LEP students are initially identified based on their home language form. An ESOL representative meets with clerks at the beginning of the year to help identify and code student information.
We have a policy for admitting students regardless of citizenship or language. (on district webpage)
Does the LEA place ESOL students in special programs ( gifted, etc) without regard to their English Proficiency?
Title III funds can be used for professional development, before/ after school programs, and summer school.
Does the LEA submit a Title III plan to SEA?
The ESOL handbook explains supporting procedures for ESOL services. (on district webpage)
How do we ensure that the entire faculty is knowledgeable of ELD standards and that they are incorporated in classrooms?
How are students screened and placed at our school?
What steps are taken to prevent LEP students from being placed in special ed. classes on criteria that measure or evaluate their English language skills?
Mainstream teachers work with ESOL teachers to determine what accommodations students will need in the classroom and accommodation forms are completed.
How can mainstream teachers communicate effectively with LEP students?
How do we ensure LEP students are assessed annually on all state tests?
A monitoring form is used to monitor student progress for 2 years via teacher consultations, quarterly grades and annual assessments Students may re-enter the program if needed.
How do we identify an LEP student?
How do you determine what accommodations you will provide in your classroom?
Students must be screened using W-APT within the first 30 days of the beginning of the school year. New enrollment students must be screened within 10 days of enrollment.
Teachers are provided copies of standards and Can-Do booklets. They use Rubicon overlays to help plan lessons.
We place students in special opportunity programs ( gifted, etc) based on information collected on the yearly program evaluation report.
Yes, Title III plan is submitted for approval yearly.
We have a system in our school to notify ESOL teachers when new students enroll. ESOL district rep. attends training for SC PASS and shares information with ESOL teachers.
Title III funds can be used for these activities.
Teachers use modeling, visuals, graphic organizers, and collaborative groupings.
Is there a policy for admitting students regardless of immigration status or English language status?
ESOL teachers are a part of the A- team committee to provide information about language acquisition
How are former LEP students monitored for success?
How are policies and procedures for ESOL communicated across the district?
