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Educating Students With Limited English Proficiency (LEP) and English Learners (ELs)

Philipsburg-Osceola Area School District

Responsibilities and Procedures for

Educating Students With Limited English Proficiency (LEP) and English Learners (ELs)

 

22 Pa. Code §4.26

 

English as a Second Language (ESL)/English to Speakers of Other Languages (ESOL)

English as a second language instruction is an academic discipline that is designed to teach English language learners social and academic language skills as well as the cultural aspects of the English language necessary to succeed in an academic environment and contribute to society. It involves teaching listening, speaking, reading and writing at appropriate developmental and proficiency levels with little or no use of the native language.

 

Bilingual Education

Bilingual education is a carefully planned instructional program that provides ESL instruction and utilizes the student's native language as the medium for instruction in the content areas. It also provides language arts instruction in the student's native language.

 Responsibilities and Procedures

 

  1. The Philipsburg-Osceola Area School District will administer a home language survey (HLS) to all students as required by the Office for Civil Rights (OCR). 

ü        The results of that survey must be retained in the student's permanent folder.

 

  1. For those students whose primary language is other than English (PHLOTE), the District will determine the student's English language proficiency.

ü       ESL instruction at the appropriate level must be provided for the limited English proficient student. 

·   If it is determined that the student is in need of ESL instruction or bilingual education, the student's English language proficiency will be determined for appropriate instructional placement. Currently, the P-O School District through the PA Dept. of Education is a member of WIDA (World-Class Instructional Design and Assessment) Consortium. To this end, the WIDA Consortium has developed English language proficiency standards and an English language proficiency test aligned with those standards (ACCESS for ELLs®). A screener test known as the WIDA ACCESS Placement Test (W-APT)™ which is based upon the ACCESS for ELLs® and is used to identify students in need of ESL program support and place them in tiers for the ACCESS for ELLs® assessment

Ø       Due to the nature of language testing and the availability of tests in the many languages of the students, multiple measures will also be used for determining placement and progress.

Ø     Measures may be formal or informal.

Ø     Could include curriculum-based assessments, teacher observations, portfolios and standardized tests among others.

Ø     Multiple criteria will be established and consideration will be given to listening, speaking, reading and writing skills as well as academic progress.

Ø     Assessment processes must reflect the academic standards and instruction.

· If it is determined that the student is in need of ESL instruction or    bilingual education, the student's native language proficiency will be determined for appropriate instructional placement. Currently, the P-O School District through the PA Dept. of Education is a member of WIDA (World-Class Instructional Design and Assessment) Consortium. To this end, the WIDA Consortium has developed English language proficiency standards and an English language proficiency test aligned with those standards (ACCESS for ELLs®). In addition, WIDA has developed Spanish language arts standards and is planning a system of parallel academic assessments for beginning English language learners (ONPAR™). Research and professional development activities importantly complement the WIDA standards and assessment products.

Ø       Due to the nature of language testing and the availability of tests in the many languages of the students, multiple measures will be used for determining placement and progress.

Ø     Measures may be formal or informal.

Ø     Could include curriculum-based assessments, teacher observations, portfolios and standardized tests among others.

Ø     Multiple criteria will be established and consideration will be given to listening, speaking, reading and writing skills as well as academic progress.

Ø     Assessment processes must reflect the academic standards and instruction.

 

  1. District policies have been established regarding participation in large-scale assessments or other standardized tests not specifically developed for English language learners.
    1. Participation in the PSSA is required for all students with limited English proficiency unless they are eligible for a one-time exemption. Please see the current PSSA assessment update information for accommodations and recommended testing procedures.

B. Accommodations and alterations in testing materials or procedures (e.g., presentation format, response format, timing or scheduling format, test setting, and/or language in which the test is written) will be utilized that will enable students with limited English proficiency to participate in assessments in a way that allows their abilities to be assessed, rather than their lack of English skills to “cause” a lower score.

 

  1. The amount and type of standards-based ESL instruction provided to students    will depend upon their level of language development and proficiency as determined by an appropriate English language proficiency instrument.

 

  1. Students who have exited the program will be monitored for progress for a two year period.

 

  1. In order to achieve academic standards, students will be scheduled in content area classes with the understanding that they may not be able to comprehend all the instruction.  Content area instruction will be aligned with the corresponding standards and adapted to meet the needs of the students.

 

  1. Teachers will adapt courses of study to meet student needs. Adapting coursework shall not mean diluting or placing in lower grades for instruction.

 

  1. Determining when a student is ready to proceed from one proficiency level to another, or from an ESL class/program or a transitional bilingual education program will be done by the use of multiple measures that provide information on the students' listening, speaking, reading and writing proficiency.

 

  1. English language learners are expected to meet the requirements for graduation.

 

  1. Federal regulations require districts to provide information about assessment, academic achievement and related issues to parents in their native language or in their preferred mode of communication.

 

  1. The District will make every effort to provide an orientation to parents as well as to the students.

 

  1. Teachers must hold an Instructional I or II certificate and will also have appropriate training to teach ESL classes.

Ø       Content area teachers should have appropriate training in modifying instruction for English language learners.

Ø       The District’s Professional Development Plan will include opportunities for district personnel in areas related to the education of students with limited English proficiency such as: cultural information, second language acquisition, adapting/modifying classroom instruction, and appropriate assessment practices.

 

  1. Students identified as migrant and who are English language learners will          be provided ESL instruction.

 

  1. Students who are English language learners may be eligible for special education services once it has been determined that the disability exists and this disability is not solely due to lack of instruction or proficiency in the English language.

Ø       All English language learners eligible for special education services   will continue receiving ESL instruction at the appropriate proficiency and developmental level.

 

  1. English language learners will have access to any course of study available. It is the responsibility of the program to make the necessary accommodations. Vocational students who are English language learners must be provided ESL instruction appropriate to their level of proficiency.

 

  1. Students with limited English proficiency may participate in all the federal or other programs available within the school for which they qualify.

 

Our Schools Addresses Phone Numbers Fax Numbers
Osceola Mills Elementary School 400 Coal Street, Osceola Mills, PA 16666 (814) 343-4105 (814) 339-7814
Philipsburg Elementary School 1810 Black Moshannon Rd, Philipsburg, PA 16866 (814) 342-2870 (814) 342-7526
Philipsburg Osceola Middle School 200 Short St, Philipsburg, PA 16866 (814) 342-4906 (814) 342-2091
Philipsburg Osceola Senior High School 502 Philips St, Philipsburg, PA 16866 (814) 342-1521 (814) 342-7521
Philipsburg Osceola Administrative Office 200 Short Street, Philipsburg, PA 16866 (814) 342-1050 (814) 342-7208
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Our Schools Addresses Phone Numbers
Osceola Mills Elementary School 400 Coal Street, Osceola Mills, PA 16666 (814) 343-4105
Philipsburg Elementary School 1810 Black Moshannon Rd, Philipsburg, PA 16866 (814) 342-2870
Philipsburg Osceola Middle School 200 Short St, Philipsburg, PA 16866 (814) 342-4906
Philipsburg Osceola Senior High School 502 Philips St, Philipsburg, PA 16866 (814) 342-1521
Philipsburg Osceola Administrative Office 200 Short Street, Philipsburg, PA 16866 (814) 342-1050
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