The district should have a plan designed to meet the instructional needs of English Learners (ELs) which is referred to as a Lau Plan (Lau v. Nichols, 1974). The plan should be designed to meet the district obligations to ELs under Title VI of the Civil Rights Act and the Equal Educational Opportunities Act (EE0A).
Lau Plan Team Members:
Lau Plan Guiding Principles
In the Jessamine County EL program, we challenge students to grow in their abilities in speaking, listening, reading, and writing. On their PSPs we note their ACCESS scores from previous years, and we make a plan with appropriate accommodations so students can access the curriculum. We emphasize the teaching of academic vocabulary as we support their classwork. We also advocate for students to get all of the help and services they need.
Enrollment, Identification and Placement of ELs in a Language Instruction Educational Program (LIEP)
When students enroll, they fill out the home language survey. If any of the four answers are any language besides English, we obtain the student’s ACCESS scores from their previous school. The students who are not from a WIDA school take the screener and enter our program if they score below 4.5. For incoming kindergarteners who do not have a previous school, they are automatically given the screener if they have any language other than English as one of their four home language survey answers. Kindergarten, elementary and middle school students who are on level 1 or 2 have 2 sessions per week with the teacher and also two sessions with an assistant. Elementary and middle students who are around level 3 have two or more sessions a week. High school students who are on level 2 have a daily class. Some level 3 high school students receive pull out services.
Description of the LIEP
The Jessamine County LIEP includes pull out groups, intensive pull out sessions for newcomers, push in services, middle school classes which meet several days per week, and high school classes which meet daily.
Process to Provide Meaningful Access to all Co-curricular and Extracurricular Programs and Activities
Jessamine County EL teachers successfully advocate for ELs to be a part of RTI, gifted education, arts and athletics programs, and for students to have access to helpful computer programs such as Imagine Learning.
EL Professional Development for Staff who Deliver Instruction or Support the LIEP for ELs
Jessamine County EL teachers attended KYTESOL this year and shared what we learned during a district level PD. We attended inservice workshops taught by our peers in the department on topics such as using google translate, being culturally aware, and working with newcomers. We studied and discussed the Jan Plan book for reading instruction, and some of us attended a day long training on this. We watched videos online about EL teaching and shared them with each other. We completed the training for the screener and for the ACCESS test. We provided teachers with small bite PD sessions and also learned from the small bite PD sessions others did, and we discussed this regularly during our PLC meetings. Our lead teacher served as a mentor for our new hire.
Annual English Language Proficiency Assessment and Administration
In order to complete the ACCESS test in a timely fashion, we trained and hired a retired teacher to help us with testing. This enabled us to finish ACCESS by the deadline despite the inclement weather.
LIEP Exit Criteria and Procedures
When students receive a score of 4.5 or above on the ACCESS test, they are exited from the program. Their scores are sent home along with a letter congratulating them for their success and reminding them of our contact information. We close out their scores on IC, and we change their IC flag from ESL to monitoring.
Monitoring Procedures after Students Exit the LIEP Program
At the beginning of the year, we tell teachers which of their students are on monitoring status and emphasize that they can contact us to help support those students. Each semester, we check the grades and the standardized test scores of our monitored students and record this on the monitoring forms. If there are any areas of concern, we discuss them with the teachers and the students.
EL Program Evaluation
Our EL department has regular PLC meetings to evaluate the progress of our program. Every thirty days we update a chart about growth in language proficiency, professional development, communication, and record keeping. We post documentation of our work on our shared Google drive and give each other descriptions of completed projects. We also discuss our goals during PGP meetings with our principals. Observations of EL teachers are conducted by school administrators and the Title III director.