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Improvement Planning - EL Plan
Winston County, Consolidated - Fiscal Year 2021 (Rev 0)
 
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Section I Coversheet, Assurances, Signature Page

EL District Plan Cover Sheet 
Local Education Agency (LEA) Name:
LEA Contact for ELs:
Name:
Signature:
Position and Office:
Email Address:
Telephone:
Fax:
Check box if LEA receives Title III Funds
Check box if LEA receives an Immigrant Grant
Assurances 
The LEA will:
Assure that the LEA consulted with teachers, school administrators, parents, and, if appropriate, education-related community groups and institutions of higher education in developing the plan
Assure that all teachers in any language instruction educational program for English Learners (ELs) that is funded with any source of federal funds are fluent in English, including having written and oral communication skills
Assure that all schools in the LEA are in compliance for serving English learners
Assure that all individuals used as translators or interpreters are fluent in the language they are translating.
Assure ELs have equal access to appropriate categorical and other programs and are selected on the same basis as other children
(The following assurances apply only to LEAs that receive Title III funds)
Assure that the LEA has a process for parents to waive Title III Supplemental Services.
Assure that the LEA has an Equitable Services Implementation plan, if applicable.
Assure timely and meaningful consultation with private school officials regarding services available to ELs in private schools that are located within the geographic boundaries of the LEA, if applicable
Signatures 
EL Program Administrator Signature and Date
LEA Superintendent Signature and Date
*EL Advisory Committee Signatures
Comprehensive English Learner District Plan
Each LEA in Alabama must develop and implement a Comprehensive English Learner (EL) District Plan, in accordance with Section 3115 of Title III of the Every Student Succeeds Act (ESSA) for serving students who are English learners and immigrant students, where one or more students are determined to need support. The LEA is required to have a Comprehensive EL District Plan whether or not the LEA currently has ELs enrolled and regardless of Title III eligibility.
The Comprehensive EL District Plan should address each aspect of the instructional program for all ELs, at all grade levels, and in all schools in the school system. The Comprehensive EL District Plan should: contain sufficient detail and specificity so that all employees can understand how the plan is to be implemented; and should contain the procedural guidance and forms used to carry out responsibilities under the plan.
To facilitate LEA compliance and the Alabama State Department of Education (SDE) review of the plan, LEAs will develop the Comprehensive EL District Plan using the template included at the end of the checklist. LEAs may refer to the EL Policy and Procedures Manual when developing and revising the plan for a clear understanding of the requirements for serving ELs. The EL Policy and Procedures Manual was developed by the Alabama State Department of Education and is available for downloading at www.alsde.edu/departmentoffices/federalprograms.
*THIS SIGN-IN SHEET IS TO BE USED BY LEAS THAT RECEIVE TITLE III AND THOSE THAT DON’T.

Section II Checklist
EACH LOCAL DISTRICT THAT DOESN’T RECEIVE TITLE III MUST USE THIS PLAN TEMPLATE

A. Required Theory and Goals 
The LEA’s educational theory and goals for its program of services – to improve the education of English learners by assisting the children to learn English and meet the challenging state academic standards. (Sec. 3102)
B. IDENTIFICATION AND PLACEMENT PROCEDURES 
1) Include the LEA’s procedures for identifying members for the EL Advisory Committee.
Teachers or other faculty are actively serving EL students in their school, parents, members of the school administration, local members of the community with experience working with an EL population.
2) Include the LEA’s methods for identifying, placing, and assessing the students to be included in the English language instruction educational program. The following components must be explained in the plan.
• Home Language Survey
• WIDA Online Screener
• WIDA-ACCESS Placement Test (W-APT) for Kindergarten
• WIDA Measure of Developing English Language (MODEL) for Kindergarten
• ACCESS for ELLs 2.0®
Home Language Survey
• WIDA Online Screener
• WIDA-ACCESS Placement Test (W-APT) for Kindergarten
• WIDA Measure of Developing English Language (MODEL) for Kindergarten
• ACCESS for ELLs 2.0®

·Home Language Survey

·WIDA-ACCESS Placement Test (W-APT)

·EL Committee Placement


3) Include the method and procedures for exiting students from the English Language Instruction Educational program (LIEP) and for monitoring their progress for a period of at least four years (new in ESSA), and at a minimum, follow SDE exiting requirements for ELs. All school personnel should be aware of the State established exit criteria of a composite score of 4.8 on the ACCESS for ELLs 2.0® English language proficiency test.

Process the district uses to conduct a comprehensive needs assessment

Rationale for selecting the particular ESL program/s and how they are based on scientific research
C. PROGRAMS AND INSTRUCTION  
1) Describe the programs and activities that will be developed, implemented, and administered to ensure that ELs acquire academic language as part of the core LIEP.
• Process the system uses to conduct a comprehensive needs assessment
• Rationale for selecting the particular EL program/s and how they are evidence-based

LEA integration of the World-class Instructional Design and Assessment English language proficiency (WIDA ELP) standards with the curriculum

·        Teacher integration of the WIDA ELP Standards in lesson plans

District uses state recommended assessment

2) Describe how language instruction educational programs will ensure that ELs develop English proficiency:
• How data is used to improve the rate of language acquisition for ELs
• How the LEA supports each school with respect to continuous improvement practices and specific professional development
• How World-class Instructional Design and Assessment English language proficiency (WIDA ELP) standards are integrated into the curriculum

  LEA integration of the World-class Instructional Design and Assessment English language proficiency (WIDA ELP) standards with the curriculum

·         Teacher integration of the WIDA ELP Standards in lesson plans

3) Describe the grading and retention policy and procedures. NOTE: ELs cannot fail or be retained if language is the barrier.

Traditional procedures for assigning grades to students may not be appropriate for EL students. The same methods and criteria applied to their English-speaking age and/or grade peers cannot always be used to assess students who lack English language proficiency. Teachers should be encouraged to maintain high expectations for student learning and should accommodate and adapt lessons and assignments so that ELs can progress.

 

 Likewise, assessments should be modified so that students can demonstrate their knowledge and skills.

 

 

 

A student may not be assigned a failing grade in a content area on the basis of lack of English

 

language proficiency (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v.

 

Nichols). The key to appropriate grading of ELs is appropriate instructional accommodations. Even

 

non-English proficient students can learn content while acquiring English. If content teachers are

 

unsure how to accommodate ELs, they should seek in-service or other training. Prior to considering

 

retention of an EL, the following points should be addressed by the EL Committee.

4) Include details on the specific staffing and other resources to be provided to English learners under the LIEP in the district. ESL staff should be qualified with academic preparation in English-as-a-second-language, e.g. as documented in the 1991 Office of Civil Rights (OCR) Memorandum.
• Qualified personnel (state certification and/or ESL licensure)
• ESL staff development
• Content teacher and administrator staff development

The LEA informs teachers and administrators of workshops and professional

development seminars throughout the school year in which they may attend. These

workshops include but are not limited to SAMUELS, Technical Assistance, and any

other ALSDE sponsored EL workshops. Leave time to attend workshops of this nature

are approved and funded. This information is then shared with the faculty and staff

through in-service, faculty meetings, as well as grade level meetings.

5) Describe how the LEA will collect and submit data in accordance with SDE requirements.
• How schools are trained to use the state system/database to code ELs and enter reliable and accurate data
The federal programs director and test coordinator are responsible for submitting data.
6) Include the LEA’s method for evaluating the effectiveness of its program for English learners
• LEA engagement in the continuous improvement cycle
• In relation to English proficiency ad challenging state academic standards

 Process the system uses to conduct a comprehensive needs assessment

• Rationale for selecting the particular EL program/s and how they are evidence-based

The EL counselor/staff members who have completed the appropriate assessment training and certification will administer the W-APT (WIDA ACCESS Placement Test) to all potential ELs within eight (8) days of identification. Each spring the ACCESS for ELs will be administered to all EL students by the counselor who has participated in the assessment training and have been certified to administer the assessment.

 

The W-APT is the primary instrument utilized to determine the initial level of English language proficiency for program placement. The ACCESS for ELs is an annual assessment that indicates the progress students have made from year to year and annual proficiency level. Both the W-APT and the ACCESS for ELs measure speaking, listening, reading, and writing across the WIDA English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12 (2004). The standards are:

 

1. English Learners communicate in English for social and instructional purposes within the school setting.

 

2. English Learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

 

3. English Learners communicate information, ideas, and concepts necessary

 

for academic success in the content area of MATHEMATICS.

 

4. English Learners communicate information, ideas, and concepts necessary

 

for academic success in the content area of SCIENCE.

 

5. English Learners communicate information, ideas, and concepts necessary

 

for academic success in the content area of SOCIAL STUDIES.

 

7) Include LEA’s method of identification and referral of ELs for special services (including Gifted Ed) Note that the Individual English Language Plan must describe how the school will communicate with the child and parent in their native language.
Upon completion of all evaluation material and information, the Referral Eligibility Meeting Committee will meet to determine if the student qualifies for special education services. ELs are eligible for all special education services, including the Gifted and Talented Program, on the same basis as the native English-speaking students. The Special Education Specialist is the primary administrator responsible for the provision of services to all special education students
D. ASSESSMENT AND ACCOUNTABILITY 
1) Describe how the LEA will encourage and hold schools accountable for annually measuring the English proficiency of ELs and for participating in the state-administered testing program.
• Including coordination with the LEA Test Coordinator/Director
• Including communication of assessment and accountability requirements to schools

ELs will tested using the WIDA ACCESS test and must obtain a score of at least 4.8 (Composite Score) in order to be eligible to exit the EL program.  EL students will continue to be monitored during data meetings (RTI/PST) for at least two years after they exit the program.

2) Describe how the LEA will hold schools accountable for meeting proficiency and long term goals.
• Monitoring and evaluating school engagement with continuous improvement plan

ELs will tested using the WIDA ACCESS test and must obtain a score of at least 4.8 (Composite Score) in order to be eligible to exit the EL program.  EL students will continue to be monitored during data meetings (RTI/PST) for at least two years after they exit the program.

 

THE ESL committee and director will evaluate the program annually.
E. PARENT, FAMILY, AND COMMUNITY ENGAGEMENT 
1) Describe how the LEA will inform EL parents using information and notification in the following format:
According to current federal requirements, LEAs must, not later than 30 days after the beginning of the school year, provide notification to parents related to
1. The reasons for the identification.
2. The child’s level of English proficiency.
a. How such level was assessed.
b. The status of the child’s academic achievement.
3. The method of instruction used in the program
4. How the program will meet the educational strengths and needs of the child.
5. How the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation.
6. The specific exit requirements for such program, expected rate of transition from such program into the regular education classroom, and the expected rate of graduation from secondary school.
7. In the case of a child with a disability, how the program meets the objectives of the individualized education program of the child.
8. Information pertaining to parental rights that includes written guidance detailing:
a. The right of the parents to have their child immediately removed from supplemental Title III programs upon request. (IF APPLICABLE)
b. The options that parents have to decline to enroll their child in such supplemental Title III programs or to choose another program or method of instruction if available. (IF APPLICABLE)
c. The various programs and methods of instruction if more than one program or method is offered by the eligible entity.

According to current federal requirements, LEAs must, not later than 30 days after the beginning of the school year, provide notification to parents related to

1. The reasons for the identification.

2. The child’s level of English proficiency.

a. How such level was assessed.

b. The status of the child’s academic achievement.

3. The method of instruction used in the program

4. How the program will meet the educational strengths and needs of the child.

5. How the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation.

6. The specific exit requirements for such program, expected rate of transition from such program into the regular education classroom, and the expected rate of graduation from secondary school.

7. In the case of a child with a disability, how the program meets the objectives of the individualized education program of the child.

8. Information pertaining to parental rights that includes written guidance detailing:

a. The right of the parents to have their child immediately removed from supplemental Title III programs upon request. (IF APPLICABLE)

b. The options that parents have to decline to enroll their child in such supplemental Title III programs or to choose another program or method of instruction if available. (IF APPLICABLE)

c. The various programs and methods of instruction if more than one program or method is offered by the eligible entity.

 

If a student has not been identified for participation in an English language instruction  

educational program prior to the beginning of the school year, the EL Committee must carry

 out the parent notification requirements within two (2) weeks of a student being placed in such a

 program.

 


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