Beruflich Dokumente
Kultur Dokumente
Mr. Barry Olson, Superintendent/Secondary Principal Mr. Chris Staloch, Elementary Principal Ms. Nelson, EL Instructor May 20, 2012
Master Plan
Blooming Prairie Public Schools Overview of the English Language Learner Master Plan Overview
The purpose of the English Language Learner Master Plan is to describe consistent practices that ensure that students whose first language is not English receive adequate and meaningful instruction that complies with state and federal laws. Approximately five percent of Blooming Prairie Schools students are identified as needing English language instruction. Most of these English Language Learners speak Spanish. According to the Minnesota Department of Education, Minn. Stat. &124D.61, districts that enroll one or more children of limited English proficiency must implement an educational program that include at a minimum: 1. Identification and reclassification criteria for children of limited English proficiency and program entrance and exit criteria for children with limited English proficiency must be documented by the district, applied uniformly to children of limited English proficiency, and made available to parents and other stakeholders upon request. 2. A written plan of services that describes programming by English proficiency level made available to parents upon request. The plan must articulate the amount and scope of service offered to children of limited English proficiency through an educational program for children of limited English proficiency. Blooming Prairie Public Schools has a well-articulated plan that is clearly communicated to all stakeholders and has a blueprint from which to appropriately identify English learners and implement services that effectively address the needs of its English learners. Policies and procedures are clearly documented and submitted to the Minnesota Department of Education for feedback. Blooming Prairie Public Schools will regularly evaluate and support efforts to continuously improve educational outcomes for English learners.
Purpose of ESL
The purpose of ESL is to help students develop English and perform at grade-level.
an increasing ability to successfully use language to convey their intended message. They do not produce error-free language, but their errors generally do not interfere with meaning. Students have acquired English skills similar to native English speaking peers. These students will be exited from the ELL program when assessment data indicates this level of English proficiency.
ELL teacher
ELL teacher
Principal/ELL teacher
7. MARSS coordinator notified of student status change 8. LEP designation is changed to LEP-YES in MARSS
For new to the district secondary students with a home/primary language other than English Action 1. Enrollment form indicates a language other than English first learned by student, used most often in the home, or most frequently used by student 2. Notification of ELL teacher 3. Appointment for language assessment made with ELL teacher 4. W-APT assessment administered (check file for W-APT score from previous district or other documentation of LEP status including proficiency) 5. If the score on the W-APT is less than 6.0 on the grade level adjusted composite score, student should be identified as LEP 6. Counselor and ELL teacher arrange for placement and scheduling 7. Parents notified of LEP status (mandatory NCLB parent notification within 10 school days) 8. MARSS coordinator notified of student status change 9. LEP designation is changed to LEP-YES in MARSS ELL teacher MARSS coordinator ELL teacher Counselor and ELL teacher ELL teacher ELL teacher Enrollment secretary Enrollment secretary Person Responsible Enrollment secretary
Program
Pull-out group
Curriculum
Teaching Based on WIDA ELD Standards: (Newcomer Curriculum) and Language of Math
Teaching Based on WIDA ELD Standards: (Newcomer and Developing Curriculum), Language of Science and Language of Social Studies
Blooming Prairie ELL students work on the language skills that they need to get ready to read (literacy skills including building background knowledge and academic vocabulary.) They work on letter and number recognition, letter sounds, blending sounds, and beginning sight words. Small group support in class may be through the paraprofessional or classroom teacher.
Program
Curriculum
Teaching Based on Teaching Based on Teaching Based on WIDA ELD WIDA ELD WIDA ELD Standards Standards Standards
Each spring ELL students are assessed to determine their need for English language support. Students are placed in the classes that meet their level of need for the following year. High school ELL students are assessed for language proficiency in reading, writing, speaking and listening each spring. Students are then placed in the classes that will provide the right amount of support for them for the following year. Every effort is made to assign students to classes that receive credits toward graduation requirements. Newcomer: Students receive small class instruction for one 45 minute period each day. This setting allows the teacher to spend individual time with students. These classes help newcomers gain basic school skills and English vocabulary. Students also spend independent study time on vocabulary. Students advance out of the newcomer class when they gain enough English language ability to understand instruction in English. An ELL math class is offered for 45 minutes each day when there are newcomer students who have not gained these skills in their prior schooling.
Developing: Students are assigned to reading classes according to their reading assessment data. This may be an ELL or mainstream class. Classes help strengthen literacy skills and build strategies for comprehension. ELL reading and writing support class teaches study skills while working with grade-level language arts content. Classes are designed to meet grade-level academic standards in order to prepare students for classes outside of ELL. Students may participate in an afterschool homework help session. Advanced: Students are monitored by the ELL staff for one year to ensure that they are academically successful while making the transition out of ELL support services. They are brought back into ELL support if needed. Reading support may be given if needed. Students may be in a co-taught language arts or math class which is taught by both a content and ELL teacher. An after-school program may be recommended for students who are still struggling to work at grade level.