English Language Learners (ELL)
English as a Second Language (ESL)

GENERAL PROGRAM DESCRIPTION

With approval of the Office for Civil Rights, Decatur City Schools has established a site based English as a Second Language (E.S.L.) program to serve the needs of identified English Language Learners (E.L.L.). Sites were chosen with major consideration given to the natural population densities in each school zone. Transportation is provided to E.L.L. students who reside in schools zones other than the established sites.

Programming at each of these sites allows for the full participation of E.L.L. students. Students are served in facilities and with materials comparable to non-E.L.L. students 

ESL PROGRAM GOALS & OBJECTIVES

The goal of Decatur City Schools' English as a Second Language Program (ESL) is to provide equal educational opportunities to students who have a primary or home language other than English (PHLOTE) and who are English Language Learners (ELL).  The primary focus is to provide an English-rich environment so that students will become proficient in English as soon as possible.

Decatur City Schools strives to create a learning environment which encourages student pride in their cultural heritage and provides the cognitive and affective support to help them become contributing members of our society.

This program, beginning in Kindergarten and continuing through high school, will provide each non-English or limited English speaking child the opportunity to be successful in the academic areas and to develop listening, speaking, reading and writing proficiency in order to be successfully  mainstreamed into all classes.

IDENTIFICATION OF LEP STUDENTS

To identify and assess all students who have a primary or home language other than English, a Home Language Survey form is completed by every student who enters the Decatur City School System. This survey will identify any languages other than English that are first learned or acquired by the student, used by the student in the home or with friends outside the home.

If a language other than English is identified in any of the Primary/Home Language Survey responses, the student will be identified as a language minority student. A language proficiency assessment is then conducted by the ESL teacher to determine language dominance and proficiency within 10 days.

ASSESSMENT OF LEP STATUS

Within 10 days of entering school or completion of the Home Language Survey a student classified as language minority will be assessed using the Idea Proficiency Test (IPT).

If a student achieves a score of limited or non proficient on any of the three areas assessed by the IPT I or II (oral, reading, writing), than he/she is considered an English Language Learner (E.L.L.) and thus qualifies for the E.S.L. Program.

E.L.L. students are then divided into two categories based on their level of English proficiency:

(LEP) Limited English Proficient - These students have achieved a score of limited on at least one of the three areas assessed by the IPT I or II (oral, reading, writing)

(NEP) Non - English Proficient - These students have achieved a score of non-fluent on all three areas assessed by the IPT I or II (oral, reading, writing)

LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE

The student’s level of English proficiency shall be reviewed by the Language Proficiency Assessment Committee (LPAC). The committee shall be made up of an administrator, a regular education teacher, an ESL teacher, and the student’s parents/guardian.        

The LPAC shall review pertinent information (home language survey/IPT tests/other diagnostic data) of the ELL student. Based on this information, the LPAC committee shall designate the language proficiency and the instructional placement of each ELL student and give written notice to the parents  in their native language requesting approval to place their child in ESL classes.  The LPAC shall also recommend and monitor the participation of eligible ELL students in any other local, state or federally funded programs; reclassify and recommend ELL students for exit when they become proficient in English; and monitor the academic progress of students who exit the ESL program for a minimum of two years. Students who are not academically successful on monitor may be reclassified as ELL and recommended for participation in ESL or other remediation programs which meet their needs.

EXITING STUDENTS FROM ESL SERVICES

Decatur City Schools follow state guidelines in exiting students from the ESL program. Students are assessed at the end of the year to determine progress and placement for the following year.  Any student may be reassessed at any time during the school year at teacher or parent request. If students are being considered for exit during the year, the ESL teacher will test in order to gather data for exit. Even though a student may not have met the exit criteria according to test norms, the ESL teacher may convene a LPAC meeting with the student's teachers to determine if the student is thought to be proficient enough to discontinue ESL services. In the event an ESL student exits, his/her academic progress will be monitored for two years. All documentation will be maintained by the ESL teacher on site.

To determine a student's readiness to exit, the following criteria will be used:

• IPT (oral - rating fluent, reading - rating fluent, and writing -rating high limited or fluent);
• Standardized test scores with a score of 40% or higher;
• Reading and writing that is acceptable for the student's particular grade placement;
• Success in the core subject areas (student is achieving at grade level or is achieving at the highest potential for the student).

Once the appropriate data have been compiled, the E.S.L. teacher will convene the student’s Language Proficiency Assessment Committee (L.P.A.C.) to determine if the student is thought to be proficient enough to discontinue services.  Students determined ready to exit the program are then placed in the regular mainstream program, on academic monitor for a minimum of  two years.

All exit documentation will be maintained by the E.S.L. teacher. Upon exit the E.S.L. teacher will copy the appropriate documentation to the E.S.L. coordinator.

MONITORING SUCCESS OF FORMER LEP STUDENTS

Students who exit the ESL program are monitored for two years by the ESL teacher(s) and mainstream teacher(s). Grade reports on all students who received ESL services are monitored for two years after exiting the program. Grade reports are monitored at the end of each reporting period. If the student is not successful in core subjects and it is determined that the student is in need of additional ESL services, appropriate changes will be made in the student's program. In determining whether a student's lack of success is due to previous ELL status, factors such as attendance, teacher observation, and standardized test scores are considered. If it is determined that a student is in need of additional ESL services, appropriate changes will be made in the student's program. These will include additional language support, extra tutoring in necessary subjects and/or exit exam preparation. Any student who has exited the program and begins having academic difficulty in a course may receive ESL support at the request of the parent and/or teacher. If the problem is determined to be language related, an intervention plan will be implemented for that student until the deficiency is corrected.