the end-of-year, the ESL Teacher Coordination Team evaluates the program, identifying concerns, needed improvements, modifications, and plans for the next school year. 8. Personnel 3116(c) The district uses the student/teacher ratio recommended by MELL and DESE as a guide for student services. District ESL students are served by ESL certified teachers. Paraprofessionals in all elementary schools support instruction according to Title I guidelines (have passed the Paraprofessional Praxis or have 60 college hours). ESL Paraprofessionals assist ESL teachers in the implementation of the curriculum for ELLs. They work with individual students or in small groups as directed by the ESL teachers. 9. Professional Development 3115(c)(1), 3115(c)(2), 3115(d)(2) and 3115(e)(1)(b) The Professional Development Committee makes recommendations for in-service opportunities. All ESL teachers, mainstream classroom teachers, special education teachers, administrators, support staff, and other certified and classified staff members are provided in-services which target ELLs and all at-risk students. The district will provide on-site training for all of the building s teachers and support staff addressing building specific needs. District ESL teachers and content teachers are also encouraged to participate in high quality professional development opportunities outside the district throughout the year. 10. Resources & Equity 3115(d) When needed, Knox County will provide ESL services through a resource classroom, sheltered classroom, team teaching, push-in or pull-out services. Elementary students could be served through push-in or pull-out services. Middle School ELLs can be taught content-area reading skills using a sheltered classroom instructional model and push-in to the regular classroom. Beginning and intermediate level 8 th 12 th grade students can be served through a team or co-teaching instructional model designed to enhance basic communication skills and academic achievement in core subjects. As much as possible, ELLs will participate in regular classroom activities. Classroom teachers will modify instruction, assessments, and grading procedures, as needed. Resources and materials such as the following are available for use in the ESL program: District adopted texts Technology equipment and resources Children s literature audio books Leveled literature sets

12 Bridges to Literature At the end-of-year ESL teacher coordination meeting the focus is on evaluating the program, identifying concerns, needed improvements, modifications, and plans for the next school year. ELLs have equitable access to all district facilities, programs, and services. Recommendations for purchasing additional resources are presented to the administration. Appropriate and comparable instructional materials and resources are provided to ELLs in the district. Students are given appropriate support services, when needed. Identification of ELLs for special education services follows district policies and procedures. Identification of ELLs for enrichment services follows the district plan for identifying qualified students. The ESL program is delivered consistently district-wide. District coordination meetings are held to insure uniform practices. No apparent variations exist among schools and grade levels, regarding program administration and support. The district will follow the World-Class Instructional Design and Assessment (WIDA) standards and implement high expectations for curriculum and equitable educational opportunities for English Language Learners. Wages for ELL teachers follow the same district pay scale offered to all teachers.

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