John Glenn School Corporation
Administrative Guidelines
 

2260F - OFFICE OF ENGLISH LEARNING AND MIGRANT EDUCATION GUIDELINES TO SATISFY LEGAL REQUIREMENTS

Establishment of Policies and Procedures

 

A.

The School Corporation shall administer a Home Language Survey to all first time enrollees (i.e. kindergarten or students transferring from out of state) to identify the first (native) language(s) of all students enrolled in the Corporation. For students transferring from an Indiana school, the staff will contact the previous school to obtain the original Home Language Survey. The Home Language Survey shall ask the following questions:

     
 

1.

What is the native language of the student?

     
 

2.

What language(s) is spoken most often by the student?

     
 

3.

What language(s) is spoken by the student in the home?

     
   

Documentation of a studentís native language shall be recorded in the permanent record.

     
   

If a language other than English is indicated for any of the questions in the Home Language Survey, the student is considered to be a language minority student. If a language other than English is indicated for any of the three questions, the English language proficiency assessment shall be administered to determine whether or not the student qualifies for English language developmental support.

     
 

B.

The Corporation must assess all students whose first (native) language is other than English to determine whether a student is Fluent English Proficient (FEP, see level 5 or 6 below) or Limited-English Proficient (LEP, see levels 1-4 below). This assessment must be given annually within thirty (30) days of the beginning of the school year or within two (2) weeks of enrollment if the student enrolls later in the school year. The English language proficiency placement test is administered only once to a student and is not repeated every year. However, each student that has been identified as LEP shall participate each year in the annual English language proficiency assessment to assess progress. In compliance with the Indiana Department of Education (IDOE) English Learner Guidebook, the Corporation shall utilize the WIDA English Language Proficiency Assessment (WIDA). Assessment shall, to the extent possible, include listening, speaking, reading, and writing abilities, as well as academic achievement. Language proficiency levels are described below:

   

Level 6 - Reaching

     
 

1.

Specialized or technical language reflective of the content area at grade level.

     
 

2.

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level.

     
 

3.

Oral or written communication in English comparable to proficient English peers.

     
   

Level 5 - Bridging

     
 

1.

Specialized or technical language of the content areas.

     
 

2.

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports.

     
 

3.

Oral or written language approaching comparability to that of English proficient peers when presented with grade level material.

     
   

Level 4 - Expanding

     
 

1.

Specific and some technical language of the content areas.

     
 

2.

A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs.

     
 

3.

Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support.

     
   

Level 3 - Developing

     
 

1.

General and some specific language of the content areas.

     
 

2.

Expanded sentences in oral interaction or written paragraphs.

     
 

3.

Oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support.

     
   

Level 2 - Emerging

     
 

1.

General language related to content areas.

     
 

2.

Phrases or short sentences.

     
 

3.

Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support.

     
   

Level 1 - Entering

     
 

1.

Pictorial or graphic representation of the language of the content areas.

     
 

2.

Words, phrases, or chunks of language when presented with one step commands, directions, WH_, choice, or yes/no questions, or statements with sensory, graphic or interactive support.

     
 

3.

Oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statement with sensory, graphic, or interactive support.

   
 

C.

EL students who enroll in an Indiana school corporation must be placed with their age/grade appropriate peers. As per I.C. 30-20-9-8, "students shall be placed, to the extent practicable, in classes with students of approximately the same age and level of educational attainment, as determined after considering the attainment through the use of all necessary languages." The lack of English language proficiency in any domain of listening, speaking, reading and writing is not to be considered in the grade placement of EL students.

     
 

D.

The Corporation shall provide language minority students with the appropriate level of English language development to allow for meaningful participation of language minority students in the Corporationís educational program. Such instruction shall take place during the regular school day.

     
   

One (1) or more of the following English development programs may be used:

     
 

1.

Sheltered English/Content Based English: The goal is proficiency in English while focusing on learning content knowledge and skills in an all-English setting. Instruction is provided in English only and is adapted to a studentís proficiency in English. Instruction is supported by visual aids and support (as available) in the studentís native language.

     
 

2.

Structured Immersion: The goal is fluency in English and typically serves only ELs in the classroom. All instruction is in English but has been adjusted to the studentís proficiency level so that subject matter is comprehensible.

     
 

3.

Pull-out English Language Development (ELD): The goal is to develop fluency in English. Students leave the mainstream classroom part of the day to receive ELD instruction.

     
 

4.

Push-in English Language Development (ELD): The goal is to develop fluency in English. Students are served in the mainstream classroom, receiving instruction in English and native language support if needed.

     
 

5.

Transitional Bilingual Education: The goal is to develop English proficiency skills as soon as possible, without delaying learning of academic core content. Instruction begins in the studentís native language but rapidly moves to English. Students are typically transitioned into mainstream classrooms with their English-speaking peers as soon as possible.

     
 

E.

The Corporation shall have specific criteria established to safeguard appropriate placement and subsequent delivery of services to exceptional language minority students. English Learners may be identified for special education placement if they meet the following criteria:

     
 

1.

Consistent, objective monitoring indicates that the English Learner is significantly struggling, and as collaboratively identified by EL program staff, classroom teacher(s) and other staff.

     
 

2.

The studentís academic struggles are not related to second language acquisition.

     
 

3.

An interpreter must be furnished if the childís dominant language is other than English. It is preferable that the psychologist is proficient in the native language of the child, but if that is not possible, an interpreter may be used who is from the culture and language of the child. It cannot be a family member and must represent a non-biased party.

     
   

(See IDOE English Learners Guidebook for complete referral procedures and RTI processes for English language learners.)

     
 

F.

The Corporation shall provide pupil personnel services, including educational and career services and student assistance services to language minority students in a manner that will support such students so they are not excluded from effective participation in the educational programs, services, and activities offered by the Corporation. Depending on language minority studentsí needs in order to benefit from the Corporationís programs, services, and activities, such pupil personnel services may include educational and career services and counseling in any or all of the following areas:

     
 

1.

social, emotional adjustment to United States culture

     
 

2.

drop-out prevention

     
 

3.

technical vocational training

     
 

4.

college preparatory coursework

     
 

5.

substance abuse

     
 

6.

teenage pregnancy and prevention

     
 

G.

The Corporation shall adequately notify the parents of language minority group students of school programs, services and activities which are called to the attention of other students or their parents. Such notices, where necessary, should be provided in an appropriate language other than English.

     
   

[Source: 511 IAC 4-1.5-4;5] English Learnerís Guidebook 2015-2016, page 12; Title VI of the Civil Rights Act of 1964; Equal Educational Opportunities Act of 1974 (EEOA); May 25, 1970 Department of HEW Memorandum

     
 

H.

The Corporation shall employ or train sufficient qualified personnel to provide instructional services appropriate to the needs of limited-English proficient students. Students must receive instruction from properly certified, licensed teachers. Instructional aides must work under the direct supervision of a certified teacher and should not have the sole responsibility of teaching units of study. (511 IAC 1-8-7.5.)

     
 

I.

Corporations shall develop explicit criteria for deciding when LEP students no longer require ESL services. (See the IDOE English Learners Guidebook for further guidance.)

     
 

J.

Corporations shall ensure that LEP students in self-contained ESL/bilingual classes are given as much opportunity as possible to interact with English speaking peers at lunch, recess, in art, music, physical education, and other elective classes.

     
 

K.

Corporations shall provide evidence that communication between the school and the home, whether about language minority student progress or school activities, is conducted, to the extent possible, in the native/preferred language of the home.

     
 

L.

Corporations shall maintain records that indicate the following:

     
 

1.

the native language of the student

     
 

2.

the English language proficiency of the student

     
 

3.

the assessment instrument used to determine English language proficiency

     
 

4.

the type and frequency of instructional services offered

     
 

5.

other intervention strategies employed

     
   

A recommended method of maintaining this information is the use of an Individual Learning Plan (ILP) for each language minority student. (Sample ILP forms are available from the IDOE English Learners Guidebook.)

Report and Review

Public Law 221, continuous improvement for all students, encompasses the demonstration of growth of language minority students. Corporations will be responsible for demonstrating the effectiveness of their services to language minority students in their individual School Improvement Plans. Annual reporting of language minority data will be submitted to the division of Language Minority and Migrant Programs.

Training

Corporations shall participate in training programs designed to help the development and implementation of these guidelines offered and facilitated by the Division of Language Minority and Migrant Programs including in-services and technical assistance. Other resources for staff development include courses available through the Regional Educational Service Centers, various university level courses, annual conferences held by Indiana Teachers of English to Speakers of Other Language (INTESOL) the Division of Language Minority and Migrant Programs, National Teachers of English to Speakers of Other Languages (TESOL), and National Association of Bilingual Education (NABE) conferences.

IC 20-30-9-8
511 IAC 6.1-5-8

Approved 5/04
Revised 9/6/16

© Neola 2016