ST. LOUIS BOARD OF EDUCATION POLICY
English for Speakers of
Other Languages (ESOL)/English Language Learner (ELL) Policy Regulations
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 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 Leaner (ELL) – Refers to an LM student with limited English
proficiency. LEP and ELL are
interchangeable terms. The use of ELL is
preferred.
English
for Speakers of Other Languages (ESOL) – a program that uses only English as the
instructional language for eligible students and enables such
students to achieve English proficiency and academic mastery of subject matter
content and higher order skills, including critical thinking, so as to meet
appropriate grade promotion and graduation requirements.
Identification
Upon enrollment, all
students will complete the Student Home Language survey questions on the
District’s enrollment form. The building administrator has procedures in place
to ensure that all new and currently enrolled students complete the Home
Language Survey. Building administrator
is required to direct identified LM students to the ESOL Office for intake.
Any student who
indicates the use of a language other than English at home will be assessed for
English proficiency. The W-APT placement test is administered and scored upon
enrollment or no later than 30 calendar days after the beginning of the school
year or 10 school days, if a student enters a program during the school year.
Appropriate
instructional model is recommended based on W-APT placement test scores and Student
Academic Survey that provides information on ELL student’s previous educational
experience.
Instruction
The District uses
following ESOL instructional models:
·
Newcomer Center: This program
provides a safe and supportive context for students who are new to both school
and the US
·
Content-based ESOL: This model makes
use of instructional materials, learning tasks, and classroom techniques from
academic content areas as the vehicle for developing language, content,
cognitive and study skills. English is used as the medium of instruction.
·
Pull-out: This model suggests that
students are pulled out of regular, mainstream classrooms for instruction in
ESOL.
·
Co-teaching (team-teaching): This
model suggests that two certified teachers (one general education teacher and
one ESOL teacher) work together in the same classroom to provide instruction to
students that addresses their English language development in content areas.
·
Sheltered instruction (sheltered
English): This model makes academic instruction in English understandable to
ELLs to help them acquire proficiency in English while at the same time
achieving in content areas.
Assessment
The District annually
assesses the English proficiency of ELLs using WIDA ACCESS test, the state
provided assessment instrument.
Students’ progress in learning English and becoming proficient in
English is monitored in order to determine appropriate instructional models as
well as their readiness to transition to mainstream course of instruction.
Transition
The decision to
reclassify a student and transition from the ESOL/ELL program is made
collaboratively between the ESOL specialist, classroom teacher and other
school-based staff members. Students will be considered for transition when
they score in the advanced range of the current statewide English language
proficiency assessment and when they demonstrate at a minimum basic performance
on state and district assessments.
After the transition
process, ELLs will be monitored for a 2-year period. Upon the completion of
monitoring procedures, ELLs exit the ESOL/ELL program.
Parental Involvement
The District provide
ELL parents with notice of and information regarding the instructional program
as required by law. Parental involvement of ELL parents will be encouraged and
parents will be regularly apprised of their child’s progress.
The Board shall appoint a director for the
ESOL/ELL Program to coordinator the ESOL/ELL program activities. The Board requires the director to develop
and insure implementation of language instruction programs as required by law.
The ESOL/ELL Program director and advisory committee will complete program
evaluation that will include the number of students served, the types of
services provided, and ELL student assessments data. Based on the evaluation,
the ESOL/ELL director and advisory committee will make recommendations for
modifying and staffing the program to improve its effectiveness.
Adopted: December 8, 2016