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Limited English Proficient

 

Lau Plan

English Language Development Procedure Concerning the Education of English Learners

 

 

Webb City R-VII School District

411 N Madison Avenue

Webb City, MO 64870

417.673.6000

 

Revised 10/10/2014 Revised 9/11/15 Revised 10/3/17 Revised 12/19/18

Submitted for Review by the Board of Education 10/14/14 Submitted for Adoption by the Board of Education 10/13/15 

Submitted for Review by the Board of Education 10/10/17 Adopted by the Board of Education 11/16/2017 Revised 7/30/20. Adopted by the Board of Education 12/14/21. Revised 10/29/25

 

TABLE OF CONTENTS

 

  1. Legal Foundation
  2. Identification of Potential ELD Students
  3. Assessment of the Need for ELD Services
  4. Placement
  5. Parental Notification, Communication, & Involvement
  6. Program of Services for ELD Students
  7. Transition from ELD Services
  8. Staffing
  9. Monitoring Former ELD Performance
  10. Program Evaluation, Review, and Improvement
  11. Working With Private Schools
  12. Emergency Alternate Methods of Instruction







 

 

Legal Foundation

 

  1. The Webb City R-VII School District Lau Plan addresses federal legislation, court decisions, and state requirements to ensure equal access for English Language Learners (ELs) to instructional programming and extracurricular activities.  The plan is designed to enable ELs to achieve the academic standard of proficiency required of all students by supporting the acquisition of academic English, and to ensure ELs have equal opportunities to participate in all programs and extracurricular activities.
    1. Federal Legislation
      1. Every Student Succeeds Act (ESSA) of 2015
      2. No Child Left Behind Act (NCLB) of 2001
      3. Title VI of the Civil Rights Act of 1964
      4. Equal Education Opportunities Act of 1974
    2. Court Decisions
      1. Lau v. Nichols (1974)
      2. Plyler v. Doe (1981)
      3. Castañeda v. Pickard (1981)
      4. Office of Civil Rights Policy Update on Schools’ Obligations Toward National Origin Minority Students with Limited English Proficiency (1991)
      5. Executive Order 13166: Improving Access to Services for Persons with Limited English Proficiency (2000)
    3. State of Missouri Requirements
      1. Missouri School Improvement Program (MSIP) 5



 

Identification of Potential ELD Students

 

  1.  As stated in Title IX of the Education Amendments of 1972, an English learner is an individual who is 
    1. age 3-21 
    2. who is enrolled or preparing to enroll in an elementary or secondary school 
    3. (i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant
    4. whose difficulties in speaking, reading, writing or understanding the English language may be sufficient to deny the individual – (i) the ability to meet the state’s proficient level of achievement on the State assessments …; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society.
  2. In order to properly identify all English Learners (ELs) enrolled in the school district, Webb City R-VII School District has established a procedure to identify potential ELD students according to guidelines established by the Missouri Department of Elementary and Secondary Education.
    1. Students Newly Enrolling in Webb City R-VII School District
      1. All families with students newly enrolling in Webb City R-VII School District online enrollment form for the district website.   The online enrollment form contains one document Webb City R-VII School District uses to identify potential ELs. 
        1. Enrollment Data Form 
          1. The Enrollment Data Form contains three federally required (Every Student Succeeds Act of 2015) (Identifying and Classifying English Learners; Guidance on Entry and Exit Criteria, DESE 2017]) questions used to identify potential ELs:
            1. What was the student’s first language?
            2. Which language(s) does the student use (speak) at home and with others?
            3. Which language(s) does the student hear at home and understand?
      2. The form is required to be filled in completely prior to the student being granted enrollment.  Upon completion of the form, the Central Office enrollment secretary sends  a copy of the completed Enrollment Data Form to the ELD Department.  The ELD Department reviews the form upon receipt to determine if the student must be screened for ELD services.  If the enrollment form indicates any language other than English for any of the three required questions, the student will be screened for ELD services, unless there is evidence of proficiency in English in the students education records from the previous LEA. The copy of the Enrollment Data Form will be kept in the student’s ELD file.  
    2. Students Previously Enrolled in Webb City R-VII School District
      1. All families with students enrolled in Webb City R-VII School District during the previous academic year obtain an online enrollment form via the district website in the summer or during the first week of attendance.  The enrollment packet contains one document Webb City R-VII School District uses to identify potential ELs.
        1. Enrollment Data Form 
          1. The Enrollment Data Form contains three questions used to identify potential ELs:
            1. What was the student’s first language?
            2. Which language(s) does the student use (speak) at home and with others?
            3. Which language(s) does the student hear at home and understand?
      2. The Enrollment Data Form is filled in by the parent/guardian, collected by the classroom teacher, and submitted to the building secretary.  The ELD Department will consult with the secretary to review the forms and identify potential ELs within the first 30 days of the new school year.  If the parent has indicated a request for a language interpreter or indicated another language to any of the three federally required questions, the ELD Department will check records to ensure the student had been screened for services during any previous academic years.  If the student was not screened for ELD services during any previous academic year, the student will be screened for ELD services.  A copy of the Enrollment Data form will be kept in the student’s ELD file.    




 

Assessment of the Need for English Language Services

 

  1. All potential ELs enrolled in Webb City R-VII School District will be screened for ELD services according to guidelines established by the Missouri Department of Elementary and Secondary Education.
    1. Students who have been identified as potential ELs and have enrolled prior to or within the first month of the academic school year will be administered the WIDA Online Screener or the WIDA- Screener for Kindergarten paper assessment within 30 school calendar days of the first day of school.  The screening assessment will be administered by a staff member who has completed the required WIDA online training.  Results of the W-APT or Screener will be kept in the ELD Office, and a copy of qualifying results will be placed in the ELD’s cumulative file.  
      1. Potential ELs in Kindergarten will be administered the listening and speaking portions of the WIDA- Screener for Kindergarten
      2. Potential ELs in 1st grade, during the first semester,  will be administered the reading, writing, listening, and speaking portions of theWIDA- Screener for Kindergarten
      3. Potential ELs in 2nd grade, during the first semester, will be administered the reading, writing, listening, and speaking portions of the 1st grade WIDA Online Screener.
      4. Potential ELs in 3rd and 4th grade,during the first semester, will be administered the reading, writing, listening, and speaking portions of the 2nd-3rd grade WIDA Online Screener.
      5. Potential ELs in 5th grade and 6th grade, during the first semester, will be administered the reading, writing, listening, and speaking portions of the 4th-5th grade WIDA Online Screener.
      6. Potential ELs in 7th grade, 8th grade, and 9th grade, will be administered the reading, writing, listening, and speaking portions of the 6th-8th grade WIDA Online Screener.
      7. Potential ELs in 10th grade, 11th grade, and 12th grade,  will be administered the reading, writing, listening, and speaking portions of the 9th-12th grade WIDA Online Screener.
    2. Students who have been identified as potential ELs and are transferring to the district from another school or country after the first month of the academic school year will be administered theWIDA- Screener for Kindergarten
    3.  or the WIDA Online Screener within ten school days of the first day of attendance.  The screening assessment will be administered by a staff member who has completed the required WIDA online training.  If transferring students received ELD services in the transfer district, and the transfer district is located in a WIDA member-state, the student will not be administered the WIDA- Screener for Kindergarten or WIDA Online Screener as the transfer file should contain qualifying scores from the previous academic school year.  If the transfer file does not contain up-to-date scores, the ELD Department will contact the transfer district to request documents.  If the transfer district is unable or unwilling to provide documents indicating the student’s current proficiency levels, the student will be administered the WIDA- Screener for Kindergarten or WIDA Online Screener.  Results of the  WIDA- Screener for Kindergarten or WIDA Online Screener will be kept in the student’s ELD file, and a copy of qualifying results will be placed in the ELD’s cumulative file.  Assessment administration tiers for students transferring in after the first 30 days of school will follow the same guidelines as listed above in 1.a.   
    4. Per DESE guidance, first semester Kindergarteners may take the reading and writing portion of the  WIDA- Screener for Kindergarten prior to the ACCESS 2.0 window if the test administrator feels the student can be successful in all four language domains. If the student meets the criteria of proficiency and is ineligible for ELD services, they will not be identified as an ELP student. 



 

Placement

 

  1. Placement of potential ELs in the ELD program will be made according to guidelines established by the Missouri Department of Elementary and Secondary Education.
    1. First Semester Kindergarten Eligibility for Services
      1. Kindergarten students assessed in the first semester with an overall score of 5 or less will be identified as LEP in MOSIS.  They will be administered the ACCESS 2.0 assessment during the state window so that a determination based on all four modalities can be made.  
      2. Kindergarten students assessed in the first semester with an overall score of 5 or higher  will be identified as LEP  in MOSIS.  They will be administered the ACCESS 2.0 assessment during the state window so that a determination based on all four modalities can be made.  
    2. Second Semester Kindergarten and First Semester 1st Grade Eligibility for Services 
      1. Kindergarten students assessed in the second semester and 1st grade students assessed in the first semester with an  overall score of less than 5 will be identified as LEP in MOSIS.  They will be administered the ACCESS 2.0 assessment during the state window.  
      2. Kindergarten students assessed in the second semester and 1st grade students assessed in the first semester with an overall score of  5 or higher will not be identified as LEP in MOSIS.
    3. Second Semester 1st Grade through 12th Grade Eligibility for Services
      1. First grade students assessed in the second semester and all other students through 12th grade with a combined grade-adjusted composite proficiency level lower than 5.0 are eligible for ELD services and will be identified as LEP in MOSIS.  
      2. First grade students assessed in the second semester and all other students through 12th grade with a combined grade-adjusted composite proficiency level of 5.0 or higher meet the minimum criteria for English proficiency and are not identified as LEP in MOSIS (NLP).
  2. Grade-level placement will be made according to local policy.
    1. Students enrolling as new to the district will be placed in their neighborhood school with same-age peers in an identical manner as native English speaking students are placed.
    2. Students transferring to Webb City will be placed in their neighborhood school at the same grade-level or equivalent grade level attended in the previous district in the same manner as native English speaking students are placed.
    3. Newcomer ELs, defined as ELs residing within the United States fewer than 36 months, will be eligible for additional considerations for grade-level placement.  Upon enrollment, the family may be contacted to schedule an intake interview to be conducted by the ELD Department and other relevant staff.  An intake interview form will be used to record pertinent information regarding previous school attendance, lapses in formal education, history of learning challenges and successes, native language literacy, trauma, medical issues that may negatively impact learning, experience with technology, experience with English, educational goals, and parent concerns.  The ELD Department and other relevant staff will determine appropriate grade-level and building placement depending upon the information obtained during the intake interview.
      1. Newcomers enrolled at the high school level as 9th grade freshmen will be expected to complete all local and state graduation requirements.  
      2. Newcomers enrolled at the high school in grades 10 through 12 may qualify for an individualized program of studies per page 9 of the current Graduation Handbook.  This program will be developed according to information obtained during the intake interview.  The ELD Department, school counselor, high school principal, other relevant staff, student, and parent/guardian will determine an appropriate course of study to prepare the student for post-high school goals.  This individualized program of study may not include the 24 units of credit as defined by Missouri.  Newcomers placed as seniors may be graduated without meeting the requirement of Section 170.011, RSMo (U.S. and Missouri Constitutions and American History and Government).  Upon successful completion of the individualized program of study, the student will be permitted to graduate and granted a high school diploma.
      3. The newcomers may be on a pass/fail grading system for the first three academic years.  ELD staff, school principal, counselor, the student, and parent/guardian will consider post high school goals when determining if a pass/fail system is the most appropriate.  In the event that the student makes substantial gains in English proficiency while on the pass/fail grading system, the ELD Department, relevant staff, building principal, student, and parent/guardian will determine if the student should be transitioned to the traditional grading system.  If the teacher can answer “yes” to the pass/fail criteria, the student will receive credit for completion of the class.  The pass/fail grading system will evaluate ELs based upon the following subjective criteria:
        1. Did the student display effort to accomplish the differentiated tasks to the extent appropriate for his/her English language proficiency levels?
        2. Did the student turn in a reasonable amount of homework/class assignments to the extent appropriate for his/her English language proficiency levels?
        3. Did the student participate in class discussions and group work to the extent appropriate for his/her English language proficiency levels?
        4. Did the student reach proficiency of the priority standards as determined by the classroom teacher (with the teacher providing appropriate differentiations for the levels of English proficiency) to the extent appropriate for his/her English language proficiency levels?
  3. Classroom teachers and building principals will be made aware of the placement of ELs in each building.
    1. Prior to the last day of the previous academic year, building principals will be made aware of the placement of ELs who were enrolled as students receiving services during the previous academic school year.  Classroom teachers and building principals will be notified of qualification for services, proficiency levels, and support plan via an English Learner Profile (ELP) for these ELs within 30 days from the first day of the academic school year.  
    2. Classroom teachers and building principals will be notified of qualification for services, proficiency levels, and support plan via an English Learner Profile (ELP) within 30 days from the first day of the academic school year for ELs who are new to the district and enroll prior to the first day of school or within the first month of the academic school year.
    3. Classroom teachers and building principals will be notified of qualification for services, proficiency levels, and support plan via an English Learner Profile (ELP) within 10 days from the first day of attendance for ELs who are new to the district and enroll after the first month of the academic school year.



 

Parental Notification, Communication, & Involvement

 

  1. Parents will be notified of ELD services within the guidelines established by the Missouri Department of Elementary and Secondary Education.
    1. Timeline of notification
      1. Parents/guardians of ELs who were enrolled as students receiving services during the previous academic school year and those who enroll within the first month of the academic school year will receive printed notification via U.S. Mail postmarked within 30 school days from the first day of attendance. 
      2. Parents/guardians of ELs who enroll after the first month of the academic school year will receive printed notification via U.S. Mail postmarked within 10 school days from the first day of attendance. 
    2. The ELD Department will process the following notification documents and provide them to parents/guardians within the timeline of notification:
      1. Parents/guardians of all ELs will receive a “Title III Parental Notification Letter” informing them of their child’s participation in the program. 
      2. Parents/guardians of ELs classified as Monitor Year 1 (MY1) will receive a “Monitor Year 1 Notification Letter” informing them that their child will no longer receive ELD services and will be monitored for two academic school years to ensure continued academic English language proficiency.
      3. Parents/guardians of ELs who were administered the ACCESS for ELs during the previous school year or the  WIDA-Screener for Kindergarten during the current school year will receive a “Parent Notification of Services Letter” informing them of their child’s proficiency levels for each of the four modalities, expected proficiency levels, additional considerations for determination of status, plan of services, notification of required assessment, and option for parent to decline pull-out services.  
    3. Webb City R-VII School District will provide notification in a language parents can understand.
      1. Webb City R-VII School District will provide Spanish translations of all ELD notifications and other notifications on an as-needed, as-requested basis.  
      2. Webb City R-VII School District will make every reasonable effort to find a qualified translator/interpreter for other languages.  In the event that a translator/interpreter cannot be obtained, Webb City R-VII will attempt to translate the documents using an online translator or explain the information in a face-to-face meeting.
    4. Webb City R-VII School District will provide timely notification in a comprehensible format to parents when activities are planned.

 

Program of Services for ELD Students

 

  1. Webb City R-VII School District has adopted the English for Speakers of Other Languages (ESOL) approach as its English Language Learning (ELD) instructional model.  Webb City has chosen this approach due to the relatively low number of ELD students enrolled across the district.  Additionally, there are so many languages represented by students that having a bilingual teacher for each language is impractical.  Webb City R-VII School District implements three types of ESOL instructional approaches:
    1. Sheltered Instruction ESOL: Webb City recognizes the importance of providing all students access to grade-level content; therefore, all ELD students receive instruction in the mainstream classroom.  Classroom teachers differentiate their instruction to bridge the gap between ELs’ academic English proficiencies and comprehensible curriculum content.  Classroom teachers and the ELD Department will collaborate as needed to plan for differentiation using the WIDA English Language Development Standards Framework.
    2. Push-In ESOL: For our students with the most limited English, a paraprofessional may push-into the mainstream classroom to provide support as the student simultaneously acquires content and the English language.
    3. Pull-Out ESOL: Explicit, targeted, academic English instruction is provided to some qualifying ELs with lower English proficiencies during small-group or one-on-one pull-out sessions outside of the mainstream classroom.  The sessions may target reading, writing, listening, or speaking using academic English in each content area.  The following ELs may qualify for pull-out services:
      1. ELs who were administered the ACCESS for ELs during the previous academic school year and scored a composite proficiency level of 2.9 or below may receive appropriate pull-out ESOL services by the ELD Department or ELD Paraprofessional.  The ELD Department and classroom teacher will determine what is appropriate for each individual EL.
      2. Some ELs who were administered the ACCESS for ELs during the previous academic school year and scored a composite proficiency level of 3.0 or above but a low score in one of the four modalities may qualify for targeted, appropriate pull-out services by the ELD Department or ELD Paraprofessional.  The ELD Department and classroom teacher will determine what is appropriate for each individual EL.
      3. ELs in the second semester of 1st grade through 12th grade who were administered the WIDA-Screener for Kindergarten during the current academic school year and scored a composite proficiency level of 2.9 or below may receive appropriate pull-out ESOL services by the ELD Department or ELD Paraprofessional.  The ELD Department and classroom teacher will determine what is appropriate for each individual EL.
      4. ELs in the first semester of Kindergarten who were administered the WIDA-Screener for Kindergarten during the current academic school year may receive appropriate pull-out ESOL services by the ELD Department or ELD Paraprofessional as determined by the ELD Department, classroom teacher, and building principal.  Intensity and duration of services will be based upon what is appropriate for each individual EL.
      5. ELs in the second semester of Kindergarten and first semester of 1st grade who were administered the  WIDA-Screener for Kindergarten during the current academic school year and scored  an overall score of  less than 5 may receive appropriate pull-out ESOL services by the ELD Department or ELD Paraprofessional as determined by the ELD Department, classroom teacher, and building principal.  Intensity and duration of services will be based upon what is appropriate for each individual EL.
  2. Title III of the No Child Left Behind Act of 2001 allows for parents/guardians to play a role in the design of a student’s language instruction education plan.   Parents may opt-out of supplemental ELD services that take place outside of the mainstream classroom.  ELs whose parents have chosen to decline the pull-out delivery model will receive services from the classroom teacher through differentiated instruction, push-in services, or co-teaching services as needed to ensure the language proficiency needs of the student are being met and the district’s legal responsibility to provide language instruction is met.  



 

Transition from ELD Services

 

  1. Students meeting the following criteria of reclassification will be moved from Limited English Proficient (LEP) to Monitor Year 1 (MY1) in MOSIS according to the guidelines established by the Missouri Department of Elementary and Secondary Education.  The Determination of Reclassification of English Language Learners form will be kept on file in the ELD office and a copy will be kept in the EL’s cumulative file.
    1. All students in Kindergarten through 12th Grade who score a composite proficiency level of 4.7 or higher on the ACCESS 2.0 for ELs assessment must be exited barring compelling evidence in the EL Portfolio suggesting the student should remain in the LIEP.  Students meeting the criteria will be reclassified in MOSIS as MY1.
    2. Any student in Kindergarten through 12th Grade with a disability under the Individuals with Disabilities Education Act (IDEA) who has an Individualized Education Plan (IEP) that specifies parallel, alternate standards-related criteria can be exited barring compelling evidence that a language spoken in the home has a significant impact on performance in the classroom.  The IEP team has determined that the student’s disability prevents him/her from reaching academic English proficiency at the level of his/her peers, and his/her academic English proficiency would not substantially improve from receiving ELD services.
  2. Students on Monitor Year 1 (MY1) status who make adequate progress according to information provided by classroom teacher(s) on the ELD Monitoring Form will be classified as Monitor Year 2 (MY2) in MOSIS the following academic year.
  3. Students on Monitor Year 2 (MY2) status who make adequate progress according to information provided by classroom teacher(s) on the ELD Monitoring Form will be reclassified as Accountability Year 3 (AY3) in MOSIS the following academic year.  Their achievement scores on state assessments will be included in ELD subgroup calculations.
  4. Students on Accountability Year 3 (AY3) will be reclassified as Accountability Year 4 (AY4) in MOSIS the following academic year.  Their achievement scores on state assessments will be included in ELD subgroup calculations.
  5. Students on Accountability Year 4 (AY4) will be reclassified as Not Limited Proficient (NLP) in MOSIS the following academic year.  Their achievement scores on state assessments will no longer be included in ELD subgroup calculations.



 

Staffing

 

  1. Webb City R-VII School District will hire and train staff according to the guidelines established by the Missouri Department of Elementary and Secondary Education.
    1. The Department of English Language Learning is supervised by the Assistant Superintendent of Curriculum and Instruction and the Director of Student Services.  The position of the School Board-appointed ELD-Coordinator is held by the Director of Student Services.
    2. Webb City R-VII School District will employ one full-time ESOL endorsed teacher if the ELD population is greater than 19, as is required by the Missouri Department of Elementary and Secondary Education.  The ESOL endorsed teacher will be paid according to the board-approved salary schedule for certified teachers. Additional staff may be hired as needed. 
    3. In the event that the ELD population exceeds a number which is manageable for one full-time  staff, Webb City R-VII School District will employ one full-time program Paraprofessional who has either 60 college credit hours or has passed the ParaPro Assessment.  The program Paraprofessional  will be paid according to the board-approved salary schedule for paraprofessionals.
    4. Webb City School District shall establish a Teacher English Fluency Plan to comply with the No Child Left Behind Act of 2001 requirement stating “(c) TEACHER ENGLISH FLUENCY.—Each eligible entity receiving a subgrant under section 3114 shall include in its plan a certification that all teachers in any language instruction educational program for limited English proficient children that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communications skills...” for any program staff member.  The Director of ELD is authorized to provide the English fluency certification to any ELD Department(s) and paraprofessional(s)/program aide(s) meeting the above standards.
      1. TEACHER ENGLISH FLUENCY in English and any other language used for instruction, including having written and oral communications skills are evaluated/monitored for certification during the hiring/assignment process following the standards below:
        1. Communication abilities during the interview(s);
        2. Graduation from a US university or College;
        3. Graduation from a Foreign University or college (School) that the LEA recognizes as meeting the US equivalency;
        4. In possession of a valid Missouri Teaching Certificate in the area of Teaching English to Speakers of Other Languages (TESOL).
      2. PARAPROFESSIONAL/PROGRAM AIDE ENGLISH FLUENCY in English and any other language used for instruction, including having written and oral communications skills are evaluated/monitored for certification during the hiring/assignment process following the standards below:
        1. Communication abilities during the interview(s);
        2. Graduation from a US high school;
        3. Graduation from a Foreign high school that the LEA recognizes as meeting the US equivalency;
        4. Has earned at least 60 college credit hours or has achieved a passing score on the ParaPro Assessment.
  2. Webb City R-VII School District will provide professional development opportunities to support the unique instructional needs of ELs.
    1. The ELD Department will attend professional development opportunities at the Southwest Regional Professional Development Center in Springfield, MO, the annual Federal Programs Conference sponsored by the Missouri Department of Elementary and Secondary Education, and other professional development opportunities deemed relevant.
    2. The ELD Department will provide professional development opportunities for classroom teachers in an ongoing setting during planning times, on teacher-inservice days, online, and at the annual January Professional Development Day.



 

Monitoring Former ELD Performance

 

  1. Webb City R-VII School District will monitor former ELD performance according to the guidelines established by the Missouri Department of Elementary and Secondary Education.
    1. ELs identified as Monitor Year 1 (MY1) in MOSIS will be monitored throughout the year.  The ELD Department will share the ELD Monitoring Form with classroom teachers at the end of each semester.  The ELD Department will fill in information regarding ACCESS scores from the previous year, MAP or EOC scores from the previous year, current support services, and the final decision regarding placement the following school year.  The classroom teacher(s) will provide information regarding classroom teacher observations, quarter grades, additional observations or concerns, and a recommendation for classification.  The information provided by the classroom teacher and ELD Department will be used to make the final decision regarding identification of the ELD the following school year.  If it is determined that the student has not made adequate progress due to limited English proficiency, the ELD will be reclassified as Limited English Proficient (LEP) and receive services.
    2. ELs identified as Monitor Year 2 (MY2) in MOSIS will be monitored throughout the year.  The ELD Department will share the ELD Monitoring Form with classroom teachers at the end of each semester.  The ELD Department will provide information regarding ACCESS scores from the last year it was taken, MAP or EOC scores from the previous year, current support services, and the final decision regarding placement the following school year.  The classroom teacher(s) will fill in information regarding classroom teacher observations, quarter grades, additional observations or concerns, and a recommendation for classification.  The information provided by the classroom teacher and ELD Department will be used to make the final decision regarding identification of the ELD the following school year.  If it is determined that the student has not made adequate progress due to limited English proficiency, the ELD will be reclassified as Limited English Proficient (LEP) and receive services.
    3. ELs reclassified as Accountability Year (AY3, AY4) or Not Limited English Proficient (NLP) will not be monitored as their classification indicates they no longer have limited English proficiency and have reached the academic language proficiency level of their same-aged peers and no longer require support services.



 

Program Evaluation, Review, and Improvement

 

Webb City R-VII School District will evaluate, review, and improve the ELD program according to the guidelines established by the Missouri Department of Elementary and Secondary Education.

  1. The Assistant Superintendent of Curriculum and Instruction, the Director of Special Services, and the ELD Department will meet annually to discuss the effectiveness of and ways to improve the ELD program including, but not limited to, the following program elements:
    1. Success of Enrolled ELs
    2. Parental Involvement
    3. Degree of Collaboration with Mainstream Teachers
    4. Compliance with the District’s Lau Plan
      1. Identification of potential ELs
      2. Assessment of the need for ELD services
      3. Placement of ELs
      4. Parental notification and communication
      5. Program of services for ELs
      6. Transition from ELD services
      7. Staffing
      8. Monitoring former ELD performance




 

Working With Private Schools

  1. Webb City R-VII School District will consult and coordinate with private schools in a timely manner for equitable service delivery.  Delivery of ESOL services must be at public school or a neutral site.



 

Emergency Alternate Methods of Instruction

  1.  In the event of state or local emergencies affecting the safety or well-being of students, the district may need to use  Alternate Methods of Instruction (AMIs) to meet the educational needs of students.   District protocols for all students will be established by administration and adopted by the Board of Education.  These alternatives, while adhering to federal and state guidelines, will be left to the discretion of the Director of English Language Development.  The decisions of the Director of ELD will be based on pertinent input from district administration, guidance from Missouri’s Department of Elementary and Secondary Education (DESE), and the observance of best practices for English Language Learners.