1. Program Overview
2. Indianola Plan for Serving English Language Learners
3. ESL Program Structure (Identification and Placement)
4. Letters and Forms
5. Professional Development
6. I-ELDA
   
   

1.  Program Overview

The English as a Second Language (ESL) program provides students with the opportunity to reach proficiency in listening, speaking, reading, and writing English. Students are further able to develop an understanding of American society and culture. These goals are promoted in a respectful environment in which the students’ first languages and cultures are valued and pride is maintained in their ethnic heritages.
Goals of the Program

• To educate English Language Learners to the same rigorous curriculum standards as all students in the district while achieving English language objectives in the areas of listening, speaking, reading, and writing.
• To promote pride in students’ cultural and linguistic identities, maintain cultural heritage, and prepare students to actively participate within American society.
• To ensure that the educational process is a cooperative effort between home and school by creating opportunities to involve family, community, and Indianola staff.

The ESL program addresses its goals through several approaches. These various program components have been designed according to each student’s age and level of English language proficiency and in keeping with recommended best practices through organizing multiple levels of instruction for diverse English learners. The ELL program implements specific teaching strategies.
The overall goal of the ELL Program is to help students function independently in the mainstream educational program. When ELL students have attained a high English language proficiency level and the skills necessary to be successful in mainstream classes, they are placed in a transitional period of two years before they can be formally exited from the ELL Program. The following criteria are considered for transitioning students from the ELL Program:

1. Scores on the Iowa English Language Development Assessment (I-ELDA) in speaking, listening, reading and writing reflect the Fully English Proficient level (FEP)
2. Reading/Writing on or near grade level or has completed level 4 of ELL curriculum
3. Working on or near grade level in academic content areas
4. Reports of daily written work, grades in academic areas, and reading and math levels (on or near grade level)
5. Regular classroom and ELL teacher’s judgments
6. Parent consent

• K-12 Program Goals

1. To help students become English proficient in the language skills of speaking, reading, writing, and listening.
2. To help students successfully participate in classroom learning situations and other school activities.
3. To help students develop and/or reinforce positive attitudes towards self, school, and community.

• ESL Standards
• Pre-K-12 English Language Proficiency Standards, 2006, Teachers of English to Speakers of Other Languages, Inc.  (TESOL). 
• Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting
• Standard 2:  English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.
• Standard 3:  English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.
• Standard 4:  English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.
• Standard 5:  English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.

• Staff
• The following staff is responsible for the identification, placement and instruction of ELLs:
• Student Information Management Assistant (Central Office)
• Welcomes families and begins registration process
• Provides and then collects completed Home Language Survey
• Collects any other appropriate information regarding home language or placement
• Enters native language in student information management system (Infinite Campus)
• Communicates home language information to building principal and ESL coordinator and ESL teacher

• ESL Program Coordinator
• Receives information from Student Information Management Assistant
• Collaborates with ESL teacher to analyze home language survey and IPT assessment results
• Collaborates with the parents of the child and the associate superintendent to determine appropriate school placement
• Communicates with parents of the child and ESL teacher regarding qualification and location of ELL services if student qualifies
• Coordinates the ordering, administration, collection and analysis of the I-ELDA test for English Language Learners
• Coordinates the ordering, administration, collection and analysis of the IPT Assessment
• Coordinates English as a Second Language professional development opportunities for staff
• Collaborates with Heartland AEA 11 ESL consultants and state level ESL representatives to analyze effectiveness and plan for improvement of the Indianola ESL program

• ESL Teacher
• Collaborates with the ESL coordinator to analyze new and current student assessment data to determine appropriate placement in ESL program
• Utilizes assessment data to plan for instruction
• Collaborates with classroom teachers to determine instructional needs for each student
• Provides direct instruction to students and/or support to the classroom teacher based on the needs of each student
• Administers the I-ELDA assessment
• Administers the IPT assessment
• Supports, assists and delivers  English as a Second Language professional development
• Collaborates with ESL coordinator and AEA 11 ESL consultants to continue to improve the program and services provided to students

• Classroom teachers
• Collaborate with the ESL teacher to determine appropriate educational strategies for each student
• Exhibit multi-cultural information and displays for the student’s native culture in an effort to education classmates and peers  and provide a welcoming and inclusive environment
• Participate in district-provided (and other) professional development opportunities in order to learn about and implement best practices in ESL instruction

2. Indianola Plan for Serving English Language Learners (Approved 2009)
   
   Back to Top
   
   
3. ESL Program Structure (Identification and Placement)
   
   Back to Top

 Identification

1. Definition

A student’s background is in a language other than English, and the student’s proficiency in English is such that the probability of the student’s academic success in an English-only classroom is below that of an academically successful peer with an English language background. (Chapter 280, Section 280.4 of the Iowa Code)

2.  Home Language Survey in Native Language

• To be completed by all incoming families to the Indianola Community School District and kept in the Student Information Management Assistant’s office.
• District office will have Spanish and Russian surveys available. In addition, access to 23 different languages will be available through the TransACT website.

3. Welcoming environment

• Upon registering for class at Indianola Community School District, the Student Information Management Assistant will communicate with the building principal regarding the ESL needs of the student/family.
• The building level principal will communicate directly with the family to learn more about the student’s educational needs.  This communication could occur through a phone conversation or a meeting between the family and teachers and administrators to learn about;
• Student’s culture
• Parent concerns and expectations
• School procedures and routines
• Instructional program with accommodations to meet student needs
• Classroom teachers will exhibit multi-cultural information and displays of the student’s native culture in an effort to educate classmates and peers and provide a welcoming and inclusive environment.

Placement

4. Emerson Elementary School has been identified as the LEA center for ELL support for the Indianola School District.

• Students in grades PK-5 with the most intensive ESL needs will be recommended to attend Emerson to receive direct ESL support and instruction.
• Students in grades 6-12 will have the opportunity (based on assessment results and ESL coordinator recommendation) to receive services provided by the ESL teacher at Emerson Elementary.

5. Idea Proficiency Test (IPT) will be used to determine placement and is available by grade level at Heartland AEA 11.  Call 515-270-0405, ext. 14378 for delivery on the Heartland van.
6. Place student in appropriate grade level, within two years of similar aged peers.
7. Preliminary Placement – Upon entering the school system, ELLs will be placed in either a program designed for them, in mainstream classes, or a combination of mainstream and pull-out service.  Refer to Educating English Language Learner’s Handbook p. 16, step 3, The English Language Instructional Program and Mainstream Classes.
8. Considerations for Special Education Placement of ELLs – The district will refer to the following resources:

•  Educating Iowa’s English Language Learners – A Handbook for Administrators and Teachers
• Making Content Comprehensible for English Learners (SIOP Model)
• IEP
• Heartland AEA ESL consultants

9. Consideration for Gifted and Talented Learners – The district will refer to the following resources:

• Educating Iowa’s English Language Learners – A Handbook for Administrators and Teachers
• Making Content Comprehensible for English Learners (SIOP Model)
• District Gifted and Talented program manual

10. Final Placement – Based on the previously described assessment, observation, and information gathering, a decision must be made regarding the student’s placement in both mainstream classes and the English language instructional program.  This decision should be made using a team approach, including, but not limited to, the following: the student, mainstream teachers, the ESL teacher, instructional assistants, the counselor, the parent(s), and administrators.

11. ESL Program Flow Chart
    
    Back to Top

4. Letters and Forms
1. Parent Permission – ESL program
2. Exit Letter from ESL program
   
   Back to Top
   
   
5. Professional Development
1. SIOP (Sheltered Instruction) Study Group (2009-10)
2. Implementation of SIOP Features (2010-11)
3. Our Kids Summer Institute (June 28-29, 2010)
4. Iowa Culture and Language Conference (November 1-3, 2010)
   
   Back to Top
   
   
6. I-ELDA
1. I-ELDA Brochure
2. Explanation of I-ELDA
   
   Back to Top