English as a Second Language (ESL)
Indianola English as a Second Language Theory of Action
All educators of English Learners (ELs) work collaboratively with parents, colleagues, and other stakeholders to identify and meet the unique needs of ELs and consistently implement modifications and accommodations with fidelity and….
All educators are provided extensive, quality professional development to supplement or intensify core instruction and…..
They use valid and reliable data (formative and summative measures) to continuously adjust and refine instruction
Students identified as limited English proficient will acquire social and academic language skills to access the Iowa Core Curriculum in order to close the achievement gap that exists between ELs and their peers.
Indianola Lau Plan Goals
- English Language Development
- Teaching English language comprehension through listening, speaking, reading and writing skills to attain English proficiency and academic competence
- Academic Achievement
- Educating ELs to meet the same challenging academic content and student academic achievement that all children are expected to meet
- Cross-cultural Goals
- Indianola students, staff, and community will have a broader appreciation and acceptance of families of multicultural backgrounds within and beyond our community.
- English Language Development
All English language learners have opportunities for full participation in special opportunity programs (i.e. Extended Learning Program, advanced classes, reading lab,
Special Education, etc.)
Indianola ESL Program Description
The Indianola School District, in accordance with Title III, uses a variety of instructional models designed to develop proficiency in listening, speaking, reading, writing, and structure of the English language. ESL teaching staff works closely with classroom teachers to meet the learning needs of English Language Learners (ELL).
The ESL program goals are to provide support and guidance to ELLs: 1) To develop socially and culturally appropriate communication skills, 2) To develop academic language for success in content areas, 3) To take pride in their cultural and linguistic backgrounds.
Co-Teaching Teaching: ESL staff plan and teach with classroom or content area teachers. Instruction integrates ESL and content area standards as well as ESL strategies.
Pull-Out: ELLs accompany ESL staff to another classroom for a portion of the day, away from the mainstream English-only classroom to receive intensive ESL Standards based instruction.
Push-In: ESL staff member accompanies and assists the ELL with class work in the grade level or content area classroom.
Consultation: ESL teachers meet with classroom or content area teachers to provide professional development related to instructional strategies for ELLs and/or to help in planning for integrating ESL strategies into classroom/content instruction.
ESL Resource: ESL staff re- and pre-teach subject area content and provide assistance with assignments, assessments, and homework.
ESL Program Overview
Stages of ESL Programming:
- Determination of student eligibility
- Student actively served in ESL Program
- Student enters transition period for up to two years during which time their academic progress is monitored by the ESL teacher but they are no longer actively receiving ESL instruction
- Student formally exited from the Indianola ESL Program and moves entirely into mainstream general education classes. (Note that each exited student is still monitored by the Department of Education for two years after exiting the Indianola ESL Program)