Carthage R-IX

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P 6180 English Language Learner (ELL)/Lau Plan

It is the policy of the Carthage R-IX School District to provide equitable access for Limited English Proficient (“LEP”) students, referred to throughout this document as English Language Learners (ELL).  English as a Second Language instruction, referred to from here on as ELL instruction will be provided for all students of limited English proficiency who qualify according to established District guidelines and as judged by the Language Assessment Committee.  The legal basis for the program is the landmark U.S. Supreme Court decision, Lau vs. Nichols, 414 U.S. 563 (1974) and the Equal Educational Opportunities Act of 1974.  The U.S. Supreme Court stated that school districts must take action to ensure that limited English proficient students are able to benefit from an education conducted in English.  More specifically, the Lau decision states that a school district will:

  1. Identify English Language Learners (“ELLs”);
  2. Design an effective program reflective of their needs;
  3. Employ appropriate English as a Second Language or bilingual personnel;
  4. Align the instruction of ELLs to state and local standards; and
  5. Provide ongoing assessments to ascertain their growth in English language proficiency and in the comprehension of academic content.

LANGUAGE ASSESSMENT COMMITTEE (“LAC”)

A Building LAC will be created at each school to coordinate and oversee the educational program of ELL students enrolled in the Carthage R-IX School District.  It is the responsibility of the LAC to advise, identify, serve, assess, and eventually exit an ELL student from the language support system.  The LAC will be composed of the principal, the guidance counselor, classroom teacher(s), parents when appropriate, an ELL teacher, and other ELL consultants on an as needed basis.  The LAC meetings will be scheduled and conducted by the building principal or her/his designee.  Committee membership will be individualized for each student and will change from meeting to meeting or year to year as appropriate. 

The Building LAC responsibilities will include the following:

  1. Develop and review an appropriate and effective language instructional program that assures ELL students will achieve at a level equivalent to fluent English speaking students;
  2. Meet consistently to monitor a student’s language and academic progress, his or her placement within the program, and the type and level of interventions needed;
  3. Recommend placement and program type each school year;
  4. Recommend modification of ELL support services or reclassification of a student from limited English proficiency to full English proficiency (or vice versa);
  5. Monitor academic progress of students during the two-year period following reclassification;
  6. Recommend revisions and additions to the Carthage R-IX Lau Plan.

Appropriate members of the LAC and additional educational professionals will meet at the end of the school year to determine classroom placement and services needed for the next school year; at the entry of a new ELL; and/or at the request of any member.  Data collection is key to effective evaluation and as such is the responsibility of the LAC.

A District LAC will be created and will consist of the ELL Coordinator, the Director of Special Services, the Assistant Superintendent for Instruction, and representatives from the following areas:  Early Childhood, Speech and Language, Gifted and Talented, ELL, building level administration, and process coordination. The District LAC responsibilities will include monitoring, communicating, and revising (when needed) the processes for identification of ELL students for any special program or service.

IDENTIFICATION OF LIMITED ENGLISH PROFICIENT STUDENTS

A.   The Carthage R-IX School District will identify the home languages of the student and his/her family with the state required Student Home Language Survey (HLS), to be filled out as part of an enrolling student’s registration.  Parents who have Spanish as a native language and would like an interpreter may request one to assist them with the enrollment process.

  1. All newly enrolled students to the District (including transfers), will be initially screened for subsequent assessment through the Home Language Survey during the enrollment process.
  2. Upon receiving the Student Home Language Survey form, each building secretary will forward the surveys, along with an e-mail notification, to the ELL teacher/s and ELL Coordinator within one (1) school day.The teacher will review the form to determine students who need further language screening (see Assessment Section).The ELL Coordinator will document the timelines for assessment and parent notification.
  3. If the ELL teacher determines there is no need for screening, the secretary will place the form with the school registration information in the student’s cumulative file.
  4. If the ELL teacher determines the student does need further assessment, the survey will be filed later by the ELL teacher according to the results of the assessment (see Assessment Section).

GRADE LEVEL PLACEMENT AND RETENTION

Under no circumstances should the ELL student be placed in a grade level that is more than one year below his/her chronological age.  The District will provide a structured language support program that meets the ELL as well as content area and equal access needs of the student.  The LAC will ensure that ELL students will not be retained solely based on limited English proficiency.  If a student’s academic difficulties are due to limited English proficiency, retention should not be considered.

ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY AND ACADEMIC SKILLS

Possible Limited English Proficient (ELL) students will be assessed for level of English language proficiency using the WIDA W-APT Screening assessment.  W-APT stands for the WIDA-ACCESS Placement Test.  It is an English language proficiency “screener” test given to incoming students to assist educators with placement decisions such as identification and services for ELLs.  The test items include language from the five proficiency standards, so they cover academic language from the content areas.  It also assesses all four language domains:  listening, speaking, reading, and writing.

A.   For those students who indicate on the Student Home Language Survey form that English is not their first language and/or another language is spoken in the home:

  1. The ELL teacher(s) will then arrange and carry out an English language proficiency screening using the WIDA W-APT Screening Tool.The ELL teacher must have received training in administering the W-APT.The ELL Coordinator is responsible for ensuring and documenting the training.
  2. Possible ELL students who enroll prior to the first day of school will be assessed within thirty (30) days of the initial screening by the Home Language Survey.
  3. Students who enroll after the first day of school will be assessed within two (2) weeks of the initial screening by the Home Language Survey.
  4. The ELL teacher(s) will inform the principal, counselor, classroom teacher(s), and other appropriate building and District personnel of assessment(s) results and whether or not a student has been identified as ELL.

B.   Criteria for Identification of ELLs:  (noted here as LEP by the state definition)

1st Semester of Kindergarten

2nd Semester Kindergarten and 1st Semester of Grade 1

2nd Semester Grade 1 – Grade 12

  1. For students who meet the criteria and are identified as LEP/ELL, the LAC will review the above assessment results for the student and make a determination of:

     

    1. The need for a structured language support program;
    2. The most appropriate and effective program to best meet the student’s English acquisition needs as well as content area support; and
    3. The creation of an individualized learning plan for the student, if necessary (i.e, the student has limited formal education).
  2. The ELL teacher will complete a PNF (Parent Notification Form) in English or Spanish, depending on the needs of the parent, based on the LAC recommendation and send the report to the parents for signature/approval. This signed document will be sent to the ELL Coordinator, and then returned to the ELL teacher.The ELL teacher will place this PNF, the Home Language Survey and the testing documents, in the students ELL folder, found inside the cumulative record.This folder will remain in the student’s cumulative folder throughout his or her enrollment in Carthage R9 Schools.
  3. If a student is screened on the WAPT, but does not meet the criteria for ELL, the ELL teacher will complete a Does Not Qualify form and send it to the ELL Coordinator. The ELL Coordinator will return this form to be placed in the student’s cumulative record by the building secretary.The ELL teacher will send the appropriate letter informing the parents of the results of the assessment and notifying them that their child did not qualify for services.

C.   Identification of students currently enrolled but not receiving services.  If a student who is enrolled and has not been previously identified as ELL, but it is suspected that a student’s achievement is affected by limited English proficiency factors, or if evidence of another language in the home has been found, action should be taken to determine the student’s English language proficiency.  The same steps are followed for assessment and identification of a new student.

D.   Services to increase English proficiency/parent notification and legal rights.  Once a student meets the criteria to receive services, parents are provided with a Parent Notification Form (Form 6180.2), which includes assessment results, eligibility information, program information and types of services.  Parent(s)/guardian(s) of newly enrolled students will receive the parent notification of services within two weeks (10 school days) of enrollment, or 30 school days if the student enrolled prior to the first day of the school year.  As stated above, this is the responsibility of the ELL teacher.

Chart of Student Proficiency Levels to Be Used in Determining Instructional Program

 

Relevant ACCESS Score

Education History

Special Services

Level 1

1-1.9 Comprehension

Age Appropriate

None; G/T; Articulation

Level 1S

1-1.9 Comprehension

SIFE*

None; G/T; Articulation

Level  1I

1-1.9 Comprehension

Age Appropriate

Other IEP

Level 2

2-2.9 Comprehension

Age Appropriate

None; G/T; Articulation

Level 2S

2-2.9 Comprehension

SIFE*

None; G/T; Articulation

Level 2I

2-2.9 Comprehension

Age Appropriate

Other IEP

Level 3

3-3.9 Comprehension

Age Appropriate

None; G/T; Articulation

Level 3S

3-3.9 Comprehension

SIFE*

None; G/T; Articulation

Level 3I

3-3.9 Comprehension

Age Appropriate

Other IEP

Level 4

4-4.9 Comprehension

Age Appropriate

None; G/T; Articulation

Level 4S

4-4.9 Comprehension

SIFE*

None; G/T; Articulation

Level 4I

4-4.9 Comprehension

Age Appropriate

Other IEP

Level 5

5-5.9
Comprehension

 

 

Level 6

6
Comprehension

 

 

*SIFE (Students with Interrupted Formal Education) are generally students in grades 5-12 who have missed 2 or more years of education for their chronological age)

PROGRAM DESIGN

The Carthage School District has selected English as a Second Language as its primary educational approach to educating ELL students.  This model is a research-based model approved by the Missouri Department of Elementary and Secondary Education.  The District supports simultaneous language and content development with built-in supports for students and professional development for teachers.

A. Educational Goals

  1. 90% of Carthage R-IX ELL students will become proficient in English by achieving an overall composite score of at least 4.7 on the ACCESS for ELLs after five (5) years or fewer of participation in the ELL program.
  2. 90% of Carthage R-IX ELL students will demonstrate academic proficiency by performing comparably to their native English peers in the classroom and on District and standardized tests after five (5) years or fewer of participation in the ELL program.
  3. All Carthage R-IX ELL students in grades 9-12 will receive the support they need to earn credit toward graduation.

INSTRUCTIONAL SERVICES

A.   Programs to be used by the Carthage R-IX School District may include:

  1. Content-Based Integrated: To the extent possible, the student will participate in the grade-level content classroom.  The content area teacher(s) will share the responsibility of programming with a qualified ELL teacher(s).  Instruction will include scaffolding and support and the regular curriculum will be supported by regular classroom teachers trained in ELL strategies and appropriate instructional materials.  Students in this program score at a high level on the English proficiency tests, and may be monitored students.  This program is offered at grade levels K-6.  This program is recommended for students in levels 4 or higher.
  2. Pull-out: Students leave the regular classroom during a period of the day and receive direct language instruction from the ELL teacher.  These are content-based classes designed to develop vocabulary and language skills for integration into regular classroom curriculum.  Students should be pulled out of the classroom during a portion of the ELA classroom instruction, as this is the focus of the pull-out instruction.  This is considered a sequential approach to English language development where students need the direct instruction in oral language development while at the lower levels of proficiency.  This program is offered at grade levels K-6.  It is recommended for all students in levels 1-3.  Timing varies depending on the proficiency level of the students. Newcomers/beginners should have 1-2 hours per day.Level 2-3 students should have 30 minutes to one hour per day.
  3. Sheltered Content Class:  An approach that utilizes the simplification of the English language to teach ELL and subject area content simultaneously (sometimes called “content ELL”).  Although the actual content is the same as that taught to non ELL students, key concepts and vocabulary are targeted to fit the ELL student’s English language proficiency level.  This class may be co-taught with an ELL and content area teacher, by a double-certified teacher, or by a content teacher who has the support of a bilingual instructional assistant who works under the supervision of an ELL teacher.  This program is offered at grades 7-12.  It is recommended for students who have been in ELL for less than five (5) years and who are in levels 1, 1I, 2, 2I, 3, and 3I.  Students may have one or more content areas sheltered.
  4. Inclusion: The ELL teacher participates in the regular classroom for a particular subject by assisting the teacher and students in the classroom.  Teachers and students focus on building study skills, encouraging ELL student participation in class discussions and activities, and helping ELLs organize and review information.ELL teachers may also work with small groups within a class to provide tutoring, extra modeling or assistance.This program is offered at all grade levels.  It is recommended for students in levels 4 or higher, or in conjunction with a pull-out program for students in lower levels.
  5. Sheltered English Language Arts-Beginner: Students spend a period of the day receiving direct language instruction from an ELL teacher. The course focuses on all five WIDA English Language Proficiency standards and is designed to develop vocabulary and language skills for integration into the social and academic environment of the school.  This program is offered at grades 7-12.
    It is recommended for students in levels 1-2 who have been in an ELL program for less than four years.This class is the student’s ELA course.
  6. Sheltered English Language Arts - Intermediate: Students spend a period of the day receiving direct language instruction from an ELL teacher. This course focuses on all five WIDA English Language Proficiency standards and is designed to develop vocabulary and language skills for integration into regular classroom curriculum.  This program is offered at grades 7-12.  It is recommended for students in levels 3-3.5, who have been in the ELL program for less than five years.  This class may be the student’s ELA course.
  7. Sheltered English Language Arts - Advanced: Students spend a period of the day receiving direct language instruction from an English certified teacher. The teacher (trained in methods and strategies for ELL) uses scaffolding and supports based on the five WIDA English Language Proficiency standards to develop grade level communication skills.  This program is offered at grades 7-12. It is recommended for students in levels 3-5. 
  8. Reading Support: This course is taught by ELL specialists and focuses on filling in the gaps of advanced level ELLs who have high oral skills but low reading levels. The emphasis is on academic vocabulary and comprehension strategies to develop strong independent readers. This program is offered in grades 7-8. This program is for students who have been in the ELL program for five years or more, have oral language skills at level 5 or above, and whose reading proficiency scores are 4.5 or below.  This course is supplemental to a regular ELA or Sheltered ELA Advanced class.
  9. Resource: Classes provided for ELL students who find regular coursework challenging and need assistance completing assignments and projects as assigned in their regular content classroom(s).  This program is offered in grades 7-12.  This class is offered for ELL students based on teacher recommendation.
  10. Bilingual: Instruction for students in in their native language (Spanish) for half of the school day and in English for half of the school day.  The classes are taught by grade level specialists trained in language development and dual immersion education.  Structured language instructional strategies are used to support the development of language and literacy in English, while content skills are developed in both languages.  This program has limited enrollment by parent opt-in.  (This program is only offered in one building at this point).

B.  Process for determining the appropriate instructional service (LAC and ELL teacher/coach work together).

  1. Collect and review assessment data and educational history for student
  2. Develop a student profile
  3. LAC approves the decision for the student’s instructional service for the school year, based on program recommendations, and completes the profile
  4. For new students, the Parent Notification Form is completed and sent
  5. Student is placed in the correct program and student profile is shared with the student’s teachers, counselor and ELL Coordinator

SPECIAL NEEDS PLACEMENT

A.   Determining the special needs placement for students who are receiving ELL services is a complex process.There may be a number of individual or combined factors determining why language and cultural minority students are achieving little academic progress over time;the normal process of second language acquisition, the acculturation process, different learning styles, motivation to learn, or the student’s lack of prior schooling are a number of potential factors instead of intrinsic learning problems.Screening and diagnosing at-risk students receiving ELL services include a number of pre-referral steps to determine whether there exist temporary learning and behavior characteristics shared by learning disabled students and students of English as a second language, or whether referral to special education is warranted.The ELL teacher must be involved throughout the process.

The following pre-referral process will be followed to determine the necessity for referral to special education:

  1. When the student experiences continued, serious, academic/social behavioral difficulty, efforts will be made to identify the source of difficulty:

     

    1. Curriculum:  Continuity of exposure/scope and sequence, student’s entry level skills, cognitive demands, mastery criteria, amount of practice exhibited in the native language;
    2. Instruction:  Sequencing of content, language use, effective teaching behaviors, coordination with other teachers;
    3. Teacher:  Qualifications, experience with ELL students, teaching style, expectations, perceptions, instructional management, behavior management;
    4. Student:  Experiential background, native language proficiency, cultural characteristics, cognitive learning style, locus of control/attribution, self-concept, motivation;
    5. Assessment:  Learning standards, data collection procedures, and modifications;
    6. Progress toward gaining English proficiency; and
    7. ELL students move through the same intervention (Graduation Matters or other intervention process as all other students).

B.   All ELL students who qualify for special needs placement may receive both special education services and supplemental English development services according to the student’s Individualized Education Plan (IEP).   

C.   All assessments for students who are identified as “home language other than English” will be administered in a form or language that will produce valid results.

D.   Parents/guardians will be provided, to the extent practicable, information regarding testing results and placement decisions in a form or language they can understand.

SPECIAL OPPORTUNITY PROGRAMS 

All ELL students shall have equal access to “Gifted and Talented” and “Advanced Placement” programs.  The District LAC will establish and monitor procedures for the identification of ELL students for the Gifted and Talented program.

EXTRACURRICULAR ACTIVITIES

All LEP students shall have equal opportunity to participate in extracurricular and nonacademic activities. 

COORDINATION OF SERVICES

The following procedures are in place to ensure communication and interaction among providers of service for ELL students:

  1. Quarterly department meetings with all ELL staff
  2. ELL staff serve on District vertical teams
  3. ELL coaches meet with District Literacy Instructional Coaches
  4. Special Service Process Coordinators ensure ELL staff participation in IEP meetings for ELL students
  5. Elementary ELL staff attend weekly literacy meetings in their buildings
  6. Content and ELL staff work together on building LACS

EXIT AND RECLASSIFICATION CRITERIA

The Building LAC should gather data and review student records in order to make recommendations for students to be reclassified or continue progression on monitor status, or be removed from monitor status.  This information should be collected by June 1 of each year and compiled on the recommended forms, placed in the student’s ELL file, and given to the ELL Coordinator.

A. Reclassification/exit:  A student may be reclassified or exited according to these guidelines presented by the Missouri Department of Elementary and Secondary Education (DESE):

Note: Students with disabilities under the Individuals with Disabilities Education Act (IDEA) should meet the above standards or have Individual Education Plans (IEPs) that specify parallel, alternate standards-related criteria.

B. Students that meet the criteria of reclassification should be moved from Limited English Proficient (LEP) to Monitored Year 1 (MY1) in the student information system.

LAC members will follow-up on the placement impact (for those students who are reclassified or exited) each semester for two (2) calendar years following reclassification.  The District ELL student monitoring data includes:  course grades, writing competency, teacher observation of comparison to peers in classroom performance, reading level, level of accommodations/modifications needed or used in the classroom and teacher recommendations for need of ELL services.

The monitoring for the two-year period may be done via e-mail, conferencing with appropriate teacher(s), and other viable methods of communication.  The LAC will convene at the end of the two-year period to determine if the student can be fully removed from Monitor status and classified as Fluent English Proficient.  The committee may decide that the lack of academic progress is due to a need for language support and return the student to the language support program/reclassify as ELL.

STAFFING

A.  ELL Teacher Requirements

As with other instructional personnel, ELL staff must be qualified with academic preparation in English as a Second Language as stipulated in the 1991 Office of Civil Rights Memorandum.   Evidence of ELL teachers’ fluency in English is necessary to engage qualified personnel.   Typically, ELL support services that do not supplant the standard ELL curriculum may be provided by an education aide who is supervised by an ELL teacher in collaboration with the student’s regular classroom teacher(s). 

The ELL teacher(s) must:

  1. Hold state of Missouri Certification with ESL endorsement/certification;
  2. Be trained to administer multi-criteria evaluations used to determine eligibility;
  3. Recommend modifications or revisions to the Lau Plan;
  4. Recommend reclassification or exiting of student(s) based on assessments including the WIDA W-APT and ACCESS;
  5. Provide meaningful cultural and language information to student(s), teacher(s), and classmates;
  6. Insure that high school students receive appropriate career and educational information and that all post-graduate opportunities are made equitably accessible to them (can be done in collaboration with counselors);
  7. Monitor students who have exited the program for a period of two years;
  8. Maintain a language progress file on each student served by the ELL program; and
  9. Be fluent in English.                                                                                                          

B.  The District ELL Coordinator and the Assistant Superintendent for Instruction will monitor the number of ELL students and staff and maintain an appropriate number and quality of staff to support the instructional design and programs the District offers.

STAFF DEVELOPMENT

Given that all ELL students will spend a part of their instructional day in a regular content classroom, the District has developed a professional development institute that will gradually train all staff in ELL strategies which promote the acquisition of English and growth in core content subject areas.  The institute’s training will combine SIOP (Structured Immersion Observation Protocol) and WIDA’s standards and assessment-based instruction to provide a solid research base to the professional development.

  1. The District provides a four-part institute, CASA (Carthage Affecting Student Achievement) for cadres of teachers each year that focuses on instructional strategies for ELL students.
  2. The New Teacher Academy includes a session of training on Working with Linguistically Diverse Students each year.
  3. The District offers in-district professional development days and includes sessions on working with ELL students.
  4. The District employs ELL Instructional Coaches that work in the District to educate and support all staff in working with ELL students.

RESOURCES AND EQUITY

The District will conduct a review of the current curricular materials and the need for materials for the ELL program on a rotating tri-annual schedule that falls in conjunction with its review of all English Language Arts curricular materials.  The same procedures set forth for all content areas apply to the ELL Department.

RECORD KEEEPING/THE LANGUAGE PROCESS FILE

The LAC will maintain the Language Progress File (LPF) which is a green folder kept inside the student’s cumulative file, consisting of:

  1. All test scores pertaining to program decisions;
  2. Recommendations for the individual student’s program;
  3. Portfolio of literacy work done by the student, if required according to DESE’s exit criteria;
  4. A copy of the Student Home Language Survey that initially identified the student as language minority;
  5. Parent interview or questionnaire notes;
  6. Recommendations for reclassification or exit from program;
  7. Notes of observation by school staff, including LAC and GM referral information;
  8. Correspondence with parent(s)/guardian(s), including Parent Notification Forms; and
  9. Any other pertinent information.

STATE TESTING

If allowable by the test administration guidelines, the LAC may set up accommodations for students who have difficulty taking standardized achievement tests, or if the student has difficulty competing with monolingual English-speaking peers.  However, this only applies to students who are still considered ELL, not students who are being monitored or who have been fully transitioned to Fluent English Proficient status.

PARENT INVOLVEMENT

All parents of students who are speakers of other languages will be given equal opportunity and encouragement to participate in the education of their children by providing, to the extent practicable, information in a language they can understand.

Parents will be provided timely notification when activities are planned.  These notifications may be in the form of notes in a language they can understand, by phone calls also in a language they can understand, or by other practical methods to the extent possible.

Activities for parents include, but are not limited to:  Family nights, conferences, art shows, Title I events, Hispanic parent nights, Latino Family Literacy, Dual Language Academy community nights, college campus visits and presentations.

WORKING WITH PRIVATE SCHOOLS

The District will consult and coordinate with private schools in a timely manner for equitable service delivery.   Delivery of ELL services must be at a public school or a neutral site.  They cannot be at the private school location.

PROGRAM EVALUATION

Representatives from each building’s Language Assessment Committee (LAC) will evaluate ELL services and maintain recordkeeping procedures. 

The ELL program will be evaluated annually by this representative committee to determine the program’s effectiveness.  Adjustments will be made to the program as needed.  The annual program evaluation will include, but not be limited to:           

  1. Identification of potential ELL students
  2. Assessment of English language proficiency
  3. Serving all eligible students
  4. Providing appropriate resources consistent with program design and student needs
  5. Transition criteria
  6. Student performance

     

    1. Progress in English language development
    2. Academic progress toward district goals
  7. The need for additional data
  8. Meeting the program goals/need to revise goals
  9. Parental involvement
  10. Degree of collaboration with mainstream teachers
  11. Compliance with the District’s Lau Plan

This committee will also bring recommendations from their respective building committee on needed revisions to the District’s LAU plan, to be approved by this representative committee and be presented to the assistant superintendent for review and further approval.

PROGRAM FAILURE NOTIFICATION

The District must notify parents when the program is failing to ensure language proficiency (when not meeting the Annual Measureable Achievement Objectives (AMAOs).              

ADDITIONAL RATIONALE FOR THE CARTHAGE R-IX LAU PLAN

            Federal Legislation:

Court Decisions:

State Requirements:

CARTHAGE R-IX SCHOOL DISTRICT ELL COORDINATOR

The Board of Education has appointed a 1.0 FTE ELL Coordinator of programs for English Language Learner (ELL) students.


Board Approved Date: February 19, 2018
Last Updated: November 2017