SJSD Policies: Lau Plan 2014-2015
IDENTIFICATION AND PLACEMENT: Language minority students will be identified through the PRE K-12
Registration Card. The Registration Card (goldenrod) is available in English and Spanish. Question 2 of
the card 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 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.
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:
ESOL Elementary Schools: Sheltered classrooms, Content-Based ESOL
Elementary Home Schools: Content-Based ESOL
Middle Schools and High Schools: ESOL class period (sheltered classroom), Content-Based ESOL
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.
EDUCATIONAL GOALS:
DIP Measurable Objectives:
I.
II.
III.
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)
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.
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
Extra-curricular activities
Interpreters will be provided, when necessary, to facilitate the process of notification, enrollment
and/or participation in such activities.
STAFFING: ESOL teachers must have a valid teaching certificate with ESOL endorsement, or be enrolled
in an educational program toward meeting this requirement.
ESOL tutors and paraprofessionals must have the equivalent of 60 college credit hours, and must
participate in ongoing professional development on second language acquisition and best practices for
English Learners. They must participate in a yearly evaluation.
Migrant Advocates must have a high school diploma. It is preferred that a migrant advocate is bilingual.
Migrant advocates serve as liaisons between schools and the community, providing information and
access for migrant families to educational, health, and social services.
EXIT PROCEDURES: Students may be exited from the ESOL program if they meet the exit criterion
established by Missouri DESE on the “Criteria for Reclassification of English Learners into Proficient
Status”, per Shawn Cockrum, MELL Director at DESE.
2 YEAR FOLLOW-UP PLAN:
LEP students who have been exited from the ESOL program will be placed on a “monitor” status for a
period of 2 years. These students will no longer receive direct services from the ESOL department.
“Monitor” students qualify for ESOL modifications and accommodations, if necessary. If a student on
monitor demonstrates a need for continued services, his or her case will be re-evaluated by ESOL and
District staff to determine whether the student should begin the reclassification process. Classroom
teachers, ESOL staff and parents will be involved in the reevaluation process.
Student performance in the mainstream classroom will be monitored with the ESOL “Progress
Observation” form.
ENGLISH LANGUAGE LEARNERS WITH DISABILITIES: To ensure that the placement of English Language
Learners within programs offered by Special Services is appropriate, a review team will evaluate
whether an individual ELL student should be referred for testing. The team consists of members of the
ESOL department as well as the Special Service department and may include: the classroom teacher,
school principal, ESOL Coordinator, ESOL teacher/tutor, process consultant, and other parties. Before
recommending a referral, alternative strategies will be implemented by the classroom teacher and by
the ESOL teacher/tutor. Additional considerations upon referral will include a comparison of the
performance of the student when compared to ELLs with similar backgrounds.
NON-PUBLIC/ PRIVATE SCHOOLS: Consultation with private schools will occur in a timely manner. ESOL
staff will attend “Title” and District non-public school meetings to provide information to private school
administrators. Private school administrators will receive consultation regarding Title III and Title I-C
funding and available ESOL program models.
EVALUATION, REVIEW AND IMPROVEMENT: The ESOL program will undergo an annual internal review.
Possible Participants: District Assessor, ESOL Coordinator, ESOL teachers, ESOL tutors, Classroom
Teachers, Administrators, Migrant Advocates, Counselors, Title I Coordinator
Data from the annual state assessment (MAP/Smarter Balance) and from the state language assessment
will be reviewed to determine program performance and efficacy.
Additional reviews will take place to evaluate:










The identification of language minority, migrant, and immigrant students
Assessment of English Language Proficiency
Parental Involvement
Serving all eligible students (ELLs, migrants, immigrants)
Implementing effective instructional practices
Providing appropriate resources consistent with program design and student need
Transitioning and monitoring
Collaboration with mainstream teachers
Compliance with Lau Plan
Review of Resources
PROFESSIONAL DEVELOPMENT: ESOL staff will participate in ongoing professional development
throughout the school year on the dates established for District PD on the District calendar.
Professional development for 2014-2015 will include: an online course for classroom teachers and
paraprofessionals (ASCD). District PD dates will include: a book study: Better Learning Through
Structured Teaching (Fisher and Frey, 2014); department PD: “Critical Thinking and English Language
Learners”. Further professional development will include attendance at the annual MELL conference in
November. A detailed list of professional development for ESOL is available on the ESOL Department
Plan.
RESOURCES AND EQUITY
Materials:
Elementary Center Schools: Treasure Chest (readers), iPads, Raz Kids, Reading Eggs
Elementary Home Schools: Reading A-Z, Scholastic Readers, Picture Dictionaries
Middle: Keys to Learning, Shining Star, Side by Side, readers, ESL Reading Smart
High: Shining Star, Side by Side, ESL Reading Smart, Everyday English
Additional materials are available through our materials library. Professional development materials are
available for check out through our Professional Development Lending Library for all District personnel.