English as a Second Language (Lau) Procedure Plan for Hannibal School District September, 2011 Program Justification Hannibal School District #60 recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by the district, the district shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs. File IGBH adopted by the BOE on 08/20/08. (See appendix for Board Policy.) To meet these needs and state and federal requirements for migratory children and students whose native or home language is other than English or who may speak a secondary language in their home environment (MSIP 6.3.6) the District has established the English Language Learners Plan for each identified student. Legal Foundation Hannibal School District #60 is obligated to follow all federal and state guidelines in providing equal educational opportunities to all students as cited by the Supreme Court ruling of the 1974 Lau vs. Nichols case and the court’s ruling in Castaneda vs. Pickard – 1981. Additionally, the No Child Left Behind Act of 2001, Title VI of the Civil Rights Act of 1964, and Executive Order 13166 for improving access to all persons with Limited English Proficiency reinforce this federal mandate. Therefore, it is necessary that the district use diligence in evaluating and meeting the needs of students with limited English proficiency. Hannibal School District #60 will: A. Identify all students whose primary language is other than English, who have or may have difficulty performing ordinary class work in English, and who cannot learn or achieve on parity with their English dominant peers. Such Limited English Proficient (LEP) students must be placed in a specifically designed language support program as prescribed by Lau guidelines.

B. Design an effective instructional program reflective of individual student needs of all limited English speaking students. C. Provide instructional programs based on second language acquisition pedagogy and sound educational practices (scientifically based) for meeting the individual needs of L.E.P. students. The burden of proof is upon the district that the instructional program is designed for a L.E.P. student reflective of their individual English proficiency skill level. The program of instruction has clearly developed English language skills in the areas of comprehension, speaking, reading, and writing necessary for learning and achieving in English. The instruction will be substantially equivalent to pupils whose primary language is English. D. Will align the instruction of all ELLS to national, state, and local content standards.

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E. Will employ appropriate English–as-a-second-language or bilingual personnel (or both). Note in the event the language minority population of the district reaches twenty or more students a certified English for Speakers of other Languages teacher will be required and recruited for employment. F. Will provide on-going assessments to ascertain their growth in English language proficiency. This will include the SOLOM Teacher Observation and a Survey of Classroom Performance including the areas of Listening, Speaking, Reading, Writing, and Socially/Culturally. G. Will consult with private schools annually within the district boundaries to determine if potential ESL students are in need of referral for services. (See appendix for consultation form.) H. Will ensure all ESL students are also considered for specialized services and extracurricular activities such as Special Education, Speech Therapy, extra-curricular sports and clubs, at risk services, etc.

Common Terms A. ESL English as a Second Language: use of special curriculum and services to help students who come from a non-English language background learn English. B. FEP Fluent (Fully) English Proficient: students are capable of functioning in an English-only educational environment in the areas of comprehension, speaking, reading, and writing skills.

C. ELP : English Language Proficient D. ELLP English Language Learner Plan: a plan developed for an individual student defining the special language services needed to make a transition from Non-English Proficient (NEP) to Limited English Proficiency (LEP) status to Fluent English Proficiency (FEP) status.

E. LAC Language Assessment Committee: committee with responsibilities which include identifying and generally meeting the needs of Non-English Proficient (NEP) and Limited English Proficiency (LEP) students. F. Lau Informal reference Civil Rights Act and required school districts to provide special assistance to English Language Learners who were unable to benefit from an education conducted primarily in English. G. LEP Limited English Proficiency: students have a primary language other than English and are unable to participate effectively in school when English is the language of instruction. (Also known as English Language Learners [ELL]) Language Assessment Committee (LAC)

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The district level Language Assessment Committee will coordinate and oversee the educational program of limited English proficient students. The LAC will be composed of a respective Building Administrator or designee, Classroom teacher(s), respective Guidance Counselor, Parents/ Guardians when appropriate, ESL Coordinator and other ESL consultants may be involved with the committee on an as needed basis. The LAC meetings will be scheduled and conducted by the ESL Coordinator who will serve as the committee chair.

The LAC Committee chair will: 1. Review the home language surveys to identify potential Limited English Proficient (LEP) students who have not already been identified. 2. Administer multi-criteria evaluations to potential LEP students annually. 3. Make determinations from multi-criteria evaluations, a review of existing data about the student’s placement, programming, amount of services, time of delivery of services, and types of programs. 4. Will convene the committee annually to develop or revise ELL Plans. 5. Provide progress reports to parents/guardians on same schedule as school report cards. 6. Will convene the committee to make recommendations for placement and program type for the next school year. 7. Will convene the committee to recommend modification of ESL support services or reclassification of a student from limited English proficiency to full English proficiency. 8. Notify parent or guardian in writing or if necessary in person of all decisions (in a language they comprehend) and their right to appeal. 9. Carry out annual monitoring for two years after student’s reclassification to full English proficiency. 10. Provide annual training and orientation to all district staff in regards to the district’s policy regarding equal opportunity for ESL students. 11. Will ensure funding is made available for ESL professional development and ensure release time is made available for designated instructors to attend. Such training will be specially designed to improve instruction and assessment of ESL students. English as a Second Language Program 1. Instruction will be provided during regular school hours. Additional instructional time before or after school may be provided as appropriate with the parental consent. Extended school year instruction may also be recommended to decrease the potential regression. The

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focus of such instruction will be improved student proficiency in the speaking, listening, reading and writing of English. 2. Student’s grade placement will be age appropriate regardless of the student’s English language proficiency. Additionally, the student’s classroom placement will be supported by a specific service delivery model which may range to complete sheltered instruction to integrated classroom instruction with the support of a native language speaker to resource (content pull-out instruction) or a combination of each. 3. ESL staff, classroom teachers and school staff will coordinate efforts on behalf of the identified student(s) to ensure needed adjustments are made in the student’s instruction accordingly as their ELP progresses. 4. ESL staff will extend instruction into the classroom providing support to the ESL student and sharing the cultural diversity and new language with other students as necessary. Content teachers will support Limited English Proficient (LEP) students in their achievement of the Learning Results with the support of the ESL teacher through accommodations and modifications.

5. Amount of time spent with the ESL staff will be determined by the LAC Committee based on age and needs of the individual student. 6. Home to school coordination will be conducted as part of an outreach effort to parents of all ESL students. 7. Adaptive instruction materials will be provided as appropriate to ELLs. 8. All LEP students must participate in an annual WIDA administered ACCESS test that will measure ELP in Math, Science, and English Language Arts. New ELLs will also participate in the WIDA W-APT assessment to determine their appropriate level of assessment and instruction.

Examples of additional services may be provided: Provide conversational translation services between the parent, child and school as needed. Provide translation services for school documents and instructional materials. Implement parent “partnering” in the instructional process. Develop a student accommodation plan (See appendix for accommodation form.) Provide consultation for regular classroom assignments and tests as needed. Provide before- or after-school small group tutoring. Provide for the utilization of appropriate technology activities/other modified instructional activities. Coordinate peer tutoring as needed.

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Coordinate the referral of students to other special programs/supplemental services as may be deemed appropriate (i.e., Title programs, special education, and at-risk services). Training and orientation for teachers of ESL students Educational Approach The services for ESL students will be based upon data driven decisions including information from the WAPT and/or WIDA. The Language Assessment Committee will meet with the parents or guardians to discuss any changes in exit or reclassification and of their right to challenge the reclassification. This information will be given in a language that the parents or guardians can understand.

Parental Notification and Legal Rights Under Title III of the No Child Left Behind Act of 2001 (NCLB), the District is required to provide parental notification as to why their child is in need of placement in a specialized language instruction program. Notification is provided within 10 school days following enrollment. In addition, the NCLB Act allows students and staff at private schools to receive equitable services through the ELL program. (See appendix for parental notification form.)

ESL Staff Requirements and Responsibilities 1. ESL Teachers will hold State of Missouri certification with ESL when 20 or more students are served. An ESL tutor may provide instruction under the supervision of the ESL Teacher Consultant. In the event, a certified ESL teacher cannot be employed, the district will employ a substitute teacher and ensure diligence in pursuit of obtaining a certified instructor. 2. Administer multi-criteria evaluations used to determine eligibility. 3. Communicate with parents regarding progress of students using available resources to access parents in their own language. 4. Recommend ongoing modifications of revisions to the Lau plan as needed for resubmission to the school committee. 5. Recommendation reclassification or exiting student based on the WIDA (2010) assessment and multi-criteria evaluations as needed. 6. Provide meaningful cultural and language information to students, teachers, and classmates. 7. Communicate with the classroom teacher to adjust and fine tune the students’ instruction. (See appendix for classroom communication form.)

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8. Insure that high school students receive appropriate career and/or educational information and that all post graduate opportunities are available to them. 9. Monitor currently enrolled students who have exited the ESL program for a period of two years; monitor students screened, but not considered eligible for ESL services. Identification of English Language Learner Students Every student in the Hannibal School District #60 completes a home language survey upon entry to the school system. Questions on the enrollment form regarding language background and usage allow staff to screen students for further evaluation and or intervention. If the enrollment language information indicates that a language other than English is spoken in the home, school personnel will promptly begin the screening process. Teachers and administrators may also refer students that have been identified as having another language spoken in the home. The process for identifying ESL students should be completed within 30 school days following the opening of school or for transfers to the district after the first 30 days of school the process will be completed within 10 days. Input from sources listed below will be utilized for making such determinations. 1. Home Language Surveys (provided at the time of school registration) are administered to all students upon registration. 2. Informal observation/Interview (part of regular registration process). 3. ESL Coordinator and building coordinator will be notified of possible new ELL students (48 hours). Further evaluation/investigation is conducted for all students whose home language survey indicates a language other than English is spoken in the home and confirmed by parent interview. 4. ESL Staff meets informally with parents if further screening is required. A native speaker will be utilized in parent conferences as needed to facilitate understanding. 5. Review of previous school (sending) records (cumulative folder). 6. The WIDA ACCESS Placement Test (W-APT) is administered as close to the day of the student’s arrival as is reasonable, when deemed appropriate within 30 school days.

Staff Responsibilities Building Secretaries: Enroll students

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Distribute home language survey forms to all newly enrolled students and collect the completed surveys. (see appendix for ELL survey form) Ensure all survey forms are forwarded to the District and Building ELL Coordinator in a timely fashion especially those which have been marked as possible ESL or migrant. Teachers: Refer to the ELL Coordinator any student that they believe may speak another language at home. Building ELL: Schedule and administer language assessments based on enrollment forms or teacher referrals within appropriate/given timeline. District ELL Coordinator: Review home language surveys of students suspected to be ELL or migrant.

Assessment of English Language Proficiency and Academic Skills LEP students will be assessed formally and informally for their level of English language proficiency [i.e. beginning, emerging, developing, expanding, or advancing] through the following means: (Such assessments will be used to tailor their classroom instructional level and goals.) 1. Consultation with classroom teacher(s) and parents. 2. Anecdotal information from student and family/guardian. 3. Standardized State testing with accommodations (MAP & EOC). 4. WIDA W-APT upon enrollment and annually by the ACCESS Assessment in the following areas reading, writing, listening, and speaking. 5. Optional administration of the Woodcock Munoz Language survey to determine grade level performance.

ESL Program Goals Hannibal School District #60 Program goals mirror the Missouri English Language proficiency standard. The district requires that all student ELLs should demonstrate English Language proficiency before exiting English language services. Target goals for ELP require all English Language Learners to:

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Communicate for social, intercultural, and instructional purposes within the school setting with proficiency. Communicate for information, ideas, and concepts necessary for academic success in the area of communication arts with proficiency. Communicate for information, ideas, and concepts necessary for academic success in the area of mathematics with proficiency. Communicate for information, ideas, and concepts necessary for academic success in the area of science with proficiency. Communicate for information, ideas, and concepts necessary for academic success in the area of social studies. Adapted from the Pre-K-12 English Language Proficiency Standards Copyright 2006 by Teachers of English to Speakers of Other Languages, Inc.

Student proficiency will be determined by student performance on the WIDA W-APT upon enrollment and annually by the ACCESS assessment in the following areas: reading, writing, listening; student proficiency level on required state assessments (MAP & EOC); and classroom performance in the following areas of speaking, writing, reading, and listening to English.

Supporting individualized goals may be written into the students ESL service plan. Such goals need to be written in terms that are particular to the skill that needs to be achieved; measurable; attainable within a year; results oriented; and time bound (SMART). All ESL student goals are also aligned with the district’s goals for graduates: A. All students will graduate from high school; B. Complete a selection of high school studies that is challenging and has identified learning expectations; C. Proceed from high school graduation to a community college, postsecondary career technical school, or high wage job with work place skill development opportunities;

Record-Keeping for Identified ESL Student Guidance counselors or their designee, who maintain records on all students, will maintain ESL student files in the student’s file. Additionally, the ESL coordinator will maintain auxiliary copies of all testing/referral data. The responsibility for updating the files (student language assessment, ESL educational plans, reviews, and reclassification information) will be assigned to the ESL Coordinator. Placement:

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Appropriate placement will be supported by multiple sources to assure authentic assessment information is reviewed. Such sources may include student writing samples, oral student and parent interviews, classroom assignments, teacher made tests, and observations. A rubric is provided to assist that ESL placements are data driven and objective as possible. ELL standardized instruments will comprise 60% of the rubric, a second 20% will be based on student performance in the classroom, and a final 20% based upon actual grade level performance in the regular classroom without accommodations or modifications. Instructional minutes for ESL supplemental services and class ratios will be governed by the Missouri Migrant Education and English Language instructional specialist guidance document ranging from as little 30 minutes daily to complete sheltered instruction for new comers. (See appendix Suggested Instructional Time.) Annually, the LAC team will review individual student test data and student performance information from the school year to determine appropriate placement and the need for continued specialized instructional services. It should be noted this same type of placement options and services will be provided across all district campus locations without variation and reflect only the changes in grade level content instruction. Reclassification, Transfer, and Exit : Exit decisions of students from the ESL program will be based on multi-criteria assessments that will review language skills in speaking, listening, reading and writing, as well as performance in all academic areas. Exit from ESL programming will occur when the student is able to competently perform in a regular (mainstream) setting. ESL Students making progress that is equal to the native English speakers in their class performed on the routine state assessments (MAP/EOC exams) as well as the annual ACCESS exam will be considered for transition to non-supported ESL status. Students who obtain a “5” or higher composite score on the ACCESS exam will be considered for meeting exit criteria if supported by similar classroom performance evidence. The Language Assessment Committee will be available to meet with the parents or guardians to discuss any changes in exit reclassification and of their right to challenge the reclassification. This information will be given in a language that the parents or guardians can understand. Students exited from the program will be monitored for a minimum of two years. Parent Notification and Approval Process Parents will be notified in their native written language upon request. All district informational notices and permission slips will be translated as needed. Additionally, the school web site offers automated translation for most pages. Notices for student assessment and participation in the ESL services program are contained in the attached appendix. (See appendix for Parental Notification form.) Parents are also supplied with a written document describing the type, amount, frequency, and duration of supplemental ESL services. These services may range from temporary native

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language support in the regular classroom to Title services in reading or math or to supplemental instruction provided on a pull-out basis to address specific needs. Parental Involvement A strong partnership among the parents and their children, Hannibal School District #60 faculty and staff, and the ELL Coordinator is not only welcomed but encouraged. Hannibal School District #60 believes parents are not only an integral part of their children’s education but also the district’s best partner in their children’s education. They are included in the initial referral process, have input into screening and programming, and are encouraged to participate in the ongoing educational process. Parents are also always encouraged to contribute suggestions as to how to improve the learning environment and to meet the educational needs of their children. Notices of parental involvement activities will also be available on the school web site and available for needed translation. Such activities include, Back to school nights, Greet the teacher nights, parent conferences, Parent Teacher Organization meetings, and parental involvement activities through the districts Title programs, Booster Club programs and PAT group activities. Program Evaluation Standards Annually, the ESL coordinator will report to the Board of Education on the status of the ESL Program. This report will encompass a tabulation of the current student ESL census; growth of individual ESL students on the WIDA-ACCESS proficiency testing; and review the number of students meeting exit criteria. Additional information will be provided on the utilization of auxiliary personnel required to provide ESL students with high quality instruction (language interpreters, written document translation services, English as Second Language instructors, etc.). Additionally, this information will be shared with LAC committee members. The LAC committee will confirm annually appropriate certified instructors are employed and review students’ achievement toward English proficiency. This review will dictate either the need for additional services, adjustment for services, or reduction in services. Also, annually, the LAC committee will also be charged with the responsibility to ensure adequate resources and materials such as specialized books, electronic dictionaries, and computerized technology are available to fully implement the district’s ELL program. Monitoring Exiting ELL Students The ELL coordinator will monitor all ELL-exited students for a period of two years. The ELL coordinator will monitor quarterly grades for 24 months for all ELL students exiting the program. The ELL coordinator will also monitor annual standardized test performance (MAP, and EOC) on all exited students for two years. Any student not found to be demonstrating English language proficiency (C or above) grades in Core area subjects and proficiency on the MAP and EOC assessments will be reviewed for potential readmission into the ESL services program.

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APPENDIX Pages

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Classroom Teacher to Building ELL Coordinator Communication Form

Student: _________________________________ Teacher: _________________________________ Date:____________________________________

Please circle the corresponding number to indicate the student’s performance in class; 1 is low, 5 is high. 1. How would you assess the student’s overall progress in your class during the last quarter?

1

2

3

4

5

Comments: ________________________________________________________________

2. Listening

1

2

3

4

5

Comments:_________________________________________________________________

3. Speaking

1

2

3

4

5

Comments:_________________________________________________________________

4. Reading

1

2

3

4

5

Comments:_________________________________________________________________

5. Writing

1

2

3

4

5

Comments:_________________________________________________________________

6. Social/Culturally (Adjusting to America)

1

2

3

4

5

Comments:_________________________________________________________________

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(Insert Date)

Dear Parent/Guardian, Title III of the No Child Left Behind Act of 2001 is a federal law that requires school districts to identify language minority students, to assess progress in English proficiency, and to provide eligible children with services that would increase their English proficiency and their academic achievement. The requirements include parental input in deciding whether a child should participate in program(s) through which services are to be delivered. To comply with this law, the included form is being sent to request your consent in your child’s participation in the program(s). Please complete and return this form by If you have questions, please feel free to contact me at Thank you very much for your cooperation.

School Official Signature Print Name: ____________________________ Title: __________________________________

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District Name: Hannibal School District #60 Principal or Designee:

Signature

Date

Student

Last Name

Grade

First Name

Background Information: Under Title III of the No Child Left Behind Act of 2001, which is a federal law, our district is required to identify language minority students to assess progress in English proficiency, and to provide eligible children with services that would increase their English proficiency and their academic achievement. To comply with this law, your child has been identified and assessed. The following are the results of the assessment conducted to determine whether your child is eligible for services. Assessment Tool

Tested Domains

W-APT WIDA Access Placement Test

Speaking Writing Listening Reading

Student Score(s)

Expected or Cutoff Score(s) 5 5 5 5

Additional Considerations

Eligibility Information: According to the assessment results and additional consideration above, your child is eligible to receive services through the program(s) summarized below. Our district has researched and found the content of the program to increase language abilities and academic achievement. Therefore our district is highly recommending your child participate in the program(s) listed below. Supplemental Instruction:

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Smart ESL Goal

Other Program(s) offered- as needed)

Transitioning Procedure:

Parental agreement: According to Title III programming rules, as a parent of the child, you have the right to authorize or not to authorize our district to enroll you child in any of the supplemental Title programs listed above. Please circle yes or no Yes, I would like my child to No, I do not want my child to No, I would like to remove participate in the program(s) participate in the program(s) my child from the below. below. program(s) below.

Signature:

Signature:

Signature:

Print full name:

Print full name:

Print full name:

Date:

Date:

Date:

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(EXIT CRITERIA DOCUMENTATION) Hannibal School District #60

To the parents/guardian of__________________________________________ We are pleased to inform you that your child has met the District’s requirements and no longer needs to receive English language support. We have based this decision on the following: Standardized Test

Student Scores

ACCESS Missouri’s English Language Proficiency Test (given to all Missouri LEP students annually) MAP Missouri’s Academic Performance End of Course Assessments Assessment (given to all Missouri students)

Core Class Grades

Student Grades

Math Science English Social Studies

Other Benchmarks

Comments

District Writing Assessment

District Reading Assessment District Math Assessment

Classroom Observations Other

Please feel free to contact the Building ELL Coordinator at ____________ or Maria Mundle at 573-221-1258 if you have any questions about these results or the decision to transition your student out of this program. Please choose one of the following options, then sign and return this form. _____I have observed my student’s educational progress in language and other subjects and I agree that he/she is ready to stop receiving English language support. _____I have observed my student’s educational progress in language and other subjects and I do not agree that he/she is ready to stop receiving English language support. Name: ______________________

Date: __________________

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SOLOM Teacher Observation Student Oral Language Observation Matrix Student’s Name_______________________________________Grade_____________ Language Observed_________________ by____________________Date__________ 1

2

3

4

5

Comprehension

Cannot be said to understand even simple conversation

Understands most of what is said at slower-than-normal speed, although occasional repetition may be necessary.

Understands everyday conversation and normal classroom discussions with little difficulty.

Understands everyday conversation and classroom discussions without difficulty.

Fluency

Speech is so halting and fragmentary as to make conversation virtually impossible.

Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions. Usually hesitant, often forced into silence by language limitations.

Speech in everyday conversation and classroom discussion frequently disrupted by the student’s search for the correct manner of expression.

Speech in everyday conversation and classroom discussion fluent and effortless, approximating that of a native speaker.

Vocabulary

Vocabulary limitations making conversation virtually impossible.

Misuse of words and very limited vocabulary; comprehension quite difficult.

Student frequently uses the wrong words, conversation somewhat limited because of inadequate vocabulary.

Speech is everyday conversation and classroom discussions generally fluent, with occasional lapses while the student searches for the correct manner of expression. Student occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

Pronunciation

Severe pronunciation problems which make speech virtually unintelligible.

Very hard to understand because of pronunciation problems. Must frequently repeat to be understood.

Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.

Always intelligible though one is conscious of a definite accent and occasional inappropriate intonation patterns.

Pronunciation and intonation approximate that of a native speaker.

Grammar

Severe errors in grammar and word making speech virtually unintelligible.

Grammar and word order errors make comprehension difficult. Must often rephrase and/or restrict to basic patterns.

Make frequent errors of grammar and word order that occasionally obscure meaning.

Occasionally make grammatical and/or word order errors which do not obscure meaning.

Grammatical usage and word order approximate that of a native speaker.

Use of vocabulary and idioms approximate that of a native speaker.

The SOLOM should be administered by persons who themselves score at level “4” or above in all categories in the language being assessed. Students scoring at level “1” in all categories can be said to have no proficiency. Source: SOLOM is not commercially published. It may be copied, modified, or adapted.

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Alternative Modifications

Modifications/Accommodations

1.

Grading Modify weight of course examinations Modify weight of course componens Other: Pass/Fail Options

2. Text Material Audio Native Language Highlighted Study Guides 3. Lectures Taped Preferential Seating Teacher Provides Notes (Fill in the blank) Study Guides 4.

5. 6.

Text/Exams Oral Short Answer Extended time for completion Taped Multiple sessions Exams of reduced length Read test to student Modify test format Record student responses Alternative setting-scribe responses Environment Alter physical room arrangement (describe) Assignments Read or tape record directions to student Lower difficulty level-shorten assignments Directions given in a variety of ways Reduce paper/pencil tasks Give oral cues/prompts Adapt worksheets and packets Avoid penalizing for penmanship

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6.11

PROGRAMS FOR LIMITED ENGLISH LANGUAGE LEARNERS The Board of Education recognizes the need to provide equal educational opportunities for all students in the district. Therefore, if the inability to speak and understand the English language excludes a student from effective participation in the educational programs offered by the district, the district shall take appropriate action to rectify the English language deficiency in order to provide the student equal access to its programs. Identifying students who are English language learners (ELL) and ensuring them equal access to appropriate programs are the first steps to improving their academic achievement levels.

Definitions Language Minority (LM): Refers to a student whose linguistic background, such as country of birth or home environment, includes languages other than English. Language minority is based solely on the student=s language background and not on proficiency.

Limited English Proficiency (LEP): Proficiency in reading, writing, listening or speaking English that is below grade-and age-level peers. Limited English proficiency is based on the assessment of a student=s English language proficiency.

English Language Learner – Refers to an LM student with limited English proficiency. English for Speakers of Other Languages (ESOL): An instructional approach that can include structured ESOL immersion, content-based ESOL and pull-out ESOL instruction. 1.

Structured ESOL immersion involves a bilingual teacher and a self-contained classroom.

2.

Content-based ESOL allows the student to remain in the regular classroom and focuses on delivering content in an adapted English format.

3.

Pull-out ESOL periodically removes students from the regular classroom for instruction in English.

Bilingual Education: An instructional approach that explicitly includes the student=s native language in instruction. This approach requires an instructor fluent in the student=s native language and proficient in content areas and is often used where many ELL students share the same language and where qualified bilingual teachers are available.

Child: Any individual age 3-21. Parent: Parent, legal guardian or person otherwise responsible for the child. Language Instruction Education Program: An instructional course in which an ELL child is placed for the purpose of developing and attaining English proficiency while meeting challenging state academic achievement standards as required by law. The program may make instructional use of both English and a child=s native language and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English and a second language. The district’s coordinator for ELL programs is: Director of Curriculum. The Board directs the coordinator to develop and implement language instruction programs that: 1.

Identify language minority students through the use of a Student Home Language

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survey. The building administrator will develop procedures to ensure that all new and currently enrolled students complete the Home Language survey. 2.

Identify LM students who are also English language learners. Any student who indicates the use of a language other than English will be assessed for English proficiency using the state-provided assessment instrument.

3.

Determine the appropriate instructional environment for ELL students.

4.

Annually assess the English proficiency of ELL students and monitor the progress of students receiving ESOL or bilingual instruction in order to determine their readiness for the mainstream classroom environment.

5.

Provide parents with notice of and information regarding the instructional program as required by law. Parental involvement will be encouraged and parents will be regularly apprised of their child=s progress.

Adopted:

Hannibal Board of Education, August 20, 2008 MSBA: IGBH Revised from 1/15/03 Adoption

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