Trisha Deck Caice Gallaher Zack Litfin

 

ESL - DISTRICT EL PLAN

This district plan follows state and federal guidelines in providing service to English Learners, formerly called Limited English Proficient (LEP) students.

History of English Learners (ELs) in the District:
The Miamisburg City School district is comprised of one high school, one middle school, seven elementaries and one pre-school. The total student population is approximately 5400 students. The EL population as of the fall of 2017 is approximately 124 students representing 15 different languages. In 2004, there were total of 45 students. By the 2014 school year, we had exceeded 100 students who qualified as EL.

Mission Statement:
The mission of the Miamisburg City Schools’ English as a Second Language (ESL) Program is to assure that English Language Learners (EL) receive a high quality education from qualified and caring professionals, the results of which are academic and social success. The goal of the ESL Program is for students to acquire a level of English Language proficiency that enables them to meet grade level promotion requirements, state mandated graduation requirements, and ultimately, to compete successfully in mainstream society prepared for college and career readiness.

Legal Basis:

The Equal Educational Opportunity Act 1974; Lau v. Nichols 1974; Title VI, Civil Rights Act 1964; Title I and Title III; Every Student Succeeds Act 2015

Educational Theory and Goals:
The Miamisburg City Schools’ Title III language instruction educational programs will ensure English Learners (EL) are being served by a continuum of programs to advance English proficiency. Our educational program emphasizes the mastery of English language skills, as well as, mathematics, science, and social studies, using research-based methodologies suitable for English language acquisition.Instruction will commensurate with the student’s level of English proficiency and academic achievement. We offer instructional programs to our students which provide non-native speakers of English with the linguistic, academic, and social skills necessary to cultivate competence in
cultural enrichment, listening, reading, speaking, and writing of the English language.

Definition of English Learner (formerly known as Limited English Proficient):
A child who is an English Learner is: between the ages of 3 and 21; enrolled in an elementary or secondary school; has a native/home language other than English, whether born in the U.S. or another country; and has such difficulty speaking, reading, writing, or understanding English that the student may be unable to perform well enough in class or on state tests to meet expected state
standards of achievement. (Source: ODE guidelines for English Learners)

General:
The district follows state and federal guidelines in screening, classifying, servicing, testing, monitoring, and exiting students whose primary language is a language other than English.

Screening:
The parent/guardian of any newly-enrolling student must complete a Home Language Survey form created from the example provided by the Ohio Department of Education’s Lau Center website. This form becomes part of the student’s cumulative record. It is provided to every parent enrolling their student.

If a language other than English is indicated on the Home Language Survey, the building Administrative Assistant notifies the ESL teacher assigned to the building and provides them with a copy of the survey. The ESL teacher reviews the student’s records and either (a) obtains English Language Proficiency scores from another district (if available); or (b) completes an initial screening of the student’s English proficiency levels. The screening test is IDEA Proficiency Test (IPT) and measures proficiency in listening, speaking, reading, and writing; it is administered by the ESL teacher. The results are then recorded in the student file and the district tracking spreadsheet. An EL plan is written and then shared with all educational staff who will service the student. The spreadsheet contains demographic information, country of origin, time in US, IPT or other test scores, and current proficiency level. This information is shared with the ESL teachers, Director of Student Services, Student Services Administrative Assistant and Curriculum Directors. Using the results of the screener, the student is either classified English Learner (EL) or Non-English Learner (NEL). Criteria for classification as EL are based on those issued by the State of Ohio in compliance with the Every Student Succeeds Act.

Parent Notification:
If the student is classified as NEL, we record the status on the spreadsheet, place documentation in student folder and send written notification home to parents. If the student is classified EL, the ESL teacher will record the status on the spreadsheet, write an EL plan for student to share with all colleagues servicing student, send written notification and seek permission to service student home.

If permission is denied, the building ESL teacher will request a meeting with the parent to determine the reason for denial of services and clarify any misunderstandings. If the parent still wishes to deny services, the parent is asked to signed a denial form for documentation and continue to assess student yearly until proficiency is obtained.

Program of Services:
If permission is given the ESL teacher writes an EL plan for student to share with all colleagues servicing student, provides indicated services and provides support to general education teachers. A continuum of services has been established to ensure challenging academic programs and services are available for all ELs. Depending on student need, services can be provided in a range beginning with pulling a student out of the academic setting to ESL teachers pushing into the academic setting. Student’s progress will be monitored and services adjusted based on need. This continuum of services will continue until the EL student has reached a level of English Proficiency as determined by the Ohio Department of Education. Exit from the program will be determined through a combination of academic progress and a score of Proficient on the OELPA test.

Communication of Needs:
All school buildings will receive a spreadsheet listing their EL students, OELPA levels and Ohio State Test reading scores. EL plans will be developed and reviewed yearly. The plan is shared with classroom teachers and administration. The plan will list appropriate classroom accommodations and testing accommodations for students at each level. School staff will use this information to help them provide appropriate instruction to the EL students.

Staffing:
Pull-out, push-in, and consultative services are provided by three ESL teachers employed in the district. Two of the three teachers have TESOL endorsement while the third is Early Childhood (P-3) certified.

In order to build the capacity for classroom teachers to provide support within the general education classroom, ESL teachers will provide ongoing professional development at the building level. ESL teachers will also work with individual classroom teachers on how to best support their student’s individual needs as necessary. 

ESL teachers will produce a quarterly EL newsletter that will provide classroom teachers with tips and strategies for working with EL students as well as provide them with information to promote cultural competence. Each building is provided with resources that regular education teachers are able to access and use in the classroom to support EL students. ESL teachers are available to collaborate with classroom teachers on differentiation for their EL population.

Resources:
EL teachers will help to facilitate the acquisition of interpreters for any parent meeting where necessary and have written materials translated whenever possible. If an EL student is also identified as a student with a disability, the EL teacher will provide relevant background information and progress as it relates to the student’s language acquisition to be included in the student’s Individual Education Plan.

The district has multiple resources at their disposal to help support EL students including Reading A-Z ESL program, Starfall, portaportal, Snap & Read, Duolingo, and various language specific dictionaries.

Transition:
All EL students are given an annual assessment of English Language proficiency. Currently, in the State of Ohio, ELs in grades K-12 are given the online Ohio English Language Proficiency Assessment (OELPA) during the months of February and March.

When an EL student achieves a composite score of Proficient on OELPA, written notification is sent to parents and the data collection spreadsheet is updated to indicate that student has achieved proficiency. Students achieving proficiency are recorded on a building based list in order to monitor and provide background for future general teachers. The student’s file is moved to Proficient status for future reference if needed. The student is monitored for continued success in the general education classroom for two years past exiting the program.

ESL teachers keep school lists that document current EL students being serviced as well as all students who have met Proficient level. These lists are shared with School Administration and all staff servicing the students. Lists are constantly updated throughout the school year.