The Joplin English Language Development (LAU) Plan addresses federal statutes (Title VI of the Civil Rights Act of 1964; Lau vs. Nichols, 1974) to ensure equal access for English Learners (ELs) to instructional programming. The plan is designed to enable ELLs to achieve the academic standard of proficiency required of all students by supporting the acquisition of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) in a timely manner. ELLs have equal opportunities to participate in all programs and extracurricular activities, the same as all district students. The Executive Director of Student Services is responsible for the oversight of the ELL Program. The EL coordinator is a positive role model that supports the mission of Joplin Schools and collaborates with the Executive Director to ensure an accurate account of all English Learners, immigrants, refugees, and migrant students. The Executive Director and Coordinator collaborate to update and revise the Lau plan as needed and the coordinator provides support for EL teachers, principals, and gen-ed teachers. The Coordinator will assist in designing curriculum and provide appropriate trainings for staff. The EL Coordinator also coordinates assessments for ACCESS and ensures compliance with all federal and state laws. 

The Joplin Schools English Language Development Program is designed to provide support for students who meet the federal definition of an English Learner as stated in Title IX of the Education Amendments of 1972:

A) age 3 - 21

B) who is enrolled or preparing to enroll in an elementary or secondary school

C) (i) who was not born in the United States or whose native language is a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency;
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant.

D) whose difficulties in speaking, reading, writing or understanding the English language may be sufficient to deny the individual
(i) the ability to meet the state’s proficient level of achievement on the State assessments;
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.

Values for Educating English Learners

• Valuing Language and Culture as Assets: English learners receive instruction that values their home cultures and
  primary languages as assets and builds upon them for new learning.
• Ensuring Equity in Intellectual Richness: English learners benefit from the same high expectations of learning established for all students and routinely engage in intellectually rich tasks and texts across the disciplines.
• Building Content Knowledge and Language in Tandem: English learners engage in instruction that promotes content and language learning in tandem in all disciplines, including ELA, mathematics, social studies, science, the fine arts, and other subjects. Further, ELLs have full access to a multi-disciplinary curriculum, including those subjects listed here.
• Attending to Specific Language Learning Needs: English learners’ content and language learning is fostered when targeted language instruction builds into and from content learning and attends specifically to English language proficiency levels and prior educational experiences in the primary language and English.
• Integrating Domains of Communication: English learners develop full proficiency in English in the integrated domains of listening, speaking, reading, and writing, consistent with expectations for all students.
• Providing Appropriate Scaffolding: English learners thrive in instructional environments where teachers intentionally support them to fully engage with intellectually challenging content using strategic scaffolding. Scaffolding is tailored to student needs with the ultimate goal of student autonomy.
• Evaluating Progress Appropriately: English learners’ progress in developing content knowledge and academic English are best evaluated with intentional, appropriate, and valid assessment tools that take into account English language proficiency levels, primary language literacy, and cultural backgrounds. Formative assessment as a pedagogical practice allows teachers to adjust instruction and provide feedback in a timely manner.
• Sharing the Responsibility: English learners’ positive educational experiences and academic success is a responsibility shared by all educators and the family.

• When a family arrives at any Joplin school to enroll a student, a school enrollment form will be completed. The enrollment form contains the following language usage questions: 
  • What was the student’s first language? Which language(s) does the student use (speak) at home and with others? Which language(s) does the student hear at home and understand?
  • If the answer to any of the questions on the LUS notes a language other than English is either spoken or understood, the student is potentially an English learner and the district must take active steps to determine if the student qualifies for a language instruction educational program (LIEP).
• Upon completion of the school enrollment form, the enrollment secretary will check the language usage portion of the enrollment form for any information which would identify the student as a potential English learner. If the question, “Is a language other than English spoken in the home, or is the child’s first language a language other than English?” is answered “yes”, the parent/guardian will complete all ELL-related/required forms for enrollment, including the complete Language Usage Survey. This process is being built into our automated student enrollment through Powerschool and as we move forward, additional questions will pop up if “yes” is selected.
• Language assistance services are advertised in a visible location and provided upon request. Interpreters and/or translated forms will be available as needed.
• The secretary/counselor will determine if an intake interview should be conducted  to gather pertinent background information and educational history.  An intake interview is especially helpful when the enrolling student is new to US public schools. The form used is a DESE-provided interview tool. The interviewer is encouraged to ask additional follow-up questions as needed to gather a full picture of a student’s educational history.
• The parent/guardian should complete online forms at enrollment to determine migrant status. If the form indicates a “yes” for any of the questions, the contact information for the family will be sent to Yeni Vasquez (yvasquez@missouri.edu) and she will contact the family/guardian and complete an interview. If he/she/they are identified/qualified as migrant, she will let the district know, send a copy of their Certificate of Eligibility (COE) and consult with the district on how to best support the student/family/guardian.
• When the enrollment process is completed, the secretary/counselor will contact the EL coordinator regarding any potential EL student and provide copies of the enrollment documents to the EL coordinator. This process is becoming automated with the online enrollment process; however, as we work through this change, it is still important to notify the EL Coordinator.
• A trained EL teacher or para will administer the language proficiency screener according to guidance from the Missouri Department of Elementary and Secondary Education:
  • Kindergarten: Screener for Kindergarten, Listening and Speaking  only
  • First Semester 1st Grade: Screener for Kindergarten, all domains
  • Second Semester 1st Grade through 12th grade: WIDA Screener, all domains
• The EL teacher will screen students based on the following criteria, taken from pg. 6 of the Missouri Guide to EL Screening (2023-24):

Depending on the grade level of the student and the semester in which they are being screened, there are 6 possible assessments to be taken. WIDA recommends that students are NOT administered a screening at a grade level where they have yet to receive instruction.

First Semester Student	Second Semester Student	Take This Screener
Kindergarten & Grade 1	Kindergarten	WIDA Kindergarten Screener
Grade 2	Grade 1	WIDA Screener – Grade 1
Grades 3 & 4	Grades 2 & 3	WIDA Screener – Grades 2/3
Grades 5 & 6	Grades 4 & 5	WIDA Screener – Grades 4/5
Grades 7-9	Grades 6-8	WIDA Screener Grades – 6-8
Grades 10-12	Grades 9-12	WIDA Screener – Grades 9-12
Grades 1-12 Newcomer students in the US less than four  months with no English exposure		DESE Newcomer Kit

 

 

• This screener identifies students needing EL services as follows: 
  • 1st-semester kindergarteners with an oral language score of less than 5.0 on the Kindergarten Screener should enter services. 
  • 2nd-semester kindergarteners and first-semester 1st graders with a composite score of less than 5.0 on the Kindergarten Screener should enter services.  
  • 2nd-semester 1st graders through 12th graders with a composite score of less than 5.0 on the WIDA Screener should enter services.
  • For more information on screening and scoring, please visit the DESE website and go to the Missouri ELD FAQs and Missouri Guide to EL Screening; see also the table below, taken from English Learners (EL) Identification - Initial Screening. 

Grade Level	The student is eligible for ELD services if:
First Semester  Kindergarten	Screener for Kindergarten  Student has an Oral Language score of less than 5.0. This student should  enter services and take ACCESS. Re-evaluate using ACCESS score.  Note: students who score a 5.0 or higher may be entered into services. The student must take ACCESS. Re-evaluate using ACCESS score.
Second Semester  Kindergarten/First  Semester First Grade	Screener for Kindergarten  Student has an Overall score of less than 5.0. This student should enter services and take ACCESS.
Second Semester  First Grade through Grade 12	Student has an Overall score of less than 5.0

 

• At the beginning of each school year, and not to exceed 30 days, or within 30 days of an EL enrolling in the district, the ELL teacher will provide to the classroom teacher(s), including special education teachers:
  • Student background information, including native language, place of birth, date of arrival in the United States 
  • Level of language proficiency                                                                                                     
  • Suggestions for modifying the student’s assignments and assessments, if needed                        
  • Cultural information that may be helpful to the classroom teacher                                                    
  • Best way of communicating with parent/guardian (interpreter needed?)                                      
  • A schedule and description of services to be provided in the ELL program.
• Within 30 days of testing a potential EL, the EL teacher will notify the parent/guardian of the results of the test. If a student is tested and identified as an EL during the school year, the parent/guardian will be notified within two weeks. Should parents refuse regular ESL services, they should be asked to attend a conference with the EL teacher and an administrator where recent assessments, student work, academic strengths and needs will be shared and discussed. The parents should be required to sign a waiver from the type of EL program the district is offering.
• When a student transfers within the district, the EL teacher from the sending school will notify the program coordinator and the principal at the receiving school.
• The EL teacher will enter pertinent information into the student information systems for students identified as needing EL services.
• District EL student documentation will be maintained as follows: The EL teacher will maintain the following for each EL student. Some of these documents are maintained in hard copy format while others are digitally stored. The information will include:
  • Parent Notification Form
  • IAP and Goals Report from ELLevation
  • Student Language Survey (incorporated in enrollment form)
  • Language Proficiency Test Results for Initial Placement
  • State English Language Proficiency Test Results for each qualifying school year
  • Migrant Qualifying Information, if applicable (Certificate of Eligibility - COE)

Students will be assessed using the following:

• The state English language proficiency placement test (WIDA Screener)
• The state English language proficiency annual measure (ACCESS 2.0 for ELLs)

Using the Language Usage Survey, results of the English language proficiency test, school assessments, and information from the student’s previous school(s), the ELL teacher serving the student’s attendance center will determine if the student qualifies for ELL services.

• The student is identified as non-English proficient or Limited English proficient as determined by an English language proficiency test (WIDA Screener).
  • First semester Kindergarteners with an Oral Language score of less than 5.0 should enter services and take ACCESS. Re-evaluate using ACCESS score. Note: Students who score a 5.0 or higher may be entered into services. The student must take ACCESS that spring. Re-evaluate using ACCESS score. All Kindergarten students screened should be entered into MOSIS as RCV. 
  • Second semester kindergarten and first semester 1st grade students with an overall score of less than 5.0 should enter services and take ACCESS that spring.
  • Second semester 1st grade and all 2-12 grade students who score 4.5 or below on their Composite score should enter services and take ACCESS that spring. 
• The student is transferring from another school where he/she was receiving EL services and meets the Missouri criteria for English Learner.
• The student is reading two or more years below grade level as determined by a district reading assessment or an English-language proficiency assessment.
  • A qualifying EL will be placed in the EL program within ten days of enrollment, and then the EL teacher will provide information to the school counselor and/or regular classroom teacher to determine the schedule for EL services. If the EL teacher determines the student does not qualify for EL services based on student assessments and information, the principal or school counselor and classroom teacher will be notified. The test results and Language Usage Survey will be kept on file by the EL teacher for that school site or, preferably, in powerschool.

The district will maintain EL documentation as described in #2. Identification 3116(b)(1).

Joplin Schools Program Description - Joplin ELL students will receive instruction through one of the following models of service:

• Push-In Model: This model is used for any EL student in need of an EL specialist to provide language support in the gen-ed classroom.
• Pull-Out Model: This model is used for EL students with an ACCESS score 1.0-2.9. Students leave the gen-ed classroom to work in small groups with an EL teacher.
• Content-Based Model: This model is used for EL students remaining in the gen-ed classroom but needing scaffolding and spiraling support from the gen-ed teacher. This is for EL students with an ACCESS score of 3.0-4.6.
• Sheltered Classroom: EL students have a dedicated class where they work with other EL students to improve their reading, writing, speaking, and listening skills.

See Appendix for descriptions of each model.

• Parents will be notified of the testing results and placement within 30 days of school enrollment. If a child enters the program during the school year, the time frame for notification is thirty days.. Every attempt is made to notify parents in a language they understand regarding language proficiency assessment results, availability of services, types of programs, and other options for ELLs.
• The Parent Notification Form includes the results of the language assessments and an explanation of reasons the student is identified as an ELL. 
• Should parents refuse regular EL services, they should be asked to attend a conference with the EL teacher and an administrator where recent assessments, student work, academic strengths and needs will be shared and discussed. The parents should be required to sign a waiver from the type of EL program the district is offering..
• Student grade reports translated in the native language to parents who request that service, as best as the District is able to accommodate such requests, are available for grades K-12. Interpreters are provided for parent-teacher conferences. A current list of qualified interpreters will be kept in the office of the Executive Director of Student Services and distributed annually to building secretaries and principals. This list is stored in shared Google drives. All other correspondence is translated to parents who make that request, as best as the District is able to accommodate such requests. Also, parents may be notified by a phone call from an interpreter.
• The school district continues to expand its resources of translated forms and materials for families. Copies of the translated forms are kept by the Executive Director of Student Services or designee. Every attempt will be made to translate forms for parents who make that request.  

• Training will be provided for interpreters as needed regarding efficacy of interpreting for state and local assessments and the requirements of interpreters for privacy under FERPA guidelines.
• Interpreters are provided to parents who make a request for parent-teacher conferences, as the district is able. A current list of qualified interpreters will be kept by the Executive Director of Student Services.
• The school district continues to expand its resources of translated forms and materials for families. Copies of the translated forms are kept by the Executive Director of Student Services. Every attempt will be made to translate forms to parents who make them at request. 
• Student grade reports translated to Spanish are available for grades K-12. Every attempt is made to communicate with parents in a language they understand.
• Parents and guardians of ELs in the district are encouraged to become involved in their child’s education at school. The Parents as Teachers program serves families with children from birth through three years of age, including families with a child whose native language is not English. 
• Parents of school-age children are invited and encouraged to participate in family night activities and special programs at each school. Every attempt is made to provide an interpreter to parents who make that request. 
• A district ELL Advisory Committee consisting of district personnel will involve parents of ELs and migrant students in planning, implementing, evaluating, and making recommendations for improvements to programs and services provided to district ELLs and migrants. Committee meetings will be held annually, as either a site-based meeting or at a district level. Documentation of meetings (invitations, agendas, sign-in sheets, meeting notes) is kept by the Executive Director of Student Services.
• The district will coordinate with Missouri Southern State University and other area colleges/universities to train and recruit qualified EL teachers.

7a. Educational Theory

• WIDA training and other research-based models will be part of the district professional development.
• The district has also provided teachers with training in the use of interactive learning strategies, such as cooperative learning to provide students with opportunities to use their language skills in direct communication, for the purpose of negotiating meaning in real-life situations.

 

7b. Educational Goals

As required by the federal Every Student Succeeds Act (2016), Joplin follows Missouri English Language Proficiency (ELP) standards and assesses English Language Learners (ELLs) served by language instructional programs. 

Joplin Schools will strive to:

• increase the percentage of children making progress in learning English
• increase the percentage of children attaining English proficiency

ELLs are held to the same standard of performance as all students in the Joplin District:

• to graduate from high school and be job and/or college ready.

 

7c. Instructional Services

Joplin Schools offers a K-12 program for ELLs to support the development of English language proficiency in the four domains (reading, writing, listening, and speaking).

The district will follow the WIDA guidelines in the implementation of high standards of curriculum design and equitable educational opportunities for English language learners. Placement in ELL is determined primarily through WIDA’S ELD standards-based placement and proficiency testing. The ELL student is required by law to take the WIDA ACCESS test each school year, regardless of whether he/she has ever been or is currently enrolled in an ELL course. 

Language develops across different levels of language proficiency. WIDA’s standards framework distinguishes five levels of language proficiency, defined by specific criteria. The levels are 1-Entering, 2-Emerging, 3-Developing, 4-Expanding, 5- Bridging, and 6- Reaching. Level 6, Reaching, represents the end of the continuum rather than another level of language proficiency. The EL specialist in each building will provide classroom/homeroom teachers with an Individual Plan for each English learner. The IAP describes student demographics, language proficiency levels in reading, writing, listening, and speaking, suggested accommodations, and goals specific to proficiency level.

To achieve high levels of learning and knowledge in ELLs, Joplin Schools offers Designated ELL content-based and language intensive pull-out, sheltered content classes, special education (if students quality for services), and blended classes using technology-based individual instruction based on the student’s proficiency level.

Teachers will use the WIDA ELD Standards in tandem with Missouri’s standards for ELA/Literacy and other content-specific standards to support students in learning rich content and developing advanced levels of English. All educators have a responsibility to support ELLs with integrated ELL learning during all learning periods. While in the regular classroom setting, ELL content area learning should be the primary goal, but intentionally provided ELL support through strategies such as sentence frames, oral rehearsal, and comprehensive academic vocabulary. Learning should center on collaborative conversation and require all learners to regularly use speaking and listening skills. All educators should provide explicit support for all students in acquiring the language needed to comprehend and express understanding of grade-level work. ELL learning standards should ensure that all learning facilitators offer intentional English language support to all learners at all times. In support of this goal, Joplin Schools will ensure that all teachers engage in ongoing professional development in designing units and lessons which adhere to the principles of effective instructional experiences.

Intensity and Duration of Services:

When students meet guidelines for placement the ELL teacher, regular classroom teacher and principal will discuss the models of instruction and determine the appropriate student services. The team will determine minutes of instruction and anticipated duration of instruction based on the student’s WIDA score. The plan for services may be amended based on input from the student’s parent. 

Effective Instruction

Effective instructional experiences for ELs throughout the day and across the disciplines:

• are interactive and engaging, meaningful and relevant, and intellectually rich and challenging
• are appropriately scaffolded in order to provide strategic support that moves learners toward independence
• build both content knowledge and academic English
• Essential Features of Designated ELL Instruction:
• Intellectual Quality
• Academic English Focus
• Extended Language Interactions: a strong emphasis on oral language development, ample opportunities for students to communicate in meaningful ways using English, and as students progress along the ELL continuum, these activities should also increase in sophistication.
• Focus on meaning and planned and sequenced lesson events
• Scaffolding: Teachers develop language instruction, build on background knowledge, and provide the appropriate level of scaffolding based on individual differences and needs. 
• Clear language objectives
• Corrective Feedback
• Formative Assessment Practices: Teachers frequently monitor student progress through informal observations and ongoing formative assessment practices, and they analyze student writing, work samples, and oral language in order to prioritize student instructional needs.

ELL services are based on an EL student’s proficiency level on the WIDA Screener, ACCESS proficiency test, or other comparable proficiency assessment and factors such as time in US Public Schools, previous schooling, and academic progress. At proficiency levels 1.0-2.9, a certified ELL teacher or paraprofessional provides scaffolding and support through the use of ELL strategies to teach language and content area standards through a pull-out program. The goal of the session is to increase English proficiency, not necessarily to master non-ELL content standards. The time allotted for each ELL class is determined by proficiency and grade level of the EL students served. 

Students with proficiency levels 3.0  and above who have not yet qualified to exit the ELL program may be served through designated ELL classrooms or through monitored regular classroom placement.

 

7d. Coordination of Services & Communication among district ELD teachers:

• Meetings with all district ELD teachers are held as needed throughout the school year.
• Documentation of district EL department meetings (agendas, sign-in sheets, meeting notes) is kept in the office of the Executive Director of Student Services.
• Electronic communication provides ongoing notices and updates.
• District ELL teachers receive support and information on procedures, practices, and legislation from the Department of Elementary and Secondary Education and MELL Instructional Specialists.

Communication between district ELL teachers and Content/Classroom teachers:

• Collaboration with all teachers who teach EL students in the regular classroom.
• Grade-level collaboration, content collaboration, and staff teaming.
• Building collaboration between principal, EL teacher, and classroom teachers.

Permanent Record Maintenance

• Permanent Records are maintained for each student according to district policy.

 

7e. Additional Services

ELs have equitable access to all district programs and services. Appropriate and comparable instructional materials and resources are provided to ELL students in the district. Students are given appropriate support services, when needed.

Title I.C Services for Migrant Students

Title I.C services are provided to all qualifying district students, pre-kindergarten-twelfth grade. Migrant students who are at risk of failing to meet the Missouri Learning Standards and whose education has been interrupted during the school year, whether English-speaking or non-English-speaking, will receive priority placement in intervention classes. Migrant students scoring below grade level in reading will be given appropriate grade-level reading assessments in order to diagnose specific skills that a student is lacking. An Individual Academic Plan will be developed and implemented promptly and will prescribe a specific individualized instruction plan for the migrant ELL student. Modifications will also be made, if necessary, in the delivery of instruction for all migrant students in the regular classroom.

Priority Services for Migrant At-Risk Students

Migrant students who are failing or are most at risk of failing to meet the Missouri Learning Standards and whose education has been interrupted during the regular year, whether English-speaking or non-English-speaking, will receive priority placement in intervention classes. They will also receive priority services in order to maximize learning opportunities and to raise academic achievement. Migrant students scoring below grade level in reading will be given appropriate grade-level reading assessments in order to diagnose specific skills that a student is lacking. An Individual Academic Plan will be developed and implemented promptly that will prescribe a specific individualized instruction plan for the migrant student. Copies of the student’s Certificate of Eligibility are kept in the permanent files. Originals are kept in the office of the Executive Director of Student Services. 

Continuity of Migrant Services

District procedures for providing continuity of migrant services:

• Even though a migrant student’s End of Eligibility occurs during a semester, the district will continue to track the student and provide instructional services until the end of the semester.
• When a migrant student transfers to an elementary school within the district, information on the student is shared with the receiving school.
• When a migrant student moves out of the district, a district Move Notification Form is sent to the receiving school and the MELL Move Notification Form is sent to the MELL office.

ELLs and Special Education Services- Program Guidelines for ELs with Disabilities 

Difficulty may arise in determining whether a learning problem is related only to ELP level or whether the student has an actual disability. Students learning English, because of their cultural and linguistic background, have special instructional needs. When a student is having difficulty mastering specific skills, it is important for the teacher to differentiate the instructional strategies and/or instructional pace for the student. Just because the student requires accommodations to his/her program, it does not necessarily mean that he/she has a disability or that he/she should be referred to for a comprehensive evaluation for possible special education services. (See Appendix H in the DESE EL Requirements and Practices Manual). 

Prior to referral, consideration will be given to the student’s:

• Native language development
• Length of time in an appropriate ELL program
• Below grade level academic achievement, not related to language or culture
• Failure to make progress through an intervention process
• Systematic identification of low achievement and corrective actions taken

If the student continues to have difficulty after consistent language differentiation and instructional interventions have been implemented, the student can be referred for a comprehensive evaluation IF the team suspects a disability. The ELD teacher has training in English language acquisition regardless of the student's first language and should be a member of the team considering the referral. The ELD teacher is also familiar with the usual rate and stages of acquisition, as well as the typical errors to be expected. Once a referral is made, a comprehensive evaluation is conducted. The evaluation team will determine if the student is eligible to receive special education services as a student with a disability under the Individuals with Disabilities Education Act (IDEA). 

If the student is eligible for special education services, an Individual Education Program (IEP) is developed by the IEP team which includes required members as specified in the Missouri State Plan Special Education, IDEA, Part B. The IEP should address the student’s need(s) for services based on the students’ disability to be able to progress in the general education curriculum. If the IEP team deems appropriate, language assistance and support can be addressed in the present level of academic achievement and functional performance. If appropriate, ELs may be served through both programs. 

If the severity of the student’s disability indicates more special education services are needed to meet the student’s needs rather than ELD  services, the ELD specialist should work with school and district personnel to set up a consultative model for that student’s language development. 

The ELD specialist should meet regularly with the special education teacher and maintain a record of consultations. Missouri uses ACCESS for ELLs as its annual English Language Proficiency assessment. Students who are in monitored status for EL do not take the assessment. Form D is used by the IEP team to address the student’s participation with or without accommodations. For additional information, refer to: https://dese.mo.gov/college-career-readiness/assessment/el-assessment. 

ELLs and Enrichment Services

Joplin Schools ensures that eligibility criteria for the enrichment programs is accessible to all students. The fact that EL students have not developed English language skills to the same level as their peers does not mean that they are inherently less intelligent, creative, or deserving of a challenging and invigorating educational experience. Administrators of the enrichment program that are responsible for student selection must ensure that the criteria used to identify and select participants are not culturally or linguistically biased. To make decisions about students based on measures that assume English language proficiency is a violation of EL students’ civil rights. If necessary, alternative routes to qualifying must be available to students from non-English language backgrounds. http://dese.mo.gov/quality-schools/gifted-education

Identification of ELL students for enrichment services follows the district policies and procedures for identifying qualified students. Prior to referral, consideration will be given to these characteristics of a possible candidate for the enrichment program if the student:

• Is highly curious and/or creative
• Enjoys discovering/manipulating ideas and seeks to gain information, self-starter
• Thinks of unusual ways to solve problems
• Learns quickly to speak a second language

Course Electives and Special Courses
ELL students will have an equal opportunity to enroll in course electives and special courses available to all students.

Extracurricular Activities
ELL students will have an equal opportunity to participate in all extracurricular activities.

Acculturation Support
EL students will have opportunities to share their culture through special events and activities. Classroom teachers will be provided cultural information to understand student background and assist in student acculturation. As culturally relevant PD and webinars are available, they will be made available for staff.

Interpreters
Interpreters are provided for parent-teacher conferences and other communications as requested by the parent. A current list of qualified interpreters will be kept in the office of the Executive Director of Student Services. The school district continues to expand its base of trained/qualified interpreters, as well as its collection of translated forms and materials for families, so as to ensure ELLs and their parents/guardians receive notice of school district programs and services that are comparable to the notice afforded other students and their families.

 

7f. Assessment Authentic & Alternate Assessment of ELL Students

The district assesses all kindergarten – 12th grade ELLs each year using the state English language proficiency test (ACCESS for ELLs) following DESE guidelines.

To assess language development during the school year, ELLs will be assessed using one or more of the following:

• DIBELS for elementary students

Monitoring of Progress in Attaining English Language Proficiency

The following are used to monitor ELL student progress in attaining English Language Proficiency:

• State English Language Proficiency Assessment (ACCESS for ELLs)
• Quarterly grades and progress reports and teacher observations
• IAP Goals

Monitoring for achievement of state content standards

ELL students are assessed along with their grade level peers using the following instruments:

• Teacher-developed classroom formative assessments will be used in individual monitoring of progress.
• Students in 3rd - 8th grades are given the MAP Grade-Level Assessment each spring.
• High school students are assessed using MAP End-of-Course Exams.

Guidelines for Reclassification: The Process for Exiting Services

Just as important as determining when a linguistically diverse student needs the assistance of a bilingual or ESOL program, is determining when that student no longer needs it. This determination, also called reclassification, needs to be based on assessment of both ELP and subject-area knowledge. 

Reclassification, transitioning ELs from direct language instruction into regular-education settings, is based on the annual ELP assessment ACCESS for ELLs test results and additional factors, such as a portfolio of student work and data.  

Student Reclassification (exiting) Criteria

TESTING OUT
When: Reasonable assumption student is ready to exit. (Language NOT barrier to learning)
Criteria: Composite of 4.7+ on Access

1. Obtain data that supports ready to exit.
2. Consult with EL Team 

• EL teacher
• Gen Ed teacher
• LEA

3. Confirm ACCESS Score of 4.7+ on next assessment
4. EL Team meets to exit (by June of current year)
5. Final approval obtained by Director of Student Services
6. Inform parent

PORTFOLIO
When: ACCESS score did NOT confirm assumption that student should exit but team does not believe language is barrier.
Criteria: Gather work sample/evidence of independently meeting CAN-DO descriptors at each sub-score (R, W, S, L) below 4.7

1. Obtain ACCESS score that did not confirm expected exit
2. EL Team meets to determine what to collect
3. Collect artifacts of proficiency on CAN-DO descriptors for deficit areas (from with in a year of the test score)
4. EL Team meets to review evidence & exit if appropriate
5. Final approval obtained by Director of Student Services
6. Inform parent

CLERICAL ERROR
When: we discover English is primary language in home & lack of exposure is not barrier
Criteria: confirm student’s primary language is English

1. Gather confirmation of primary language 
2. Parent conversation
3. Complete “clerical error” form
4. Final approval obtained by Director of Student Services
5. Submit to designated coordinator and update core data.

RECLASSIFICATION WITH IEP
When: we suspect it is no longer language barrier but is learning disability that prevents reaching proficiency on ACCESS
Criteria: 

• Already has an IEP
• Plateau or regression overtime on ACCESS
• Academic performance is similar to monolingual peers who are similarly disabled

1. Obtain evidence of progress toward IEP goals in English
2. EL & IEP team meets to confirm & reclassify
3. Final approval obtained by Director of Student Services
4. Complete documentation & update core data 

Required Monitoring

Joplin Schools will monitor all students for two school years after exit from LEP classification. During that time the following documentation will be kept on file throughout the two-year monitoring period: state assessment scores, final ELP scores, and parental notification. Students in the monitoring period do not take the yearly ACCESS for ELLs. During this time assistance or support in the general education classroom will be provided for all students who struggle academically to ensure that  students are successful in meeting state standards. 

Occasionally, this means that a monitored student may need to be readmitted to the ESOL program, if the student’s academic problems are determined to be as a result of continued difficulty with their ELP. In the first year of monitoring the student is classified as MY1. The second year the student will be reclassified as MY2. At the end of the second school year on monitor status, the district will no longer be required to keep documentation on file showing successful performance in the general education setting. Former EL students will continue to be included in accountability measures for an additional two years. The codes used after MY1&2 will be AY3 and AY4. After the fourth and final year, students will be coded as NLP.

Required Notification
Parental notification describing student’s English Language Proficiency and supporting evidence will be retained on file. Parents will be consulted prior to formal notification. There should be consensus among the educators and parents about reclassification. If the  parents wish to have their child maintain LEP status the principal will meet with a team of classroom teachers and the parents to discuss instructional strategies and support. 

 

7g. Retention and High School Credit

The district will follow the following retention and high school credit guidelines.

• ELL students may not be retained based solely on lack of language proficiency in English.
• ELL students must not be retained if instructional strategies, materials, and assessments have not been accommodated and/or modified to meet their linguistic and academic needs as required by state and federal mandates. There must be documented evidence of the accommodations and/or modifications made to the curriculum, materials, and assessments throughout the school year to ensure comprehensible instruction if an ELL student is to be considered for retention.

 

7h. Evaluation, Review and Improvement- Program Effectiveness 

Joplin Schools will involve teachers, support staff, and administrators in the development of the program. By doing so, both formative (measures of program progress) and summative (measures of program outcomes) indicators of success can inform evaluation and improvement. In addition to evaluation plans that work with educational programs in general, some characteristics of programs for ELs are unique and should be taken into account in determining program effectiveness. For example, while it is the ultimate goal of any ESOL program to help students reach the state standards for academic achievement, basing a decision of program effectiveness solely on the results of large scale, standardized tests would be misleading. In order to provide a balanced picture of program effectiveness, the following areas need to be evaluated:  

1. Student progress (achievement) - How far has the student come since entering the program?  
2. Program accuracy - How well does the program correlate with and prepare students for grade-level work?  
3. Program content - How well do students access the curriculum?  
4. Program context - How well do the instruction and setting contribute to student progress?  
5. Professional development - How well does the program allow for the continued growth of its staff?  
6. Parental involvement - How well are students’ parents apprised of the program and involved in their students’ education? 

Biennial Evaluation
Joplin Schools will complete a biennial evaluation report including the following information:  

1. a description of the programs and activities conducted during the two immediately preceding fiscal years  
2. a description of the progress made by ELs in learning English and meeting challenging state academic content and student achievement standards  
3. the number and percentage of children attaining English proficiency at the end of each school year  
4. a description of the progress made by students in meeting challenging state academic content and student achievement standards for each of the two years after students are no longer receiving services  
5. the percentage of children that: 
   a.) are making progress in attaining English language proficiency
   b.) have transitioned into classrooms not tailored to ELs 
   c.) are meeting the same challenging state academic content and student achievement standards as all other children 
   d.) are not receiving waivers for reading or language arts assessments.

Additionally, Joplin Schools will annually consider:

• Any DESE-required reports and assessments
• Surveys of suggested program improvements from parents, classroom teachers, students, district/building administrators, and ELL teachers
• Data for individual ELLs and the results of their ongoing assessments
• Data sufficient to indicate whether any language barriers (as opposed to cultural, socioeconomic, or other barriers) exist that prevent ELL and former ELL students from participating in or benefiting from the school district’s programs, services, and activities to an extent comparable to their non-ELL peers. Such data might include information on current and former ELL students indicating whether former ELL students are keeping up with their non-ELL peers in the regular educational environment; current and former ELLs are retained in grade, dropout, and graduate at rates similar to non-ELLs; current and former ELLs participate successfully in curricular and extracurricular programs, including awards and honors; and current and former ELLs are successful on college entrance exams, college admission, and job placement at rates similar to non-ELLs.
• ELL Team meeting discussions (members may include ELL teachers, EL Coordinators, Federal Programs Director, principals, counselors, Title I teachers, and a special education process coordinator).
• Joplin Schools administration will also evaluate the ELL Program and determine improvements to be made by reviewing the current ELL student population and making forecasts concerning the number of students that will be in each grade level in each school for the coming year. The administration will evaluate the performance of all subgroups to determine if they are making Adequate Yearly Progress under the Every Student Succeeds Act.
• Analysis of student academic performance is an ongoing process in Joplin Schoos. ELL/migrant/immigrant students are assessed informally through observation and conferencing, as well as, through formal assessments. Formative assessments, district quarterly common assessments, and district and state achievement tests are parts of the assessment process. Each student’s data is analyzed by the teacher. Data is shared with others in the school district with a need to know. If there are concerns, further assessments are conducted in order to diagnose the areas in which the student has deficiencies and needs intervention. The classroom teacher, ELL teacher, Title I teacher, and others working with the student will all focus their attention on helping the student to reach a higher level of performance. ELL, migrant, and immigrant students receive priority when providing services.
• Missouri English language proficiency assessment (ACCESS for ELLs) and state data are analyzed to determine strengths and weaknesses in the ELL program. Ongoing formative assessment data is also disaggregated and analyzed to determine if there are weak areas in the curriculum and/or in instruction. Observations and recommendations from the quarterly meetings of the District Parent Advisory Committee, as well as, ELL/migrant/immigrant parent survey data are also included in the program evaluation.

• District ELL students are served by ELL-certified teachers, fluent in English.
• Paraprofessionals in all elementary schools support instruction according to Title I guidelines (have passed the Paraprofessional Praxis or have 60 college hours). EL Paraprofessionals, fluent in English, assist ELL teachers in the implementation of the curriculum for ELLs. They work with individual students or in small groups as directed by the ELL teachers.
• A current list of qualified interpreters is maintained at the office of the Executive Director of Student Services.

The Professional Development Committee makes recommendations for in-service opportunities. 

• All ELL teachers, mainstream classroom teachers, special education teachers, administrators, support staff, and other certified and classified staff members are offered in-services which target ELLs and all at-risk students. Also, individual schools within the district provide on-site training for all of the building’s teachers and support staff addressing building specific needs.
• District ELL teachers and content teachers are also encouraged to participate in high-quality professional development opportunities outside the district throughout the year.
• The district is a member of several cooperatives (such as the Southwest Center ) which offer frequent ELL-specific trainings.

Joplin Schools offers a K-12 English as a Second Language program for English language learners. Depending on the needs of the students, services are provided through resource classrooms, sheltered classrooms, team teaching, and push-in or pull-out services. The district ELL classes are conducted by certified teachers who have an ELL endorsement or are provisionally certified. As much as possible, ELLs will participate in regular classroom activities. Classroom teachers modify instruction, assessments, and grading procedures as needed.

Resources and materials such as the following are available for use in the ELD program:

• District-adopted texts
• Technology equipment, programs, and digital resources
• Children’s literature audio books

At the end-of-year ELL teacher coordination meeting, the focus is on evaluating the program, identifying concerns, needed improvements, modifications, and plans for the next school year.

ELLs have equitable access to all district facilities, programs, and services. Recommendations for purchasing additional resources are presented to the Executive Director of Student Services.

Appropriate and comparable instructional materials and resources are provided to ELLs in the district. Students are given appropriate support services, when needed. Identification of ELLs for special education services follows district policies and procedures. Identification of ELLs for enrichment services follows the district plan for identifying qualified students.

The district will follow the WIDA standards and implement high expectations for curriculum and equitable educational opportunities for English Language Learners.

The Director of Student Services supervises the administration of the Joplin Schools ELD Program in accordance with the Joplin Schools ELL Program/Lau Plan.