English Language Learners (ELL) Procedural Handbook MERAMEC VALLEY R-III SCHOOL DISTRICT

Transcription

1 English Language Learners (ELL) Procedural Handbook MERAMEC VALLEY R-III SCHOOL DISTRICT

2 Table of Contents Page Prohibition against Discrimination, Harassment, and Retaliation 3 Introduction 5 Assessment System 7 Service Delivery Models 8 Grading Procedures 9 Transition Criteria 10 Program Personnel 11 Program Evaluation 12 Appendix Sample LAU Plan MVR-III English Language Learner Procedural Handbook Page 2

3 FILE: AC CRITICAL PROHIBITION AGAINST DISCRIMINATION, HARASSMENT AND RETALIATION General Rule Meramec Valley R-III School District prohibits any and all forms of unlawful harassment and discrimination on the basis of race, color, religion, sex, national origin, ancestry, disability, age, genetic information or any other characteristic protected by law in the admission and access to, treatment of, and employment in its programs, services and activities. Meramec Valley R-III School District also prohibits: 1. Retaliatory actions including, but not limited to, acts of intimidation, threats, coercion or discrimination against those who: a) Make complaints of prohibited discrimination or harassment. b) Report prohibited discrimination or harassment. c) Participate in an investigation, formal proceeding or informal resolution, whether conducted internally or outside the district, concerning prohibited discrimination or harassment. 2. Aiding, abetting, inciting, compelling or coercing discrimination, harassment or retaliatory actions. 3. Discrimination, harassment or retaliation against any person because of such person s association with a person protected from discrimination or harassment in accordance with this policy. Meramec Valley R-III School District is an equal opportunity employer, and it is the policy of the district to provide equal opportunity for all individuals in all areas of recruitment, selection, placement, training, assignment, transfer, compensation, benefits, MVR-III English Language Learner Procedural Handbook Page 3

4 discipline, retention and promotion, and to maintain a work environment for its employees that is free from unlawful discrimination, harassment and retaliation. It is the policy of Meramec Valley R-III School District to provide and maintain a learning environment that is free from discrimination and harassment in accordance with this policy. It shall be a violation of district policy for students or district personnel to unlawfully harass, discriminate or retaliate against any other students or school personnel on the basis of race, color, religion, sex, national origin, ancestry, disability, age, genetic information or any other characteristic protected by law. All employees, students, parents and visitors must immediately report to the district for investigation any incident or behavior that could constitute discrimination, harassment or retaliation in accordance with this policy. If discrimination, harassment or retaliation that occurs off district property and that is unrelated to the district's activities negatively impacts the school environment, the district will investigate and address the behavior in accordance with this policy, as allowed by law. *To view the entire policy please visit the MVR-III website at Adopted: 05/15/2013, eff. 07/01/2013 MVR-III English Language Learner Procedural Handbook Page 4

5 Introduction The Meramec Valley RIII School District will provide a safe and enriching environment where all children will learn to become responsible and empowered citizens, where diversity builds character and strength, knowledge enhances freedom and opportunity, and commitment leads to success. English Language Learners (ELL) refers to the learners who are identified as still in the process of acquiring English as an additional language. Limited English Proficient (LEP) students are those whose native/home language is a language other than English and whose English language skills of listening, speaking, reading and writing are not developed to a level at which they can achieve challenging performance standards in a regular classroom. ELL students will need to be able to communicate with others skillfully, appropriately, and effectively. The goal is to prepare all students for college and career, including those learners who enter school with languages other than English. This document will outline the MVRIII plan in delivery of services to these students. FILE: IGBH CRITICAL PROGRAMS FOR ENGLISH LANGUAGE LEARNERS 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. Identifying students who are English language learners (ELL) and ensuring them equal access to appropriate programs are the first steps to improving their academic achievement levels. 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 Proficiency (LEP) Proficiency in reading, writing, MVR-III English Language Learner Procedural Handbook Page 5

6 listening or speaking English that is below grade- and age-level peers. Limited English proficiency is based on the assessment of a student s English language proficiency. English Language Learner Refers to an LM student with limited English proficiency. English for Speakers of Other Languages (ESOL) An instructional approach that can include structured ESOL immersion, contentbased ESOL and pull-out ESOL instruction. *To view the MVR-III policy in its entirety please go to the website at Adopted: 03/20/2013, eff. 07/01/2013 A Lau plan, named after the Lau vs. Nichols Supreme Court Decision of 1974, describes what a school district will do: to identify its English Language Learners to design an effective program reflective of ELL student needs to employ appropriate English-as-a-second-language or bilingual personnel (or both) to align the instruction of ELL students to state and local content standards; and to provide ongoing assessments to ascertain their growth in English language proficiency and in the comprehension of academic content MVR-III English Language Learner Procedural Handbook Page 6

7 Assessment System A home language survey is provided to parents at enrollment. If students are suspected to need English Language Learner services, they are screened using the W-APT Placement Test. This screening measure provides assessment results that explain language proficiency a tiered level for students in order to place them in an appropriate service delivery model within the district ELL program. The annual English language proficiency assessment, the WIDA ACCESS of ELL is then administered in yearly. Enrollment/Identification Procedures 1. Student Registration: 1. Parent/student completes Pupil Information Form, Home Language Survey and Migrant Work Information Form 2. Data entered into the district s School Information System (SIS) 2. Identification: Language minority (LM) students identified through home language survey and/or interview with the family via an interpreter 3. Needs Assessment: Language proficiency assessed through WIDA W-APT Screening Assessment Background information about the student collected by the ELL teacher, school secretary, and/or school counselor Formal and informal assessments administered 4. Placement: 3. Appropriate grade-level placement and level of ELL and/or support services determined by multiple-criteria and the ELL Placement Services form. 5. Instruction plan implemented including any or all of the following components: Direct ELL instructional services Monitored ELL services Reading services Tutoring Peer assistance Consultative services to classroom and special education teachers MVR-III English Language Learner Procedural Handbook Page 7

8 Service Delivery Models Elementary: Elementary students in grades 3-5 are offered twice weekly instruction during the school day. Suggested Instructional time for MO ESL suggests more time during the actual school day. However, until a district reaches more than 20 students, we are not required to hire a full-time ESL teacher. Students in grades K 5 are offered regular education services which includes language based instruction. ELL students may be eligible for additional services (Title I Reading, Special Education, Gifted). Secondary: Students in grades 6-8 and 9-12 receive ESL services during the school day by a certified ESL instructor twice weekly. Participation in program options, nonacademic and extracurricular: The district assures that an ELL student will have an opportunity to participate in program options, nonacademic and/or extracurricular activities and services offered by the district. A line item budget dedicated to supporting the ESL program, and ancillary services (e.g., interpreter services, speech pathology, computer literacy, special needs, gifted/talented) is established. MVR-III English Language Learner Procedural Handbook Page 8

9 Grading Procedures for Identified Students Grading policies become critical at all ages and grade levels. Missouri allows local school districts latitude in their grading policies. However, the following guidelines can help make grading more equitable for ELL students. Specific grading accommodations and/or modifications should be written into the students LAU Plan. With respect to assessment, teachers should not expect ELL students English Language tests results to be comparable with their peers. Student readiness for unaided, English-language assessments will be affected by: The student s prior academic experience The student s personal background The student s English language proficiency The nature of the instructional program Examples of grading accommodations for English Language Arts coursework may include: Until an ELL student can fairly be assigned a letter grade, there are other ways of indicating learning and progress: Checklist Pass/Fail (must be accompanied by a narrative report) Portfolios Alternative Report Card MVR-III English Language Learner Procedural Handbook Page 9

10 Transition Criteria Multiple criteria are used to determine student transition from the ELL program back to regular education services by the team: Language Proficiency tests: All ELL students receive the WIDA placement test upon entering and the ACCESS each year. Additionally, high school students take the ASPIRE and End of Course Exams upon completion of respective classes. English Language Learners who have been in the United States 12 months or fewer at the time of administration may be exempted from taking the English I and/or English II assessments. Quarterly Grades: In grades K-8 only core subjects; in high school all subject areas. MAP and/or other test results: Terra Nova in 2 nd grade, MAP in grades 3-8, and EOC in High School. Each year, ELL students take a WIDA English Proficiency Test. Scores range from 1-6, examining speaking, listening, comprehension and writing. If a student scores a 6 in all sections, he/she can be exited from the program and monitored for two years Monitoring After Exiting the Program: Students who are reclassified as fluent will be monitored for two years after exiting. Sometimes it may be necessary for an ELL to return to partial ELL intervention to be determined on individual basis. MVR-III English Language Learner Procedural Handbook Page 10

11 Program Personnel Elementary Service Providers: At the elementary level (K - 5) certified teachers work with students during the school day. At grades 3 5 students also receive intervention from ESL certified teachers. Secondary Service Providers: The district employs teachers who hold ESL certification. These teachers work with middle school and high school students during the school day. The ELL Committee will include: ESL teacher (s), ESL director, assistant superintendent, high school counselor, elementary principal and a regular education teacher. MVR-III English Language Learner Procedural Handbook Page 11

12 Program Evaluation An annual program evaluation will include: success of enrolled students, parental involvement, degree of collaboration with mainstream teachers and compliance with the district s ELL Plan. 1. Title of program 2. Administrator(s) responsible for program operation/evaluation 3. Members involved in program-staff, implementers, population served, facilitators, etc. 4. Program description History of program Purpose of program Its role in meeting Comprehensive School Improvement Plan goals Summary of progress made to date on recommendation of previous program evaluation 5. Program goals & objectives-these goals and objectives are what drive this program. 6. Evaluation procedures for measuring success of program-should include action steps, person responsible, method of evaluation, and results of evaluation. 7. Results of evaluation 8. Conclusions of Evaluation Strengths/Concerns 9. Recommendations 10. Resource Allocation for Program Appropriate members of each school will meet as a team at the end of the school year to determine classroom placement and services needed for the next school year. MVR-III English Language Learner Procedural Handbook Page 12

13 Meramec Valley R-III School District English Language Learners (ELL) Individualized Academic Plan Name Date of Meeting Current Address Phone (home) (cell) Date of Birth School K U.S. Entry District Entry Primary/Native Language MVR-III English Language Learner Procedural Handbook Page 13

14 Parent/Guardian Name Student resides with ESL Specialist MVR-III English Language Learner Procedural Handbook Page 14

15 Classroom/Course Teacher(s): (Please list all teachers at secondary level.) Signatures of those present at meeting: Name Title MVR-III English Language Learner Procedural Handbook Page 15

16 Present Level of Educational Performance (Determined by results ACCESS, and ESL Specialist, teacher, and parent observations) Listening Skills: Oral Language: Social: Academic: Reading Skills: Writing Skills: Interpersonal skills with students and staff: MVR-III English Language Learner Procedural Handbook Page 16

17 Comments: List any performance/behavior/medical issues: List any diagnosed special education needs: List other services the student receives: ESL Services: Special Reading: Speech/Language: MVR-III English Language Learner Procedural Handbook Page 17

18 List any extracurricular activities in which the student participates: Classroom teacher (Elementary) Content area teacher (Secondary) Subject Academic Goal: Strategies: Modifications: MVR-III English Language Learner Procedural Handbook Page 18

19 Assessment (possible suggestions): classroom/content area teachers should check all they plan to use as assessment tools Checklists Portfolios Modified tests Modified assignments Other: (COPY THIS PAGE AS NEEDED FOR ADDITIONAL GOALS.) State Assessments ACCESS MAP/EOC: All ELL students are required to take the MAP/EOC test, except for the Communication Arts portion of the MAP/EOC if the student has been in the U.S. less than one year at the time of testing. Scores are not included for accreditation purposes in district results until students have met the three-year threshold. Student s Class Schedule: Student s class schedule is attached. Report Cards: (Grades K-8): Teacher Narrative please attach (Grades 9-12): Teacher Narrative please attach MVR-III English Language Learner Procedural Handbook Page 19

20 Stipulations for earning credit are: Nature of parent participation: MVR-III English Language Learner Procedural Handbook Page 20