ENGLISH LEARNERS (EL) PROGRAM. Marshall Public Schools District #413

Transcription

1 ENGLISH LEARNERS (EL) PROGRAM Marshall Public Schools District #413 9/17/2017

2 Marshall Public Schools District #413 ENGLISH LEARNERS (EL) PROGRAM Mission of Marshall Public Schools to educate, support and prepare all learners for success. The EL department views its purpose to provide students who fit the state requirements for EL instruction with the skills necessary for success in school and in the real world. Our goal is to enable English learners (EL) to take full advantage of their education by achieving academic language proficiency in Listening, Speaking, Reading, and Writing. While the EL students present new challenges, they also contribute new cultural and linguistic dimensions in our schools. In planning to meet their needs, we can benefit from their strengths to enrich our schools and community. Minnesota s Definition of an EL Student An English Learner is defined in Minnesota as a pupil in kindergarten through grade 12 or a prekindergarten student enrolled in an approved voluntary pre-kindergarten program under section 124D.151 who meets the following requirements (2015 Minnesota Statutes, section 124D.59, Subdivision 2): a. The pupil, as declared by a parent or guardian (on the Minnesota Language Survey), first learned a language other than English, comes from a home where the language usually spoken is other than English, or usually speaks a language other than English; and b. The pupil is determined by a valid assessment measuring the pupil s English language proficiency and by developmentally appropriate measures, which might include observations, teacher judgment, parent recommendations, or developmentally appropriate assessment instruments, to lack the necessary English skills to participate fully in academic classes taught in English. Identification Process for EL Students For the academic success of a student with limited English proficiency, it is important to properly identify and place students for EL services. The identification process will include the following: 1. Completion of the Minnesota Language Survey (a copy of this can be found in Appendix A) by parent/guardian of all new students in Marshall Public Schools. (A positive response to items on the questionnaire does not identify a student as limited English proficient; it merely helps to identify students who potentially are considered to be EL students.) 2. Assessments in the areas of reading, writing, listening, and speaking will be considered when determining student proficiency. The assessment tool used is the W-APT Model or WiDA Screener. MCAs, NWEA, ACCESS and AIMSweb data may be considered for placement. 3. Information regarding previous EL service, classroom work samples, and grades may be considered. R e v i s e d 9 / 1 7 / Page 1

3 MPS will make every effort to provide parents with materials and communication in their native language. A list of available interpreters will be provided to all EL teachers, classroom teachers and all administrative assistants at the beginning of each school year. The list is also available through the Human Resource Officer at the District Office. The school does employ Parent/Student Connectors who speak Spanish, Karen and Somali. The Parent/Student Connectors are your first point of contact if the parent needs an interpreter. The identification process will be shared with parents during the enrollment process. For further information, see the Minnesota Standardized English Learner Procedures Identifying Ongoing Students If a teacher feels that a student may need EL services, they are to fill out the EL Student Identification Form (a copy of this can be found in Appendix A). Once a teacher submits this form to an EL teacher, the student being referred may be re-tested using the W-APT Model for kindergarten and the WiDA Screener for students in grades Eligibility Criteria and Procedures/Program Entrance K Indication of another language on the Home Language Questionnaire. 2. For students in grades 1 (semester 2)-12 scoring below a 4.5 on the WiDA Screener. For students in Kindergarten-1(semester 1) scoring below a 26 on the W-APT Model. 3. Recommendation from the EL instructor after reviewing the results of the oral interview, assessment data, academic performance, and parent/teacher input. The W-APT uses a 1-6 scale. The performance definitions are as follows. 1. Entering: Knows and uses minimal social language and minimal academic language with visual and graphic support. 2. Emerging: Knows and uses some social English and general academic language with visual and graphic support. 3. Developing: Knows and uses social English and some specific academic language with visual and graphic support. 4. Expanding: Knows and uses social English and some technical academic language. 5. Bridging: Knows and uses social and academic language working with grade level material. 6. Reaching: Knows and uses social and academic language at the highest level measured by this test. Parents/guardian have the right to refuse EL service for their child even if they are identified as an EL student. If this happens, the student must remain EL identified in MARSS but would have no start date for EL services. When a student begins receiving service, a start date for EL service will be entered in the student s MARSS information. A start date for EL service must be entered in MARSS annually. R e v i s e d 9 / 1 7 / Page 2

4 Parent Notification When a student is eligible for placement in an EL program, parents/guardian must be notified in writing within ten days of the student being placed in the EL program and given the opportunity to withdraw the student from the program. This notification does not have to happen annually unless the District is receiving Title III dollars. If the District is receiving Title III dollars, parents must be notified annually if their child is participating in the EL program within 30 days of the beginning of the year or within two weeks if the child enters the district during the course of the year. (Parent letters can be found in Appendix A.) Services for EL Students EL instruction means direct EL services from a certified EL instructor either in a general education setting (push-in or co-teaching), a pull-out instruction, or sheltered EL classes. Descriptions of Services Pull-Out: EL teacher instructs students in a separate classroom. Push-In: EL teacher and EL student work in the general education classroom with the general education teacher on a specific lesson or concept. Sheltered: A content specialist works with a classroom of just EL students. For example, MPS has a sheltered math class for EL students at the HS. This class is taught by a licensed math teacher and only EL students are in the class. The teacher to student ratio is kept at a low rate. Co-Teaching: EL teacher and content area teacher-teach content area together. For example, at the HS an EL teacher and a content teacher will teach a class together. They will both be assigned as teachers for the class. EL students are also identified by performance levels as follows: newcomer, beginner, intermediate, or advanced. That is determined by their W-APT Model score, WiDA Screener scores or their ACCESS score. The chart below defines the performance levels of EL students in grade 1 (semester 2) through grade 12. Performance Levels W-APT Model or ACCESS Score Newcomer speaks very little or no English Beginner Intermediate and above R e v i s e d 9 / 1 7 / Page 3

5 The information below defines the performance levels of EL students in Kindergarten through semester 1 for students in grade 1. Performance Levels ORAL Proficiency Score on W-APT Newcomer 0-3 Beginner 4-10 Intermediate Proficient Performance Levels READING Proficiency Score on W-APT Newcomer 0-2 Beginner 3-10 Intermediate Proficient Performance Levels WRITING Proficiency Score on W-APT Newcomer 0-3 Beginner 4-11 Intermediate Proficient Services Provided by Building Park Side (PS) Grades K-2 Newcomer/Beginner Intermediate West Side (WS) Grades 3-4 Newcomer/Beginner Intermediate Middle School (MS) Grades 5-8 Newcomer/Beginner Intermediate High School (HS) Grades 9-12 Newcomer/Beginner Intermediate Pull-out, Push-in, Co-Teaching Pull-out, Push-in, Co-Teaching Pull-out, Push-in, Co-Teaching Pull-out, Push-in, Co-Teaching Pull-out, Push-in, Co-Teaching Pull-out, Push-in, Co-Teaching Pull-out, Sheltered Instruction Pull-out, Sheltered Instruction Pull-out, Sheltered Instruction Pull-out, Sheltered Instruction Pull-out, Sheltered Instruction, Co-Teaching Pull-out, Push-in, Co-Teaching R e v i s e d 9 / 1 7 / Page 4

6 MA-TEC Grades 9-12 Intermediate Pull-out Pull-out EL students may also be provided academic support by Title I personnel or special education programming depending upon student need. The Title I personnel may work under the guidance of the EL and mainstream teacher(s) but not necessarily in the EL classroom. Students qualify for special education services by following the special education identification process. If a student is identified as needing special education services, the special education teacher and the EL teacher will work together to provide the best education for the student. Guidelines for Daily EL services are as follows: Park Side Elementary Kindergarten Newcomer minutes Beginner minutes Intermediate minutes minutes Grade 1-2 Newcomer Beginner Intermediate minutes minutes minutes minutes West Side Elementary Grades 3-4 Newcomer minutes Beginner minutes Intermediate minutes minutes Middle School Grades 5-8 Newcomer Beginner Intermediate 120 minutes 60 minutes 60 minutes minutes High School & MA-TEC Grades 9-12 Newcomer 180 minutes Beginner 90 minutes Intermediate minutes minutes R e v i s e d 9 / 1 7 / Page 5

7 The actual amount of service a student is to receive will be based on recommendations by the EL teacher, general education teacher, counselor, and/or administrator. Annual Progress Evaluation Each year all EL students will be evaluated for progress using the ACCESS assessment, MCA assessments, NWEA math and reading assessments and classroom assessments. The results of these assessments will help determine progress, placement and/or exit within the EL program. Exit from EL Program Procedure Due to the individual needs of an EL student, the exit decision for a student is made jointly by teachers from the EL program, mainstream classroom, counselors, and/or administrators. In order to exit the EL program, the individual student must have a composite score of 4.5 or higher on the ACCESS with at least three of the domain scores (listening, speaking, reading, and writing) at 3.5 or higher. Parents and student are also consulted in regards to exiting. A student who is exited from the EL program will be monitored for a period of up to four school years to ensure a successful transition to a total mainstream environment. When a student meets exit criteria, the parent/guardian of the student will be contacted through a meeting, phone call, and/or letter mailed home. If a parent attends an exit meeting and they agree with the exit recommendation, they should sign the EL Student Exit Form (see Appendix). If a phone call is made, a letter should also be mailed home and a copy of that placed in the student s cumulative file. If a parent wants to remove their child from the EL Program, they must sign the EL Student Exit Form. Even though the student is not in the EL Program, they must remain classified as EL in MARSS with no service start date. A copy of the EL Student Exit Form or the exit letter sent home will be placed in the student cumulative file. A copy will also be forwarded to the EL Coordinator. If a student arrives from another district in MN or another state that is a part of the WIDA consortium, they would already have taken the W-APT or ACCESS. The student would not be retested. Their scores will be provided from their previous district and those will be used to make any placement decisions. Monitoring of Exited Students Once a student has been exited from the EL program the student will be monitored for up to four school years. The manner in which the monitoring will be conducted will be as follows: 1. The EL Coordinator will keep a list of all exited students. 2. The EL teacher and mainstream teachers will consult in order to gather the necessary data about monitored students. 3. The EL teacher will be listed as Monitoring Teacher in Infinite Campus. R e v i s e d 9 / 1 7 / Page 6

8 Reclassification of Exited Students as No Longer EL Once a student is exited from the EL program, he/she should be reclassified in MARSS. The student would be reported as EL N for the following school year. The change in status is to be completed by the building administrative assistant at the end of the school year. Communication to Stakeholders This manual and other EL services will be communicated to stakeholders in the following ways. Parents Interpreters; Parent-Teacher Conferences; Parent Meetings; Phone Calls; Written Format; Quick Sheets in English and Spanish; MPS & Teacher Websites Teachers New teachers will receive training on EL services and EL manual during the new teacher workshop each fall. There will also be annual EL trainings required by all certified staff. Administrators EL topics are discussed quarterly at administration meetings. The EL Manual is reviewed annually. Community Round table discussion; MPS Website Members R e v i s e d 9 / 1 7 / Page 7

9 APPENDIX A R e v i s e d 9 / 1 7 / Page 8

10 Minnesota Language Survey Minnesota is home to speakers of more than 100 different languages. The ability to speak and understand multiple languages is valued. The information you provide will be used by the school district to see if your student is multilingual. In Minnesota, students who are multilingual may qualify for a Multilingual Seal upon further assessment. Additionally, the information you provide will determine if your student should take an English proficiency test. Based upon the results of the test, your student may be entitled to English language development instruction. Access to instruction is required by federal and state law. As a parent or guardian, you have the right to decline English Learner instruction at any time. Every enrolling student must be provided with the Minnesota Language Survey during enrollment. Information requested on this form is important to us to be able to serve your student. Your assistance in completing the Minnesota Language Survey is greatly appreciated. Student Information Student s Full Name: (Last, First, Middle) Birthdate or Student ID: Check the phrase that best describes your student: Indicate the language(s) other than English in space provided: 1. My student first learned: language(s) other than English. English and language(s) other than English. only English. 2. My student speaks: language(s) other than English. English and language(s) other than English. only English. 3. My student understands: language(s) other than English. English and language(s) other than English. only English. 4. My student has consistent interaction in: language(s) other than English. English and language(s) other than English. only English. Language use alone does not identify your student as an English learner. If a language other than English is indicated, your student will be screened for English language proficiency. Parent/Guardian Name (printed): Parent/ Guardian Information Parent/Guardian Signature: Date: * All data on this form is private. It will only be shared with district staff who need the information to best serve your student and for legally required reporting about home language and service eligibility to the Minnesota Department of Education. At the district and at the Minnesota Department of Education, this information will not be shared with other individuals or entities, except if they are authorized by state or federal law to access the information. Compliance with this request for information is voluntary.

11 EL Student Identification Form Student Name Grade Referring Teacher Date Is the student LEP based on the Home Language Questionnaire form in the cumulative folder? Y or N What concerns do you have? What interventions and/or strategies have you tried to resolve your concerns? Each intervention should be tried for at least six weeks. Strategies and interventions must be focused, measurable, and specific to the child. What were the results of the interventions and/or strategies tried? Please return this form to your building EL teacher or to the EL Coordinator. Created 7/2013 R e v i s e d 9 / 1 7 / Page 10

12 Date: Dear Parent/Legal Guardian of : (Name of student) Minnesota Law and the federal No Child Left Behind Act (NCLB) require that we identify students in our school district in the English Learner (EL) program. Both these laws require a language instruction educational program for students with limited English proficiency. In addition, NCLB requires that we provide you with information regarding your child s identification process, instructional services and other information, as outlined in the No Child Left Behind Fact Sheet. The identification process and placement of your child in a language instruction educational program is based on a combination of home language questionnaire, teacher judgment, English test results and other measures. Your child s English proficiency test scores are shown below. Your Child s English Test Results Skills Tested Name of Test Date of Testing Student s Score English Proficiency Level Listening Speaking Reading Writing Composite Your child has been identified as an English Learner. Your child will be placed in the EL Education program, as outlined in the attached document. We believe that this program will help meet your child s educational needs and enhance his or her academic success in school. You may withdraw your child from the EL program at any time by sending a letter to the school, indicating your desire to withdraw your child from the EL Education program. Please visit with one of our EL teachers with any questions or concerns as we feel this program is in the best interest of your child s education. We invite you to visit the school and meet with our staff to learn more about the benefit of the program and other services available at the school. If you have questions, please call the school at Sincerely, Marshall Public Schools EL Coordinator R e v i s e d 9 / 1 7 / Page 11

13 EL Education Program Description Description: The EL Education program is designed for non-native English speakers who have difficulty with written or spoken English. The program provides an appropriate language instruction educational program to help students succeed in academic subjects and learn English in the areas of reading, writing, listening and speaking. Instructional Goals of EL Education: To meet academic achievement standards for grade promotion and to become proficient in English. Program Components: Your child will receive instruction in the areas marked with an X : Bilingual Education classes or tutoring in your child s native language in: Reading and writing American History Mathematics Consumer Education Science Health Social studies Driver s Education Civics (Other, please specify) EL classes or tutoring in English in: English Learner Class American History Reading and writing Consumer Education Mathematics Health Science Driver s Education Social studies Civics (Other, please specify) Exit Procedures: Students remain in the EL Education program until they reach proficiency in academic English. On average, it takes about years for English Learners (ELs) in the district to be exited from the program, depending on individual circumstances. Parents may remove their child from the program at any time by sending a written request to the school. The graduation rate of ELs in the school district from high school is at this time. Special Education: Special Education services: For students with disabilities requiring a language instruction educational program, EL Education must be included in the student s Individualized Education Program (IEP). Regular Instruction Programs: Regular instruction programs for students fluent in English: In regular instruction programs, instruction is in English at all times; native language is not used; and no English Learner instruction is offered. The instructional goal is to meet grade appropriate academic achievement standards for grade promotion and graduation. R e v i s e d 9 / 1 7 / Page 12

14 Marshall Public Schools EL Student Exit Form Student: DOB: School: Grade: Parent/Guardian: Phone: Address: Student is being exited from the EL Program because of the following reason: Student has met the exit criteria. Parent wants student exited from the EL Program. Based on the fact that your child has a composite score of 4.5 or higher on the ACCESS test with at least three of the domain scores (listening, speaking, reading, and writing) at 3.5 or higher, and has recommendations from the EL teacher and building administrator or counselor, your child is being dismissed from the EL Program. Student s ACCESS Score Composite: Score Listening: Score Speaking: Score Reading: Score Writing: Score I have read and understand the reason my child is being exited from the EL Program. Parent: Date: EL Teacher: Date: Administrator/Counselor: Date: R e v i s e d 9 / 1 7 / Page 13