St. Paul The Apostle Catholic School

St. Paul the Apostle Catholic Parish
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Academics » English Language Learners

English Language Learners

St. Paul the Apostle Catholic School

K-8 Lau (EL) Plan

for Serving English Learners (ELs)

 

September 15, 2015 (updated September 2017)

Lau Leadership Team Members: Julie Delaney, Building Principal; Lee Morrison, Superintendent; Jennifer Alongi, Diocesan EL Consultant; Chad Steimle, Diocesan EL Consultant; Jeanne VonFeldt, Diocesan EL Consultant; Lorene Knobbe, Curriculum Director; Amy Tallman, Guidance Counselor; Rolonda Cabel, Content Teacher


 


TABLE OF CONTENTS

Lau Plan Guiding Principles.

Identification & Placement of ELs in a Language Instruction Education Program (LIEP) 

 

III. Description of the LIEP

 

  • Process to Provide Meaningful Access to all Co-curricular & Extracurricular Programs
  • Ongoing, Embedded EL Professional Development for Staff who Deliver Instruction or Support the LIEP for 
  • Annual English Language Proficiency Assessment and Administration (ELPA2 
 

VII. LIEP Exit Criteria and Procedures

 

VIII. Monitoring Procedures after Students Exit the LIEP Program 

 

  • LIEP Evaluation
  • Appendices

 

Preface: District Demographics and ESL Background:

St. Paul the Apostle Catholic School is a PK‐8 school serving approximately 474 students. Enrollment continues to remain around 475 students, with 15% diversity in our student population. At the present time, we have 9 students as EL students as indicated through the Home Language Survey, all students tested as proficient on the TELPA test and two students qualified for services.

 

Given that traditionally St. Paul the Apostle Catholic Schools is a slightly diverse community, a plan is in place as more need arises. EL students are provided services on a case-by-case basis depending on the level of services needed. Conversations have occurred, and will occur if the need exists, between Davenport Community School district and St. Paul the Apostle. Support is also available with the Mississippi Bend AEA Title III consultant. Accommodations and coordination of services would be arranged through the school administrator. The PLC model of collaboration and communication has been adopted to facilitate review and adjustments to students’ needs, as well as to maintain an accurate flow of student data and frequent communication and support between all staff service the school’s EL population.

 

ESL Team Members and Leadership

The EL team consists of a Professional Learning Community (PLC) made up of the school principal, diocesan superintendent, EL diocesan consultants, teachers and community members. A bi‐lingual parent is also part of the PLC.

 

  1. Lau Plan Guiding Principles

 

St. Paul the Apostle is able to provide an avenue of access to the regular education program. ELs would be required to meet the same rigorous standards and benchmarks as all general education students. There are, however, specialized instructional strategies that would assist ELs in meeting building and state goals. Current theory stresses the need for students to learn both academic content and linguistics (language) simultaneously. St. Paul the Apostle School supports students to be successful in all-English classrooms with their English-speaking peers. It may take seven years or more for students to score on a par with native English-speakers on standardized achievement tests (Thomas & Collier). For this reason, regular education teachers would need ongoing professional development in order to be effective with ELs. Many teachers call these strategies "just good teaching;" however, they are more appropriately called "essential teaching," since ELs are unlikely to be successful without them. The U.S Department of Justice and Department of Education issued a joint guidance document (http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf) to assist us in meeting our obligations to ensure that EL students can participate meaningfully and equally in educational programs and services.

 

As St. Paul the Apostle’s LIEP is an integral part of the school’s larger Multi‐Tiered System of Support (MTSS), the school approaches the LIEP with three key assumptions:

  1. As educators, it is our responsibility to ensure high levels of learning for all school ELs.
  2. All school ELs are capable of learning at high levels when provided access to the Core Curriculum at student level of readiness.
  3. As educators, it is our duty to provide all ELs access and entry points to the Common Core supported by the ELP Standards at the appropriate grade level.

 

St. Paul the Apostle Catholic School specific Lau Plan goals are school-wide:

A. English language development

  1. ELs at St. Paul the Apostle School will acquire the English language and demonstrate English proficiency through appropriate instruction and practice of listening, speaking, reading and writing skills.
  2. Paul the Apostle School’s LIEP will promote the development of a positive self‐concept and pride in the linguistic and cultural heritage of its ELs by providing opportunities for students and their families to share their cultural funds of knowledge with other students in the school as well as the Davenport community.
  3. Paul the Apostle’s LIEP will promote the ELs continual development of their native language as he/she learns English through the inclusion of native language texts and materials in the district’s libraries and resources.

B. Academic achievement  

  1. The LIEP plan will ensure that all ELs will have access to the grade level Common Core supported by the ELP Standards and English Proficiency Standards. This will allow all ELs access to the academic content and 21st Century skills the world of today and tomorrow requires.
  2. All district ELs will take part in appropriate grade level screeners and summative and formative assessments to allow them equitable opportunity to achieve at grade level.

C. Cross‐cultural development St. Paul the Apostle School will provide opportunities for ELs and their families to share and celebrate their native cultures within the school.

  1. Within EL instruction, classroom teachers will provide opportunities for acculturation of both ELs and their non‐EL peers. Shared diversity and learning provides all students with a richer education for the demands and challenges of the 21st

 

 

 

  1. Identification and Placement of ELs in a Language Instruction Education
  1. Home Language Survey

At registration or within one week of the beginning of the school year, all families new to St. Paul the Apostle School, including transfer students and kindergartners and for whose children there is not one already in the students’ cumulative files, will complete a Home Language Survey - IA distributed by the school. This survey is available through TransAct and in a language most easily understood by the parents. The curriculum director reviews the HLS-IA to verify if a language other than English is represented. A positive response to an item on the survey does not identify the student as an EL. Results are stored in students’ cumulative files.

  1. State-approved English language proficiency placement assessment

To meet these requirements, St. Paul’s curriculum director, Lorene Knobbe is certified to administer and score the ELPA2. She will administer the TELPA (ELPA21) and her certificates of completion will be kept in her employment folder. Scores are then received from Iowa Testing Services and retained in the student’s cumulative file.   This information becomes part of the student’s permanent record and should be available to the student’s teachers.

  1. Process to place students in appropriate LIEP

An assessment of the student’s academic skills in relation to the student’s grade level is conducted.   The curriculum director, working in collaboration with classroom teachers and other members of the LAU plan leadership team, will review student academic records in relation to English language development, student grade or age level and administer necessary formal and informal assessments of current academic ability to determine content course placement. Sub-categories on the TELPA/ELPA21 are used to help determine specific areas of English language development needs.

  1. Parental forms distributed in a language most easily understood (TransACT.)

If a student qualifies for LIEP services based upon TELPA/ELPA21, the parents are notified of eligibility and will include parent/guardian signature on the “Determination of Student Eligibility for Program Placement” and the “Notification Program Placement” for initial and annual placement notification and program description from TransACT, within 30 days of the beginning of the year or within two weeks, if identified later in the year. To the extent practicable, such communication will take place in a language parents can understand. The waiver process, outlined in [E] below, is included in the notification. These forms will be placed in the student’s cumulative file.

  1. Parent documentation of initial change from LIEP programming (including only if       parents indicate they want to waive or withdraw from services.)

Parents do have the right to waive participation in the LIEP services. If a parent wishes to decline services, a meeting is held to discuss recommendations, concerns, ELPA21 assessment requirements and potential outcomes with parents and provide the “Explanation of Consequences for not Participating in English Leaner Program” notice. To waive participation, parents must sign the “Request for Change in Program Participation” (TransAct.) The waiver is kept in the student’s cumulative file.   Students for whom services have been waived are supported to insure mastery of English and academic achievement through differentiated instruction, accommodations, and work with our resource teachers and interventionists. The signed forms are placed in the student’s cumulative file.

 

III. Description of the LIEP

  1. The goals of the LIEP are to:
    1. Provide all ELs access to meaningful, grade‐level EL support that pushes them to achieve English proficiency.
    2. Assist all ELs in meeting appropriate AMAO goals and in the achievement of proficiency in English and with grade‐level curricula as measured by state and district assessments.
    3. Provide all ELs equal and equitable access to solid Tier I instruction that is scaffolded in such a way as to allow them grade‐level access to the Common Core supported by the ELP standards.
    4. To assist ELs in adjusting and acculturating to the school, while at the same time having opportunities to contribute vital cultural knowledge to their peers and the school as a whole.
  2. Description of specific state-approved LIEP model(s) used in district and the process to place students
  3. English as a Second Language (ESL): A program of techniques, methodology, and special curriculum designed to teach ELs English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. Further, ESL instruction is usually in English with little use of native language.
  4. ELs at St. Paul in grades K-8 are mainstreamed into Core classrooms. Para educators may be available at some grade levels to assist ELs in Core classrooms as appropriate. Reading interventionists and academic support teachers would also be used to assist the students. Services provided by other than the classroom teacher are typically pull-out with small group settings for 20-30 minutes one to four times per week, depending upon student needs. In the process of accessing the Core curriculum, particularly in smaller group sessions, English language development, speaking, and listening skills are emphasized.
  5. Paul the Apostle School will address identified ELs at all proficiency levels receive direct LIEP instruction unless services have been waived.
  6. Annual parent notification and procedure for waiving services
  7. When a student is identified for the LIEP, parents must be notified every year using the “Notification of Program Placement,” within the following applicable timeframes:
  • No later than 30 calendar days after the beginning of the school year
  1. Within two weeks of a child being placed in a language instruction program (if a child enrolls after the beginning of the year)
  2. The notification is in a language the parents/guardians can best understand and uses TransAct forms when indicated.
  3. This notification is the responsibility of Curriculum Director. A record of this notification is stored in the student’s cumulative file.
  4. The parental notification includes the following information:
    1. Reasons for identification
    2. Child’s level of English language proficiency
    3. Method of instruction within the LIEP
    4. How the LIEP/services will meet the educational strength and needs of the child
    5. How the LIEP/services will help the child learn English
    6. The LIEP/services specific exit requirements
    7. How the LIEP/services meets the objective of the IEP of a child with a disability

 

  1. Procedure for annual communication with parents who have waived services
  2. Annually, parent/guardian receives “Explanation of Consequences for not Participating in English Learner Program.” It is reviewed annually and a parent signature is obtained.
  3. To waive participation, parents must sign the “Request for Change in Program Placement” form
  4. The waiver is kept in the student’s cumulative file.

 

  1. Highly qualified staff LIEP and content staff (ESL endorsement)

The school maintains State of Iowa certified teachers as the teacher of record in every classroom, with content-area certification if staff serves as teacher of record in grades 6 – 8. When new certified staff is hired for open teaching positions in the school, every effort will be made to retain a qualified candidate who also holds an ESL endorsement. In the absence of an ESL endorsed teacher on staff, a certified interventionist has received some ESL professional development.

 

  1. Designated administrator oversight for LIEPs

The curriculum director will provide administrative oversight for all LIEPs. St. Paul’s curriculum director oversees ESL programming. This person for our school is Lorene Knobbe, who participates in administrator training. She supports ELs and has received training regarding ELs.

  1. Access to both Iowa Core Standards and English Language Proficiency (ELP) Standards

ELs will receive mainstream classroom instruction, which is formed using the Iowa Core Standards. The Iowa Department of Education, ELL webpage, Guidelines for Implementing English Language Proficiency Standards in Iowa will be utilized to guide instructional staff in providing access to these standards in all classroom instruction to our EL students. The curriculum director monitors programming and services to ensure that ELLs have access to the Iowa Core and are showing growth toward English language proficiency and achievement of the LIEP goals. Our ELS trained staff and ESL certified teacher with whom a special arrangement has been made collaborate with other content area/classroom teachers at a minimum of once per month or as often as needed.

  1. Curriculum and Supplemental Resources
  2. Paul’s uses LIEP materials, a content based approach called Content-Centered Language Learning (Crandall, http://www.cal.org/resource-center/briefs-digests/digests/
  3. Consultation with the Davenport Community School District takes place in relation to decisions regarding supplemental services that are appropriate to the needs of the learner and goals of instructional programs (Iowa Code 280—180.4) and would be made available by or provided by the district.
  4. Supplemental materials are selected, purchased, and updated at least every five years utilizing recommendations from the AEA and ESL certified staff.
  5. Additional access to the Iowa Core materials for ELs is through cooperative learning, task-based or experiential learning, a whole language approach, and graphic organizers as outlined by JoAnn Crandall, Content-Centered Language Learning (1994).

 

 

 

  1. Process to Provide Meaningful Access to all Co-curricular and Extracurricular Programs
  2. Paul the Apostle has a school-wide process in place to identify and serve gifted and talented (GT) students, including any ELs that St. Paul the Apostle may have.
  3. Specifically, Paul the Apostle has universal screeners in place that assist in identifying gifted students as well as students in need of special education services. All students, including any ELs, participate in these screeners, which include FAST (Formative Assessment System for Teachers), grade-level assessments, and other data points. Once a screener identifies a need, those needs are addressed so that any gifted ELs and those requiring special education are served appropriately. According to need, students may receive intervention services from our reading interventionist, single-subject or whole grade acceleration, or enrichment pullout as appropriate to meet individual language needs.
  4. Paul the Apostle School ensures students dually identified for special education and ELs receive direct instruction by highly qualified ELs teachers (at St. Paul the Apostle School) and special education teachers (at Davenport Public School) with support for language .
  5. Paul’s uses and IEP team that includes someone with requisite knowledge of the child’s language needs and training in second language acquisition. They ensure students dually identified for special education and LIEP receive direct instruction by a highly qualified LIEP teachers.
  6. Paul the Apostle School has a process in place for identifying and serving ELs in all co-curricular programs. All K-8 students, regardless of academic ability or language development, are invited to participate in the school’s co-curricular programs. These include intramurals, which are held once a week either before or after school. Intramurals are provided free of charge. Similarly, other clubs such as Chess Club, Robotics Club, Student Council, 6-8 Musical, Variety Show, and athletics are provided for students to participate in. St. Paul the Apostle has a full-time guidance counselor available to all students. The counselor teaches a specialized lesson once a week to each K-8 homeroom. The LIEP teacher is included in data review for placement/consideration in all programs.
  7. Paul’s has a process in place for identifying and serving ELs in special education.
  8. All K-8 students, regardless of academic ability or language development, are invited to participate in the school’s extracurricular programs.
  9. Parents and students are provided with communication about these programs and the eligibility in the language most easily understood.

All K-8 students, regardless of academic ability or language development, are invited to participate in the school’s co-curricular and extracurricular programs.

 

 

  1. Ongoing, Embedded EL Professional Development for Staff who support the LIEP:

 

  1. St. Paul’s professional development enables teachers to receive continued training on how to best meet the needs of ALL students, including staff who support the LIEP (building administrators, LIEP staff, content-teachers, building support staff, curriculum director and school counselor.) Many teachers call these strategies "just good teaching;" however, they are more appropriately called "essential teaching," since ELs are unlikely to be successful without them. The recent multi-year training in Differentiated Instruction has been very beneficial in this area, as has the more recent training on increasing student engagement in the classroom during instruction, and professional learning communities to increase the use of data and collaboration to increase student achievement.

 

 

  1. District training of English Language Proficiency Standards and implementation Professional development is provided to required staff as designated by the Iowa Department of Education for English Language Proficiency Standards

      

St. Paul the Apostle School staff members are encouraged to seek specific ESL training. During the 17-18 school year, we will utilize scheduled professional development time to examine the new ELP standards. St. Paul the Apostle School will use option C (Certified staff members directly responsible for delivering the LIEP (and others they deem appropriate) view the Modules individually or collectively via AEA PD Online and take the associated quiz to document completion and content attainment.) Documentation will be kept in the certified teachers’ files. Training will completed by December 1, 2017 and additional training will occur when needed.

 

  1. Annual English Language Proficiency Assessment (ELPA21) Administration

 

  1. The ELPA21, administered by Curriculum Director, Lorene Knobbe from St. Paul the Apostle, would be the annual measure of English language proficiency for all identified ELs in the domains of listening, speaking, reading, and writing. Staff will review training at least annually.

 

English Learners will be evaluated annually with a standardized English language instrument recommended by the State of Iowa. The state is currently using the ELPA21 to measure growth. In the event that St. Paul the Apostle has any identified ELs enrolled, Lorene Knobbe who is trained to score and administer the assessment, at St. Paul the Apostle between February 1 - April 30. The state will be changing to the ELPA21 eventually, so Mrs. Knobbe will be trained to score and administer this assessment as it becomes necessary. Mrs. Knobbe’s credentials are documented and on file in her personnel file. All students that have been identified as English Learners, including those students whose parents have waived/refused services, will be assessed. Result data will be disseminated to the Lau leadership team and used in instructional and programmatic decision-making.

 

ELs achieving proficiency in English speaking, listening, reading, and writing at a level commensurate with their grade and/or age peers will be transitioned into the mainstream classroom or exited from programs and services (60.3(3)b4).

 

  1.  Dissemination of scores to stakeholders.

St. Paul the Apostle School annually shares ELPA21 assessment scores with all stake                   holders (including administrators, teachers serving students identified as EL and parents.)

  1. Appropriate training to interpret results to staff                                                LEAP teachers, administration, and staff directly serving ELs will be trained to    interpret the ELPA 21 by Lorene Knobbe, Curriculum Director.
  2. Utilization of assessment results to guide instruction and programming                  ELPA21 data will be used to guide core instruction, LIEP instruction, direct services provided to the student and future programming

 

VII. LIEP Exit Criteria and Procedures

  1. For the 2017-18 academic year, we have 3 ELs enrolled at St. Paul the Apostle School, and each student will be held to the following criteria:

 

  1. Achieves the required score for proficiency on ELPA21
  2. Scores proficient on Iowa Assessment in Reading and Math for grades 3-8, or Iowa’s Early Literacy Screening Benchmarks and Go Math for grades K-2.
  3. Meets both of the above criteria in the same school year

 

  1. In the event that a student is to be exited from LIEP, parent will be notified using the TransAct exit form, “English Language Development Program – Exit Letter” in their preferred language. The student would be coded in our student information system as “exited” from LIEP. Students exited from LIEP would then be monitored for two years to ensure success.

 

 

VIII. Monitoring Procedures after Students Exit the LIEP Program

  1. Monitoring Procedures

Utilizing exit criteria defined above, the Lau leadership team will determine exit status for EL students on an annual basis. The decision will be documented in the student’s cumulative folder. Parents will be notified of this change in status through a letter mailed home.

A student who has formally exited the LIEP will be monitored following this procedure:

  1. The monitoring process will continue for two years.
  2. Scores from Iowa Assessments will be monitored for proficiency in Reading and Math.
  3. Academic success will be measured as earning a passing grade in core subjects.
  4. In the event of academic failure, every effort will be made to determine if there is a language proficiency difficulty interfering with learning.
  5. The person responsible for the monitoring of students will be the curriculum director, Lorene Knobbe.
  6. LIEP Re-entry Process is indicated by data and parents are notified using         the “Notice of Program Placement” form.

 

 

 

 

 

 

 

 

 

 

 

 

  1. LIEP Evaluation

 

  1. Paul the Apostle’s annual LIEP evaluation process includes the following:
  2. Percentage of ELs reaching proficiency on the Iowa Assessments in Reading and Math.
  3. Percentage of ELs on-target or at grade level on reading and math screeners.
  4. Growth of ELs on the Iowa Assessments in Reading and Math.
  5. ELs performance in Core classes.
  6. How evaluation data will be utilized to impact future programming and services for ELs:
  7. To determine additional professional development for content area teachers, grade level teachers, para-educators, and interventionists.
  8. To determine resource allocation of materials and instructional time to meet the needs of EL students.
  9. To determine additional supports, accommodations, and differentiated instruction in Core classes.
  10. The LIEP evaluation process will be coordinated by the curriculum director, Lorene Knobbe.

 

 


 

  1. Appendices

 

  1. Letter to Districts from the U.S. Department of Justice:

 

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

 

  1. Description of LIEP Models https://www2.ed.gov/rschstat/eval/title-iii/language-instruction-ed-programs-report.pdf

 

  • Newcomer Program Model – ELs who are recent immigrants and typically have low literacy and are new to formal education settings receive specialized schooling designed to acclimate them to the American school setting and prepare them to participate in mainstream classes.
  • English as a Second Language (ESL) Instruction Model - direct language development instruction delivered by a highly qualified ESL teacher; ESL-certified teacher provides explicit language instruction to students focused on proficiency in the English language, including grammar, vocabulary, and communication skills.
  • Sheltered Instruction Model – teacher provides instruction that simultaneously introduces both language and content, using specialized techniques to accommodate ELs’ linguistic needs. Instruction focuses on the teaching of academic content rather than the English language itself, even though the acquisition of English may be one of the instructional goals.
  • Dual Immersion Program Model – ELs and non-ELs receive instruction in English and a non-English language
  • Content-based ESL Model – ESL-certified teacher provides language instruction that sues content as a medium for building language skills. Although using content as a means, instruction is still focused primarily on learning English.

 

 

  1. TELPA Cut Scores Chart: