Westwood Community School District
PK-12 Lau (EL) Plan for Serving
English Language Learners (ELs)
Revised September 2024 Westwood Community School District
PK-12 Lau (EL) Plan for Serving English Learners (ELs)
September 26, 2024
Required Lau Leadership Team Members: Jay Lutt (Superintendent), Matt Drees (7-12 Principal), Jill Kerr (PK-6 Principal), Connie Smits (Guidance Counselor/Equity Coordinator), Lena Terry (EL Teacher), Cass Burkhart (High School Spanish Teacher)
Sherri Anderson, NWAEA Title III Grant Coordinator and Steve McHugh, NWAEA EL Consultant
Lau Plan
The district plan designed to meet the instructional needs of English Learners (ELs) is referred to as the Lau Plan (Lau v. Nichols, 1974). The Lau Plan was collaboratively written by the K-12 team identified above and includes the following required critical elements:
I. LAU PLAN GUIDING PRINCIPLES
Students served in the Westwood ESL program will demonstrate:
English language development goals:
A measurable increase in the ability to comprehend spoken English
An increase in their ability to express themselves in English orally and in writing
Measurable growth in the use of English through varied methods of assessment and evaluation
Measurable growth in functional level of English speaking and writing in the regular classroom
Academic achievement goals
Educate ELs to the same standard of excellence as all students in the school district and implement measures of English language proficiency as required by Title III, sections 3102(2), 3115(a).
Teach listening and reading English skills with emphasis on comprehension in both social and academic settings.
Teach speaking and writing English skills with an emphasis on quality production in both social and academic settings.
Cross-cultural goals:
Instill positive self-concepts and attitudes toward school in EL students.
Develop students’ awareness of cultural diversity and encourage pride in their own bilingualism and biculturalism.
Multicultural, Gender-Fair Education
1. Iowa Code Chapter 256.11 EDUCATIONAL STANDARDS
Rationale for Multicultural, Gender Fair Approaches
When students see the contributions and perspectives of their group included in the curriculum it connects the learner to the curriculum. It tends to contribute to a higher self esteem, stimulate greater motivation to learn, and ultimately to higher achievement.
When students see the contributions and perspectives of other groups included in the curriculum, it tends to prevent students from developing an inflated sense of self/group superiority, which can contribute to ethnocentric perspectives, paternalism, and subtle forms of racism and sexism over time.
It exposes students to the diversity of their country and the world and therefore better prepares them to live and work successfully in a diverse world and a global economy.
The Goals of Multicultural Gender-Fair Education
1. To help students to develop positive and realistic self concepts regardless of their gender, race, national origin, or disability.
2. To assist students to understand that both men and women, diverse racial/cultural groups and persons with disabilities have made valuable contributions to the heritage of the United States and this rich diversity enriches and strengthens our country.
3. To assist students to understand that all persons are members of the human race and that they have common needs, feelings, and problems.
4. To assist students to develop positive interpersonal and inter-group communication techniques as well as the motivation to play an active role in the solution of societal problems and conflicts.
5. To provide a warm, supportive, and inclusive learning environment for all students so that they can achieve their maximum potential.
II. IDENTIFICATION AND PLACEMENT OF ELs IN A LANGUAGE INSTRUCTION EDUCATIONAL PROGRAM (LIEP)
The Iowa Department of Education (DoE) defines an English Language Learner (ELL) in general terms as, “a student who is in the process of acquiring English proficiency and has a first language other than English or in addition to English”. The DoE’s manual, “Standardized Entrance and Exit Procedures for Iowa's English Learners,” serves as an overarching guide for entrance and exit of ELLs at ESC. This manual may be found at https://educateiowa.gov/documents/standardized-entrance-and-exit-procedures-iowas-english-learners
Iowa educators are actively responding to the unique needs of ELs. The goals of our LIEP program are to align with Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). Since the number of ELs in our classrooms is increasing, ALL teachers have a crucial opportunity and responsibility to address their instructional needs.
A. HOME LANGUAGE SURVEY IA-
All parents of new students to the district are asked to complete the Iowa Home Language Survey-IA (281-60.3(1a) at time of registration. (Only one HLS should be filled out for a student throughout their K-12 schooling when they begin in an Iowa school district, If they are coming from a district within Iowa where the HLS was completed the school district must use the original survey.) The survey, which includes student race and ethnicity reporting (beginning 16-17), is found at www.transact.com in 28 languages. Completed home language surveys are placed in the student’s cumulative folder. The Westwood CSD is prepared to conduct oral or native language interviews in the student’s home language in Spanish with those adults who may not have sufficient English or literacy skills to complete a survey written in English or in their home language (281-60.3(1). If there is a need for other languages, every attempt is made to find competent adults in the community for interpretation.
If a new family indicates a language other than English on the HLS-IA, or there are other indicators of EL needs, the enrolling school secretary lets the EL teacher know about the arrival of the student. The EL teacher will facilitate the identification process as needed.
Note that a positive response to an item on this survey does not in itself identify a student as an English Learner (EL); it merely helps to screen students for potential consideration. The HSL must be collected and filed in the cumulative file for ALL students and includes parent signature.
B. STATE-APPROVED ENGLISH LANGUAGE PROFICIENCY PLACEMENT ASSESSMENT (ELPA21 Screener)-
When a parent indicates a language other than English on the Home Language Survey, the EL teacher will administer the Dynamic ELPA21 Screener to measure listening, speaking, reading, and writing levels in English within 30 days of the beginning of the school year (NCLB, Sec. 3302(a)), or two weeks of the student’s enrollment, if it is after the start of the school year (NCLB, Sec. 3302(d)). Completed assessments/ summary of results are kept in the student’s cumulative folder.
Administrators of the ELPA21 screener will be trained through the on-line training offered by the IDE on an annual basis. Certificates of Completion are stored in teacher’s personnel files.
C. PROCESS TO PLACE STUDENT IN APPROPRIATE LIEP AND CONTENT COURSES-
1. Describes how teams gather additional academic and pertinent data to determine ELs needs
Assessment of academic skills in relation to the student’s grade or age level
(281-60.3(1)b). All educators within the district are qualified to administer assessments of academic skills. The following assessments are used for academic testing and considered when making placement and programming decisions for students.
All certified classroom teachers and/or certified specialized teachers and assistants administer the district’s grade level assessments. The Westwood School District uses the following assessments: ISASP, Fast assessments for fluency, and aReading.
All educators within the district are qualified to administer assessments of academic skills. The following assessments are used for academic testing:
Grade Level
Test Name
Skills Assessed
3-11
ISASP
Reading, Math, Science, Language, Spelling, Punctuation, Capitalization.
K-8
FAST Math
Math
K-8
FAST CBM
Reading Fluency
K-8
aReading
Reading Comprehension
The district screens students for Language Instruction Education Program (LIEP) services using grades, teacher observation/notes, portfolios, classroom work, informal assessments, cumulative folder information, and ELPA21 results.
See “Educating Iowa’s English Language Learners,” available at: http://educateiowa.gov/index.php?option=com_content&task=view&id=683<emid=1391
2. Describes team-based placement process of ELs into LIEP programming matching their
a. English language development needs
b. Academic needs
Once language and academic skills have been assessed, the EL teachers review the data with appropriate administrators and members of the Lau Leadership Team. In addition, prior student records, student grades, medical records, and informal assessments are reviewed and used to determine placement. If the student is non-English or limited English proficient on the English language development screener (Dynamic ELPA21 Screener) or based on previous records, the student is identified for the LIEP.
LIEP services will begin upon determination.
3. Describes team-based placement process of ELs into content courses matching their
a. English language development needs
b. Academic needs
Once language and academic skills have been assessed, the EL teachers review the data with appropriate administrators and members of the Lau Leadership Team. In addition, prior student records, student grades, medical records, and informal assessments are reviewed and used to determine placement. If the student is non-English or limited English proficient on the English language development screener (Dynamic ELPA21 Screener) or based on previous records, the student is identified for the LIEP. This data will help in determining the content courses appropriate for the student in meeting his or her language and academic needs. Students will be placed in appropriate content courses based on their language and academic needs.
4. Describes placement in a general education setting that is age appropriate (within two years of actual age).
Based on the assessment results, the EL will be assigned to the mainstream classroom with students the same chronological age, with no more than two years differential (60.3 (3)a).
D. INITIAL PARENTAL NOTIFICATION OF ELIGIBILITY FOLLOWING STATE GUIDELINES IN LANGUAGE MOST EASILY UNDERSTOOD-
Parental Notification (NCLB, Sec. 3302)
When a student is identified for the LIEP:
Parents must be notified every year.
Parents are notified no later than 30 calendar days after the beginning of the school year.
Within two weeks of the child being placed in a language instruction program (if the student enrolls after the beginning of the year).
Parent Notification must include:
Reasons for identification
Method of instruction
How the program will meet the educational strengths and needs of the student
How the program will help the student learn English
The program’s specific exit requirements
How the program meets the objective of the IEP of a student with a disability
Parental information must be provided in “an understandable and uniform format, to the extent practicable,” in a language the parents can understand. See www.transact.com for parent notification form titled “English Learner Program Placement” (Meets ESSA Requirements-ESEA as amended, 2015, Section 1112(e)(3)(A). This form is sent once upon placement-eligibility notification and annually for placement notification and program description.
If our district would like a document that includes a parent/guardian signature, an additional form is available for school files – “Determination of Student Eligibility of Program Placement.” This form is located in the Parent Notifications folder in TransACT. This document is currently available only in English and Spanish (ESSA folder).
E. PARENT DOCUMENTATION OF INITIAL CHANGE FROM LIEP PROGRAMMING (INCLUDED ONLY IF PARENTS INDICATE THEY WANT TO WAIVE OR WITHDRAW FROM SERVICES)
If parents wish to waive enrollment in LIEP, a meeting will be held to discuss recommendations, concerns, ELPA21 assessment requirements and potential outcomes with parents. At this time a copy of the “Explanation of Consequences for not Participating in English Language Learner Program” notice will be given to parents. To document the parent/guardian’s decision, a “Request for Change in Program Participation” will be signed and placed in the student’s cumulative file. This meeting will be documented and filed. These forms are found on www.transact.com. The classroom teachers will be made aware of the change in the student’s program and be expected to provide appropriate support and accommodations to the student to ensure mastery of English and academic achievement. The district uses a wide range of pedagogical strategies to meet the needs of all of its learners and to support their academic progress.
Note: These students, however, continue to be tested with the ELPA21 until they are proficient.
III. DESCRIPTION OF THE LANGUAGE INSTRUCTIONAL EDUCATIONAL PROGRAM (LIEP)
A. LIEP PROGRAM GOALS
Language Goal(s):
The percentage of ELstudents making growth in reading comprehension on the subtest of ELPA21 will increase by 5% in 2024-25.
10% of EL students will show gains on the writing subtest of the ELPA21 in 2024-25.
5% of EL students will score proficient on the ELPA21 in 2024-25.
Academic Goal(s):
10% of EL students will demonstrate one year’s growth in reading and math on the Iowa Assessments annually.
B. DESCRIPTION AND IMPLEMENTATION OF SPECIFIC STATE-APPROVED LIEP MODEL(S) USED IN THE DISTRICT AND THE PROCESS TO PLACE STUDENTS- The Westwood Community School District uses the Newcomer’s Program model and the Other English as a Second Language Program model.
1. Newcomer’s Program: Newcomer students are recent immigrants who have little or no English proficiency and may have had limited formal education in their native countries. Our district will assess the needs of our newcomers. Based on the results of the assessments, our district will implement instruction to support their needs and help bridge the gap between those needs and regular language support programs. The objective of our program is to develop students’ English language skills, help them acculturate to U.S. schools, and make them aware of educational expectations and opportunities. Providing a welcoming and safe environment will be the main focus when a newcomer arrives. Assigning a mentor to the student, teaching school routines (such as how lunch works, how to do recess, how to pass in hallways, the how to’s of the classroom,etc.), teaching commands and basic English, and mentoring the family will help to bridge the gaps.
2. Other English as a Second Language Program (ESL): The ESL program integrates Common Core Standards. Collaboration between mainstream and the LIEP teacher is frequent and ongoing, including lesson planning, sharing of instructional materials, and using appropriate strategies for English proficiency.
ELs are in the mainstream classes with non-ELs. The goal is both academic content and proficiency in English. The ELs are integrated in the mainstream, English-only classroom for all core-content areas, and receive intensive pull-out services during non-core instruction time to meet their needs. The focus is on vocabulary, grammar, concepts, etc. The goal is to help ELs achieve proficiency in reading, writing, listening, and speaking in English. The LIEP teacher has appropriated ESL certification.
Frequency and intensity of services by grade level/span (high school vs. elementary) and/or current English proficiency level is determined by individual student language and academic needs.
ELs at all proficiency levels receive direct LIEP instruction unless services have been waived. Classroom teachers will be made aware of students whose parents have waived LIEP instruction. Teachers will be expected to provide appropriate support and accommodations to the student to ensure mastery of English and academic achievement. The district uses a wide range of pedagogical strategies to meet the needs of all of its learners and to support their academic progress.
C. DESCRIPTION OF ANNUAL PARENTAL NOTIFICATION OF CONTINUING PLACEMENT AND PROGRAMMING OPTIONS IN LANGUAGE MOST EASILY UNDERSTOOD
Parents are notified no later than 30 days after the beginning of the school year.
Parents are notified within two weeks of a child being placed in a language instruction program (if a student enrolls after the beginning of the year).
Parent notification includes:
Reasons for identification
Child’s level of English language development
Method(s) of instruction
How the program will meet the educational strengths and needs of the student
How the program will help the student learn English
The program’s specific exit requirements
How the program meets the objectives of the IEP of a student with a disability
Parental information is provided in “an understandable and uniform format, to the extent practicable,” in a language that the parents can understand. See www.transact.com for parent notification form titled English Learner Program Placement (Meets ESSA Requirement-ESEA as amended, 2015, Section 1112(e)(3)(A). A copy of the completed Parent Notification forms are placed in the student’s cumulative folder by Lena Terry, EL teacher, or office staff.
D. PROCEDURES FOR ANNUAL COMMUNICATION WITH PARENTS WHO HAVE WAIVED LIEP SERVICES
If parents wish to waive enrollment in LIEP, a meeting will be held to discuss recommendations, concerns, ELPA21 assessment requirements and potential outcomes with parents. This meeting will be held annually, giving the district an opportunity to review this information with parents. During this meeting, the parents will be provided with the “Explanation of Consequences for not Participating in English Learner Program.” The waiver must be signed annually by parent(s). The meeting is documented and filed. The signed waiver/refusal of LIEP is placed in the student’s cum. folder. This form is found on www.transact.com and titled “Request for Change in Program Placement.” The classroom teachers will be made aware of the waiver and expected to provide appropriate support and accommodations to the student to ensure mastery of English and academic achievement. The district uses a wide range of pedagogical strategies to meet the needs of all of its learners and to support their academic progress.
Note: These students, however, continue to be tested with the ELPA21 until they are proficient.
E. HIGHLY QUALIFIED LIEP AND CONTENT STAFF: (staff who hold appropriate endorsements to deliver services to ELs): All ESL teachers hold a valid Iowa Teaching license and an appropriate ESL endorsement. [Iowa Code 281-60.3(2)] They are considered highly qualified by the Iowa Board of Educational.
Lena Terry- LIEP teacher
Teachers providing instruction through content area classes are endorsed in the content area in which instruction is being provided.
F. DESIGNATED ADMINISTRATOR OVERSIGHT FOR LIEPs:
Jay Lutt- Superintendent
Mr. Lutt has the opportunity to attend EL training, workshops and professional development provided by the Iowa Department of Education, and Northwest AEA.
G. ACCESS TO IOWA CORE AND ENGLISH LANGUAGE PROFICIENCY (ELP) STANDARDS-
The Westwood CSD uses a variety of program models in the English as a Second Language Program. Each program model integrates Common Core Standards and ELP standards. All teachers grades K-12 incorporate the Core Standards, which are aligned to the ELP standards, in their instruction. The LIEP program integrates the ELP standards in each program model. Collaboration between mainstream and LIEP teachers is frequent and ongoing, including lesson planning, sharing of instructional materials, and integration of appropriate strategies for content and language comprehension and acquisition. All teachers incorporate the English Language Proficiency (ELP) Standards (reading, writing, speaking and listening) in their core classes.
H. CURRICULUM AND RESOURCES FOR LIEP-
The district will purchase and modify instructional materials that are appropriate to the needs of the learner and goals of instructional programs (280-180.4). State funding is provided for the excess cost of instruction of ELL students. (281-60.4) and 60.6 (280). During core curriculum reviews the district will consider the language and academic needs of their ELs. The LIEP teacher and general education teacher(s) will also search out the most effective and appropriate research based strategies and materials to utilize with ELs so that they are able to meet the rigorous academic demands. The focus will be on reading, writing, speaking and listening.
Access to Imagine Learning through Northwest AEA.
Access to Northwest AEAs Loan Out Materials/Library
IV. PROCESS TO PROVIDE MEANINGFUL ACCESS TO ALL CO-CURRICULAR AND EXTRACURRICULAR PROGRAMS AND ACTIVITIES
English Learners will be evaluated for GT services if they demonstrate the following characteristics:
Acquires a second language rapidly
Shows high ability in mathematics
Displays a mature sense of diverse cultures and languages
Code switches easily
Demonstrates an advanced awareness of American expressions
Translates at an advanced level (orally)
Navigates appropriate behavior successfully within both cultures
A. Process in place for identifying and serving gifted/talented (GT) ELs
Grades: PreK-2
Stage I: Nomination: At this stage all students will be looked at based on the following:
A. Teacher Nomination
B. Parent Nomination
C. ISASP test scores – 90 percentile or better on Math Total and/or Reading Total. National Percentiles will be used.
D. Checklist inventories (when ability test scores are not available at grades PreK-2)
E. CogAT test can be individually administered by Gifted Teacher
Stage II: Screening Process: At this stage, information from Stage I will be quantified and ranked to determine the top 10%. Students may receive curriculum adaptation within the regular classroom at this stage.
Stage III: Identification and Placement Process: At this stage, a committee consisting of the TAG teacher, principal, guidance counselor, and classroom teacher(s) when needed, will meet to select students who need alternative programming. Students who would most benefit from such programming will be selected for individualized instruction. This process will involve determining the top 3%. Information gathered from inventories, interviews, rating scales – such as the Renzuli Learning and Motivation scales and the above test data will be used. Subject and/or Grade Level Acceleration can take place at this level
Grades: 3-12
Stage I: Nomination – (To determine top 25%) At this stage all students will be looked at based on the following:
A. Teacher Nomination
B. Parent Nomination
C. ISASP test scores – 90 percentile or better on Math Total and/or Reading Total. National percentiles will be used.
B. Teacher Nomination
C. Parent Nomination
D. Cognitive Abilities test scores (when available) – Very superior level (Stanine minimum of 7)
E. Iowa Algebraic Aptitude Test for Math Placement into Pre-Algebra
F. Checklist inventories (when ability test scores are not available)
Stage II: Screening Process: At this stage information from Stage I will be quantified and ranked to determine the top 10%. Students in Stage I will be considered at this stage for academic programs and competitions such as National History Day, Math Bee, STEM Festival, WINGS, SSDC, and Math Olympiad based upon test scores and teacher recommendations. Students may also receive curriculum adaptation within the regular classroom at this stage.
Stage III: Identification and Placement Process: At this stage, a committee consisting of the TAG teacher, principal, and guidance counselor will meet to select students who need alternative programming. Students who would most benefit from such programming will be selected for individualized instruction. This process will involve determining the top 3%. Information gathered from inventories, interviews, rating scales – such as the Renzuli Learning and Motivation scales and the above test data will be used. Subject and/or Grade Level Acceleration can take place at this level.
Iowa code Chapter 59 states that gifted and talented students are “those identified as possessing outstanding abilities who are capable of high performance and require appropriate instruction and educational services commensurate with their abilities and needs beyond those provided by the regular school program. Gifted and talented children include those children with demonstrated achievement or potential ability.” ELs will be evaluated for TAG services if they demonstrate the following characteristics: acquires second language rapidly, shows high ability in Math, displays a mature sense of diverse cultures and languages, code switches easily, demonstrates an advanced awareness of American Expressions, translates at an advanced level (orally), and/or navigates appropriate behaviors successfully within both cultures. The ELL referral form serves as a starting point for this process. The Lau Leadership team, led by EL teacher, Lena Terry, will meet and discuss recommendations. The team may choose to gather more information, such as work samples, test scores, and teacher input, and may choose to do a follow-up meeting to review prior to referral for TAG services. If the team determines TAG services are needed, the data collected will be used to develop services to extend the student’s learning in the areas in which he/she demonstrates a need. These services will be provided in collaboration with the TAG teacher, ELL teacher, and the classroom teacher and will be tailored to the student’s unique learning needs. Accommodations will be provided during TAG time to support the student’s language needs. Reading, writing, listening and speaking skills will be incorporated into the GT services based on EL’s language needs.
See also:
Identifying Gifted and Talented English Language Learners: Grades K-12. This guide was developed and distributed by the Iowa Department of Education & The Connie Belin & Jacqueline N. Blank International Center for Gifted Education & Talent Development
“Educating Iowa’s English Language Learners”
http://educateiowa.gov/index.php?option=com_content&task=view&id=683<emid=1391 (pg 26,66, 78)
B. Process in place for identifying and serving ELs in special education
ELs have specific needs and considerations that must be taken into account when they are progressing through the stages of language acquisition. Such considerations include the following:
Is the learning environment supportive for language development of ELs?
Have personal and family factors been considered?
Have physical and psychological factors been taken into account?
Has information been gathered about the ELs previous schooling experiences?
Is the child proficient in oral language and literacy in both firt (L1) and second language (L2)?
Is there academic achievement in both L1, if available, and L2?
Have cross-cultural factors been considered? How is information gathered about others’ ways of doing things and their values and beliefs?
The Iowa Administrative Rules of Special Education 41.48(2) outlines the requirements and needs for general education interventions prior to considering placement in a special education program.
The Iowa MTSS (Multi-Tiered Systems of Support) framework is implemented in all classrooms throughout the district. Before any special education referrals are put in place, EL strategies should be tried. These strategies are best developed through collaboration between the EL teacher and the classroom teacher and should be implemented in the general education setting with adequate assessment data collected. The strategies may be universal strategies that are good for all students. The EL should only be referred to special education after several EL strategies have been tried over time and yet no progress is being made in the ELs English language acquisition. If the strategies do not improve the ELs progress in English language acquisition, the special education referral process may begin. Special note: EL strategies should not be used to qualify ELs for special education nor should the LIEP (ESL) program is seen as a special education intervention. Note: A student may receive special education and EL services if they meet the requirements for services in both areas. Special education services do not trump LIEP. Additional testing and review of records including teacher interviews, student interviews, parent interviews, academic achievement records, and state assessments, will be used to make this determination. The EL referral form serves as a starting point for this process. The LAU Team will meet to discuss concerns and make recommendations. A follow-up meeting and recommendations are made at that point for special
education services.
Special note: The IEP team includes the LIEP teacher in all discussions regarding ELs who are being considered for special education services. Please refer to the Superintendent’s Memo-Joint Guidance OCR/DOJ, sent to superintendents on January 7, 2015. Letter from US Secretary of Education Cardona 11.16.2023. Equivalent of Dear Colleague Letter (January 2015).
C. Process in place for identifying and serving ELs in all co-curricular programs (e.g., Title I, Reading Recovery, At-Risk, career and technical education programs, counseling services, Advanced Placement and International Baccalaureate courses)
The district provides access to all students, including all ELs, to various programs and services offered by the district. Assessment screeners and data will help determine program qualifications based on students’ needs. The EL teacher will work with administrators and other educators in the identification and placement of students in a variety of programs. The language needs of the EL will be supported within the program with a focus on reading, writing, listening and speaking. The school will provide parents and students with communication about programs and eligibility in a language most easily understood.
D. Process in place for identifying and serving ELs in extra curricular (e.g. performing and visual arts, athletics, clubs, honor societies) The district provides access to all students, including all ELs, to various programs, organizations, services and clubs offered by the district. The EL teachers will work with the EL to determine interests and points of contacts for activities and services that are applicable. The EL teacher will work with administrators and other educators in the identification and placement of students in a variety of other programs. The language needs of the EL will be supported within the program with a focus on reading, writing, listening and speaking. The school will provide parents and students with communication about programs and eligibility in a language most easily understood.
V. ONGOING, EMBEDDED DISTRICT LEVEL EL PROFESSIONAL DEVELOPMENT FOR STAFF WHO DELIVER INSTRUCTION OR SUPPORT THE LIEP FOR ELs
Ongoing EL Professional development (PD) provided for staff who support the LIEP
In-service training is provided for all staff involved in the educational process of ELs (281-12.5(8), 12.8(1), and 60.3(3)b5). All educational and appropriate school personnel receive in-service training regarding instructional techniques and modifications for ELL students, with continuing training provided according to the district's Comprehensive School Improvement Plan (281-12.7(256) and 281-60.3(3)b5). A record of professional development activities will be maintained.
The district provides opportunities for EL and regular education staff to attend conferences and workshops offered by Northwest AEA and the IDE that focus on EL issues and pedagogy. An annual EL in-service will be provided to all staff focusing on strategies that benefit EL learners. The EL teacher is available for consultation and collaboration regarding adaptations, modifications, and accommodations appropriate in assisting those with English language needs. Building administrators attend workshops pertaining to EL needs, advise and assist in editing this plan as needed, assist in creating appropriate in-service topics to be delivered, attend EL in-services, and encourage the use of EL methodology/strategies within the classroom.
Annually, all teachers are informed about EL students in his/her classroom. This information may include (ELPA21) results and students’ current levels of English language acquisition utilizing the Language Acquisition Chart.
Professional development is provided to required staff as designated by the Iowa Department of Education for English Language Proficiency Standards “(Beginning in 2016-2017, all licensed staff providing service to ELs (i.e. content teachers and other certified support staff) must complete the training. By 2017-18, in accordance with the new definitions in rule 281-60.2(280) in Chapter 60, all staff responsible for the LIEP service or supporting such services must be trained (e.g. paraprofessionals, instructional coaches).” memo from Dave Tilly Oct. 7, 2015
The Lau Plan Committee will meet two times a year.
The first meeting will take place in the fall and will address the following:
Review of district’s LAU plan
ELPA21 Screener scores
Number of ELs in district
Programming services
EL professional development for the current school year
The second meeting will take place in the Spring and address the
following:
Discuss student ELPA21 scores/results
Determine which students meet the exit criteria
Review and make changes, if needed, to the LAU Plan based on the district’s evaluation process
Update LAU Plan with revised rubric from the DE (date revised, LAU Team members’ names and positions, ELP standards, etc.)
Update District Self-Study Document
B. District training of English Language Proficiency Standards and Implementation
Option A: Certified staff members directly responsible for delivering the LIEP (and others they deem appropriate) view the training modules for English Language Proficiency Standards and Implementation individually or collectively via AEA PD Online and take the associated brief quiz to document completion and content attainment.
Each staff member will have the opportunity to download a “Certificate of Completion”. Certificates will be filed in the personnel files.
EL teacher, all K-12 certified staff and administrators were trained in Modules 1-3 by the end of the 2018-2019 school year. EL Teacher and all certified staff were trained in Modules 4-6 by the end of the 2018-2019 school year. Newly hired certified staff who have ELs in their classroom will have 12 months to complete Modules 1-6. Building administrators oversee the training and certificates.
VI. ANNUAL ENGLISH LANGUAGE PROFICIENCY ASSESSMENT AND ADMINISTRATION (ELPA21)
A. Annual training to staff assigned to administer ELPA21:
(This assessment is tightly aligned to Iowa's ELP standards and corresponds to the Iowa Core Literacy Standards. It has been developed in six grade bands: K, 1, 2-3, 4-5, 6-8, and 9-12.)
ELs are evaluated annually with a standardized English language development instrument recommended by the state of Iowa. The state is currently using the The English Language Proficiency Assessment (ELPA21) to measure growth and proficiency.
All certified LIEP staff and LIEP para-professionals will receive annual ELPA21 training in order to administer the assessment. Administrators of ELPA21 are trained through the IDE’s on-line training. Completed training certificates are kept on file at the district building level. Parents are informed prior to the test that their child will be assessed with the ELPA21. Parent notification forms can be found at www.transact.com.
All students who have been identified as ELs (including those students whose parents have waived/refused services) are assessed.
B. Dissemination of scores to stakeholders:
The test results are sent to parents so that they are aware of the language growth of their child. Data is shared with pertinent staff such as classroom teachers, administrators, resource personnel, etc. The results of these tests will be used to measure progress and assist in meeting individual student needs. Information will be disseminated to appropriate staff for instructional decision- making and program development.
C. Appropriate training to interpret results for staff
Training will be presented through webinars. Timelines will come from
the Iowa Department of Education in the fall.
D. Utilization of assessment results to guide instruction and programming
The LIEP staff analyzes the data to make appropriate instructional support and core and LIEP program decisions (current and future). The focus is on students’ language acquisition skills in reading, writing, speaking and listening.
VII. LIEP EXIT CRITERIA AND PROCEDURES
LIEP Exit Criteria for 2024-2025 Academic Year
The student:
1. Achieves the required score for proficiency on ELPA21
B. LIEP exit procedures
Students must be exited during the allowable window (end of school year to October 1st, student count) after ELPA21 results are received.
When a student is exited from LIEP parents are notified. A copy of the “Program-Exit Letter-A” is given to parents and a copy is filed in the student’s cum. folder. This letter can be found at transact.com.
The district’s designated staff member will enter the exit codes and information into Student Reporting in Iowa (SRI). District data personnel responsible for entering data should refer to the Iowa Department of Education’s Data Dictionary.
Exited students will beginning two year monitoring (pending ESSA guidance)
VIII. MONITORING PROCEDURES AFTER STUDENTS EXIT THE LIEP PROGRAM
Monitoring procedures in place after students exit the program: Once students have formally exited the LIEP, the state, through the Student Reporting System, still “monitors” the student for two more years. ELs who have exited the program are monitored for sufficient progress by the EL staff (Lena Terry, ESL Teacher), administrators, and general education classroom teachers. Criteria considered when monitoring ELs that have been exited from the program include: attendance, classroom grades, Iowa Assessment information, and performance on other district assessments). Progress will be documented by the EL staff.
LIEP re-entry procedures in place if indicated by data including notification of parents/guardians: If during the two year monitoring process, the student does not maintain adequate academic progress based on the data in the above criteria, the student may re-enter the LIEP. EL staff will solicit the approval and support of re-entering the student into the LIEP. A meeting will be held with parents to discuss their child’s progress and any concerns of the educators and parents. The district will use the “English Learner Program Placement” form to document notification to the parents. The EL teachers will determine the appropriate support and programming for the EL Student. When a decision has been made, it will be documented, signed by parents and staff, and placed into the student cumulative folder.
The student will the only be re-entered based on proof of non-proficiency
in a language domain area as indicated by the ELPA21 Dynamic Screener
(or another standardized English proficiency assessment).
The district data personnel responsible for entering data should refer to the Iowa Department of Education’s Data Dictionary.
IX. LIEP EVALUATION
LIEP Evaluation in Place:
The LIEP will be evaluated yearly by the LAU Committee, led by EL Teacher Lena Terry, to determine the effectiveness of the program(s) and the growth of the students being served. The following questions will be examined:
1. Is the program based on an educational theory recognized as sound by experts in the field or is considered by experts as legitimate experimental strategy?
2. Are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively?
3. Does the school district evaluate its programs and make adjustments where needed to ensure language barriers are being overcome?
4. Is there evidence regarding progress made toward meeting Lau Plan LIEP goals in both English language development and academic achievement.
5. What are our EL professional development needs?
6. What are our staffing needs?
The LAU Leadership team will meet twice annually, at the beginning and the end of the school year, to evaluate the LIEP. Process evaluation will be used to determine program effectiveness and necessary changes. Students’ needs are the primary consideration, as well as whether the program has been carried out as planned. Process evaluation occurs formatively through student evaluation, parent-teacher conferences, and dialog with content area teachers and administrators. The prime factor in the program’s success is student growth and development in both language skills and subject or content matter areas.
At the end of the school year the LAU Leadership Team will use the District Self-Study Guide to help determine program effectiveness. The District Self-Study Guide of Educating Iowa’s English Language Learners; A Handbook for Administrators and Teachers is available at: https://www.educateiowa.gov/sites/files/ed/documents/0405_pk12_ell-study-guide.pdf
X. Appendices
Letter to Districts from the U.S. Department of Justice:
Description of LIEP Models
TransACT.com documents
English Language Proficiency Standards Training Options (excerpt from Dave Tilly e-mail, May 6, 2016)
“Title III Compliance Assurances: Checklist for Districts”
Appendix A
Please download the full Department of Justice and Office of Civil Rights Joint Guidance document from:
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
Appendix B
Description of LIEP Models
www.2.ed.gov/about/offices/list/ocr/EL/glossary.html
Newcomer Program: Newcomer programs are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants; typically, students attend these programs before they enter more traditional programs (e.g., English Language Development programs or mainstream classrooms with supplemental ESL instruction).
Sheltered Instruction: An instructional approach used to make academic instruction in English understandable to ELs. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.
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.
Dual Program: Also known as two-way, or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.
Other Bilingual Program: Bilingual education…refers to approaches in the classroom that use the native language of English language learners (ELs) for instruction. www.nabe.org/BilingualEducation
Appendix C
Home Language Survey - IA
Determination of Student Eligibility for Program Placement (Optional) - Notification that student was screened based on Home Language Survey-IA and reports initial placement or students who don’t qualify
English Learner Program Placement (Required – Meets ESSA Requirements) for initial, annual, and re-entry placement notification
Request for Change in Program Participation - waive or withdraw from LIEP/bilingual services
Explanation of Consequences for not Participating in English Learner Program –
Describes compliance with Civil Rights law that requires districts to provides services that will help the child attain English proficiency and access academic content by placing the responsibility onto the child’s classroom and/or content area teacher(s), and
Informs parents that the child still participates in the ELPA21 until they meet exit criteria.
Program Exit Letter – A - for students who are eligible to exit services
Appendix D
English Language Proficiency Standards Training Options (excerpt from Dave Tilly e-mail, May 6, 2016)
The Iowa Department of Education has worked with ELPA21 (English Language Proficiency Assessment for the 21st Century) and a consortium of states to develop training modules that can be used to address the required training on the ELP Standards. School districts and AEAs responsible for delivering the training have several options for how to use the modules to support the required training on the ELP standards:
A. AEAs and school districts may require the certified staff members directly responsible for delivering the LIEP (and others they deem appropriate) to view the Modules individually or collectively via AEA PD Online and take the associated brief quiz to document completion and content attainment.
B. AEAs and school districts may use the modules flexibly (chunk the content, provide training to groups where they watch the modules together with some facilitated discussion, alter the sequence, facilitate learning activities in conjunction with the modules, etc.) as long as the modules are viewed in their entirety through the delivery method determined by the AEA or the school district.
C. AEAs and school districts may deliver training using the content within the modules but not necessarily use the modules or only use clips from the modules - this will require submitting a training plan and receiving Iowa Department of Education approval prior to starting the training with staff. This option will also require that AEAs/school districts provide verification of training completed, the list of all participants who completed the training, and evidence of participant learning. The plan must include:
a. The trainers and the target audience for each training session.
b. The specific content and learning outcomes for each training session.
c. The learning activities that will be used to deliver the content.
d. How the trainers will assess whether or not the participants are meeting the intended outcomes.
Appendix E
Title III Compliance Assurances: Checklist for Districts
___ The district maintains and annually revises the district Lau (EL) Plan. [NCLB Sec. 3116] (Lau v. Nichols, 1974)
___The district has a policy of admitting students regardless of their immigrant status or English-speaking status. [Plyer vs. Doe (1982); Title VI of the Civil Rights Act (1964)]
___ The district provides information and communication to the parent(s) in the language the parent(s) understand to the extent practicable. [NCLB Sec. 3302(c)]
___ The district will promote parental and community participation in programs for ELs [NCLB Pub. L. No. 107-110].
___The district includes a Home Language Survey (TransAct form IA) in registration materials for all students and maintains these forms in student cumulative folders. [Iowa Code 281-60.3]
___The district uses the state-approved language proficiency test (ELPA21) to screen and identify ELs (including parental notification) within the first 30 days of a student being enrolled in the district at the beginning of the school year, and within 14 days thereafter. [NCLB Sec. 3302(a); Iowa Code 281-60.3(1)b]
___ The district ensures educators administering the state-approved language proficiency test for identification & placement recertify annually.
___The district notifies parents of program eligibility and placement within the mandated time frames. [NCLB Sec. 3302]
___ The district has consulted with teachers, researchers, school administrators, and parents, and if appropriate, with education-related community groups and nonprofit organizations and institutions of higher education, developing Title III programs and activities [NCLB, Pub. L. No. 107-110].
___The district provides a Language Instruction Educational Program (LIEP) with direct instruction provided by a highly qualified (ESL-endorsed) teacher. Consultative services do not meet the requirement for direct instruction. [Iowa Code 281-60.3(2)]
___ The district assures that LIEPs carried out under Title III will ensure that ELs being served by the programs develop English proficiency. [NCLB, Pub. L. No. 107-110].
___The district ensures that teachers of ELs are fluent in oral and written English [NCLB Sec. 3116(c)]
____The district has a designated administrator overseeing the district’s LIEP.
___ The district ensures that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging district academic content and student academic achievement standards [NCLB, Pub. L. No. 107-110].
___ The district has developed programs and activities for ELs and immigrant children and youth [NCLB, Pub. L. No. 107-110].
___ The district offers high quality professional development to classroom teachers (including teachers in classrooms that are not the settings of LIEP), principals, administrators, and other school or community-based organizational personnel [NCLB, Pub. L. No. 107-110].
___The district ensures the implementation of the English Language Proficiency (ELP) standards. [NCLB, Title IX, Part A, Section 9101].
___The district ensures that all paraprofessionals serving EL students are supervised by a highly qualified teacher. [Iowa Code 281-60.3(2)]
___ The district assesses the English proficiency of all EL students with the state-approved English language proficiency assessment (ELPA21) annually. [NCLB Sec. 3113(b)(3)(D)]
___ The district ensures educators administering the state approved language proficiency monitoring assessment recertify annually.
___The district disseminates ELPA21 scores to parents and district staff. [NCLB Sec. 3121]
___The district ensures that all EL students participate in district-wide assessments. [NCLB Sec. 3121]
___The district uses state-approved exit criteria to determine when students should be exited from the LIEP program [Iowa Code 281-60.3(3)b4]
___The district monitors exited EL students for two years after exiting the program (Changing to 3 years required monitoring in 2016-17 based on ESSA). [NCLB Sec. 3121(4)]
___The district reports required EL data elements on Iowa’s Student Reporting System.
___The district conducts an annual program evaluation and makes adjustments to programming as indicated by EL student achievement data. [NCLB Sec. 3121]
___The district ensures that Title III funding is not used for opportunities that are afforded all students, such as parent-teacher conference translation. This means that interpretation and translation for ELs must be paid, not using Title III funds, rather, using district funds.
___The district ensures that personnel funded by Title III are being used exclusively for EL students for the full amount of the apportionment of the funding.
___ The district is not in violation of any State law, including State constitutional law, regarding the education of limited English proficient children, consistent with sections 3126 and 3127 (NCLB, Pub. L. No. 107-110).
Checklist Completed by (print name): ___________________________________________________
Signature: _________________________________________________________________________
Date: _________________
Superintendent (print name): _________________________________________________________
Signature: ________________________________________________________________________
Date: __________________