English Language Learners

The Frontier Schools has developed English as a Second Language Program which seeks to provide instructional programs appropriate for each student according to specific background, capabilities, learning styles, interests and aspirations. The English as a Second Language Program has the following goals.

English Language Learners

English Language Learners and Migrant Students
The Frontier Schools has developed English as a Second Language Program (ESL) which seeks to provide instructional programs appropriate for each student according to specific background, capabilities, learning styles, interests and aspirations. The English as a Second Language Program has the following goals:
• To assist students in acquiring skills to communicate needs, interests, and ideas in English (communicative competency in listening, speaking, reading, and writing);
• To assist students in understanding the social and cultural patterns of English-speaking people;
• To assist students in attaining a level of academic English proficiency that will enable them to be successful in school;
• To meet the needs of teachers and staff working with ELL students;
• To meet the English Language Proficiency/English Language Development Standards.

Frontier has developed procedures in the areas of:
A. Student Identification
B. Student Assessment
C. Program Description
D. Program Staff
E. Program Exit Criteria
F. Program Evaluation
G. Parental Notification and Communication
H. Segregation of Facilities
I. Special Opportunity Programs
J. Special Education Programs

All students are eligible to enroll in Frontier School District regardless of immigrant status. All parents enrolling a student/students in the Frontier Schools will complete a Home Language Survey (HLS). If the response to any question on the HLS indicates that a language other than English is spoken at home or by the student, school enrollment personnel will forward a copy of the form to the responsible for enrolling students ensure that the Home Language form is completed. Completed forms are sent to the campus ESL Coordinator. The Campus ESL Coordinator reviews the student’s HLS for potential Limited English Proficient (LEP) and ELL students. The ESL coordinator will request student data (WIDA ACCESS test scores, MAP test results, or other supporting documents) to determine if student placement in the ESL program is warranted. If needed, time is scheduled by the Campus ESL Coordinator to administer the WIDA ACCESS Placement Test (W-APT) to the potential LEP students, whose current ELL status is not supported by any documentation. An annual review of the identification process is conducted and adjustments are made to ensure that all language minority students are identified.

The district provides translators and interpreters when a student and/or parents have difficulty communicating in English. Completed Home Language Survey forms, students’ last WIDA ACCESS test reports, or W-APT results are placed in the students’ files. Language Proficiency Assessment Committee’s (LPAC) initial review forms and copies of parent notification letters are also placed in the students’ files

FRONTIER SCHOOL DISTRICT ENGLISH as a SECOND LANGUAGE (ESL) PROGRAM PROCEDURES
The Frontier School District has developed English as a Second Language Program which seeks to provide instructional programs appropriate for each student according to specific background, capabilities, learning styles, interests and aspirations. The English as a Second Language Program has the following goals:
 To assist students in acquiring skills to communicate needs, interests, and ideas in English (communicative competency in listening, speaking, reading, and writing);
 To assist students in understanding the social and cultural patterns of English-speaking people;
 To assist students in attaining a level of academic English proficiency that will enable them to be successful in school;
 To meet the needs of teachers and staff working with ELL students;
 To meet the English Language Proficiency/English Language Development Standards.

The district has developed procedures in the areas of:
K. Student Identification
L. Student Assessment
M. Program Description
N. Program Staff
O. Program Exit Criteria
P. Program Evaluation
Q. Parental Notification and Communication
R. Segregation of Facilities
S. Special Opportunity Programs
T. Special Education Programs

PROCEDURES
Rationale:
Frontier School District is obligated to follow all federal and state guidelines in providing equal education opportunities to all students, therefore, it has established an English as a Second Language (ESL) program to support students whose primary language is not English. ESL programs properly implemented by qualified personnel with adequate resources can meet the educational needs of language minority students. The Missouri Department of Elementary and Secondary Education (DESE) endorse ESL programs as an acceptable instructional curriculum that meets Federal guidelines for educating English Language Learners (ELL). Funds for Frontier School District’s ESL program are provided by the Frontier School District.
English is used by trained ESL teachers as the language of instruction in the ESL program. Students’ English language proficiency is developed to a level that permits the students to participate and learn in an academic setting conducted entirely in English. Students’ language and cultural background are considered when planning instructional activities. Students participate in regular classroom and receive ESL instructional support from both the regular classroom teacher and the ESL teacher until the English skills necessary to succeed adequately in all subject areas are developed. The regular classroom teachers and ESL staff collaborate to facilitate English language learning.
K-12th grade students are offered ESL pull-out services based on ELL students’ needs, their English language acquisition level, and recommended instructional time provided by DESE. The number of students in each pull-out class depends on the students’ English language level, and varies from 2 to 10 students per class. The number of students in each ESL pull-out class does not exceed 10 students. ELL students also receive Title I services, if they qualify.
Parent notification is required before placing the students in the ESL program. Notification includes ESL program benefits, English language proficiency assessment results, information about the ACCESS test that will be administered each year unless the student shows adequate proficiency in all areas of the English language. The parents are also notified about their child’s placement on the 2-year monitoring program, once the ELL student meets the English language proficiency requirements. Reentry into the ESL program remains as an option for ELL students.

Procedures:
A. Student Identification
1. All parents enrolling a student/students in the Frontier School District will complete a Home Language Survey. The Home language Survey is included on the school enrollment forms. All students are eligible to enroll in Frontier School District regardless of immigrant status.
2. School personnel responsible for enrolling students ensure that the Home Language form is completed.
3. Completed forms are sent to the Campus ESL Coordinator if any question on the Home Language Survey indicates that a language other than English is spoken at home or by the student.
4. The ESL Coordinator reviews the students’ Home Language Survey (HLS) forms for potential Limited English Proficient (LEP) students.
5. In addition, the school’s ESL coordinator has a reason to suspect a student, if the student speaks another language than English. In this case, the student will also be suspected as a potential English language learner.
6. The ESL Coordinator requests student data (WIDA ACCESS test scores, MAP test results, or other supporting documents) for student placement in the recommended ESL program.
7. Time is scheduled by the Campus ESL Coordinator to administer the WIDA ACCESS Placement Test (W-APT) to the potential LEP students, whose current ELL status is not supported by any documentation.
8. An annual review of the identification process is conducted and adjustments are made to ensure that all Language Minority students are identified.
9. The district provides translators and interpreters when a student and/or parents have difficulty communicating in English.
10. Completed Home Language Survey forms, students’ last WIDA ACCESS test reports, or W-APT results are placed in the students’ files.
11. Language Proficiency Assessment Committee’s (LPAC) initial review forms and copies of parent notification letters are also placed in the students’ files.

B. Language Minority Student Assessment
1. Student identified as Language Minority on the Home Language Survey will be screened for English language proficiency by the ESL staff within the first 30 days of school, or within two weeks of the student moving into the district. Students are screened by the ESL staff in the four modalities of the English language: listening, speaking, reading, and writing with comprehension using the WIDA ACCESS Placement Test (W-APT).
2. Assessments may include informal assessments, such as student writing samples, portfolios, exhibitions, demonstrations, oral interviews, and other assessment formats solicited from teachers.
3. W-APT is administered, evaluated, and interpreted by ESL staff having W-APT Administration training.
Language Minority students are not considered Limited English Proficient (LEP):
a. If they have a composite score of 5.0 or higher on W-APT for the 2nd semester of the 1st grade through the 12th grade.
b. If students have a composite score of 6.0 on the most recent ACCESS Test for kindergarten through 3rd grade.
c. If students have a composite score of 5.0 or higher on the most recent ACCESS Test, along with supporting documentation (MAP test results, STAR test results, etc.) for 4th through 8rd grades.
Language Minority students are considered Limited English Proficient (LEP):
d. If a kindergarten student, or 1st grade 1st semester student has a composite score of 29 or higher on Kindergarten W-APT for kindergarten, and 1st grade 1st semester students. These students are identified LEP in MOSIS, take ACCESS test, but do not receive ESL services;
e. If a kindergarten student, or 1st grade 1st semester student scores at 28 or lower, or 1st – 12th graders score below 5.0 on W-APT. These students will be offered ESL service, and will be placed in the school’s ESL program.
f. A student that scores higher than the selection criteria may also be offered ESL service, if the ESL staff, classroom teachers, parents, and/or administrators believe that he/she is not proficient in English and needs additional support.
4. LEP students are administered standardized assessment instruments, such as MAP and EOC following the modification guidelines set by the Missouri Department of Elementary and Secondary Education (DESE).

C. ESL Program Description
1. Language Minority students identified as LEP are offered appropriate ESL services as determined by LPAC committee composed of ESL coordinator, ESL teacher/s, classroom teacher/s, counselor, parent representative, campus administrator, and IEP representative. A letter about ESL service offer and ESL program benefits is sent to parents, in a language they understand, after the LPAC meeting. The ESL Department makes sure that the letters are written in a language that parents can understand. Parent signature is not required to provide ESL service. The copies of parent notification letters are kept in students’ folders as a proof of notification.
2. Parents of LEP students have a right to deny the Title III services offered by the school. In the case parents opt-out the service, the ESL Department ensures that LEPs make progress in learning English, attain English proficiency, achieve Adequate Yearly Progress, and take ACCESS for ELLs test every winter until they show adequate progress in the English language proficiency and are classified as non-LEP students.
a. Language Minority Students identified as LEPs/ELLs are eligible for placement in the K-12 ESL program, including Title I services.
b. Placing students with age appropriate peers is the most important factor to consider in ESL and regular education classes.
c. Educational history, informal and formal assessment results may also be considered in classroom placement.
d. The ESL staff collaborate with regular education programs to:
– Align curriculum goals;
– Provide ESL modifications/accommodations;
– Provide or request interpreting services when necessary for parent-teacher conferences.
e. All LEP/ELL students must take the statewide annual ACCESS for ELLs test in winter to determine language acquisition growth in the four modalities: listening, speaking, reading, and writing. If a student scores a 5.0 or higher on the overall composite on the ACCESS, and show adequate proficiency within the school norms in MAP or EOC, or other standardized tests, he/she will no longer be classified as LEP.
3. The District provides the materials necessary to adequately meet the language and academic needs of ELL students.
4. The District provides necessary training to assist teachers in identifying and meeting the needs of ELL students.
5. The ELL students are offered ESL pull-out service with content-based support. ESL teachers collaborate with regular classroom teachers to provide ELLs with effective content-based ESL support in small size pull-out classes.
6. ESL staff and teachers recognize educational approaches of the experts, such as Chomsky, Krashen, Cummins, and others, in the education of English language learners. ESL staff and teachers try to lower student’s affective filter (Affective Filter Theory, Krashen), and deliver instruction in the students’ L1 comprehension level (Comprehensible Input Theory, Krashen). They recognize that it takes 2-3 years to acquire BICS (Basic Interpersonal Communication Skills, Cummins) and 5-7 years to acquire CALP (Cognitive Academic Language Proficiency, Cummins).

D. ESL Program Staff
1. ESL teachers meet state requirements for teaching certificates and endorsements in teaching English for Speakers of Other Languages (ESOL).
2. The district provides funding to allow sufficient qualified staff to ensure the success of its English as a Second Language Program.
3. The district makes every effort to employ ESOL endorsed teachers. Certified teachers who are currently receiving training in ESOL methodology may be recruited when ESOL endorsed teachers are not available.
4. Paraprofessional personnel do not have primary responsibility for instruction of ELL students. Paraprofessional personnel may help with instruction when supervised by a qualified ESOL teacher.

E. ESL Program Exit Criteria
1. The District has established criteria to determine when students will exit the English as a Second Language program. Students remain in the ESL program only as long as they need assistance to acquire English language proficiency in the four language modalities. Students who are able to participate meaningfully and successfully in the Frontier School District’s regular education program are exited from the ESL program and placed on a two-year monitoring program.
a. Informal assessments by the ESL and/or classroom teachers are reviewed every grading period or more often in order to monitor student’s language proficiency.
b. Annually the ESL teacher/coordinator gathers information from appropriate sources (i.e. teachers, counselors, parents, etc.) and evaluates students’ progress.
c. The ACCESS for ELLs test will be administered every school year until the student meets English language proficiency requirements, after which the student is placed on a two-year monitoring program.
2. The following criteria must be met to exit a student from the ESL program:
a. LPAC committee, composed of ESL coordinator, ESL teacher/s, classroom teacher/s, counselor, parent representative, campus administrator, and IEP representative, determines if the student is ready to exit the program.
b. K-12th grade students who score 6.0 on the ACCESS test are automatically exited from the program.
c. 4th-12th grade students’ overall composite score on the ACCESS test is 5.0 or higher, and there is enough supporting documentation about students’ academic language proficiency.
d. K-3rd grade students’ overall composite score on the ACCESS test is 5.5 or higher, and there is enough supporting documentation about students’ academic language proficiency.
e. There are enough supporting documents about the student’s adequate performance in the classroom, on state standardized Acuity, NWEA, MAP and/or EOC tests within the school, grade level norms, which help the team determine if the student will be successful in a regular classroom with his English speaking peers.
f. Informal assessment results indicate that the student is proficient in the use of the English language, and has the potential to be academically successful.
3. Parents will be notified about their child’s exit from program with a letter in a language they understand. Parent signature is not required to exit the student from the ESL program. The copies of parent notification letters are kept in students’ folders as a proof of notification of exit.
4. Students will be monitored every quarter for two academic years after being placed on a two-year monitoring program. The ESL staff will regularly meet with classroom teachers to discuss the student’s progress, such as grades, test results, classroom observation, etc. If indications arise that the student is not being successful in a regular classroom, then support services are offered again, based on the individual student needs.
5. Exit from ESL program is considered to be successful when the former LEP/ELL student demonstrates at least the same progress as his/her non-LEP peers, without any modifications or accommodations.
6. An evaluation of the student’s areas of weakness will be conducted if he/she is not experiencing success. Reentry into the ESL program may be recommended if evidence suggests that the problems are related to the English language skills. Parents will receive a written notification in a language they understand when the student needs to get ESL support again.
7. Former and current LEP/ELL students have access to the same curricular opportunities as their non-ELL/non-LEP peers.
8. Former and current LEP/ELL students have access to the same honors, awards, and other recognition as non-ELL/non-LEP peers.

F. Program Evaluation
1. The effectiveness of the ESL program will be reviewed annually by the Frontier School District’s administration.
a. AYP, MAP, and EOC statistics, including graduation, attendance, drop-out rates and grade retention of ELLs will be compared to those of their non-LEP peers.
b. Student progress, length of time in the ESL program, and successful exit into regular education classes will also be reviewed.
c. Surveys and opinions from staff, parents, and students will be part of the evaluation.
d. Program evaluation will identify areas that need modifications in order to continue achieving the district’s goals for ELL students.
2. The LPAC (Language Proficiency Assessment Committee) will make recommendations for increasing program effectiveness based on the program evaluation results.

G. Parental Notification and Communication
1. The ESL staff identifies and informs school personnel of the existence of non-English proficient parents/guardians of students in the district.
2. The district communicates with parents of Language Minority students in a language understood by the parents through bilingual/multilingual school personnel and/or qualified interpreters and translators contracted by the school.
3. Parents of newly enrolled students are notified, in a language they understand, of the results of language proficiency assessments, ESL service program and its benefits, and other options for ELLs.
4. Parents’ approval is not required to provide students with ESL program services.
5. Parents are made aware of parental involvement opportunities available in the district (free English classes for parents, volunteering activities for numerous school, after-school, and out-of-school events, parent nights, etc.)

H. Equity
1. The district ensures the quality of services and facilities available to ELL students are comparable to those of non-ELL students, to the extent that facility space allows.
2. The district ensures that the quality and quantity of instructional materials in the ESL program are comparable to the instructional materials provided to non-ELL students.
3. Students enrolled in the ESL program participate in classes, activities, and assemblies with non-ELL peers.
4. Students enrolled in the ESL program have access to the full school curriculum, both required and elective courses, including vocational education.
5. Students enrolled in the ESL program have access to the same counseling services as non-ELL students. Translators/interpreters are utilized as needed for these services.

I. Special Opportunities Programs
1. The district ensures that access and full participation in special opportunity programs, such as CRLP (College Readiness and Leadership Program), in-state and out-of-state trips, summer camps, etc. is available to students enrolled in the ESL program.
2. The district ensures that the assessment for participation in special opportunity programs is comparable for ELL and non-ELL students.

J. Special Education Programs
1. Special Education Services are provided for ELL students for whom a need of such services is established. Identification and assessment will follow the district’s established guidelines for Special Education Services for non-ELL students. No student is placed in Special Education based solely on criteria which only measures English Language Proficiency.
2. The team for assessing and identifying ELL students for special education services includes the ESL teacher and/or coordinator who will ensure that the student’s unique language and cultural needs are addressed.
3. ELL students are placed in special services programs in ways comparable to non-ELL students with similar needs.
4. ELL students who receive Special Education Services are exempt from taking ACCESS for ELLs test if they receive state standardized MAP-A Alternate Assessment.