manassas city public schools language instruction ...€¦ · english proficiency, while meeting...

Manassas City Public Schools

Language Instruction Educational Programs

Purpose

The Manassas City Public Schools’ (MCPS) Language Instruction Educational Program (LIEP)

in which an English learner (EL) student is placed for the purpose of developing and attaining

English proficiency, while meeting challenging state academic content and student academic

achievement standards, as required by Every Student Succeeds Act (ESSA) section 1111(b)(1).

MCPS is required to thoughtfully and deliberately plan, resource, and evaluate their LIEP. The

plan and evaluation results must be made available to all staff working with ELs as well as

parents of ELs.

The Code of Virginia [COV § 22.1-253.13:1 D.11] states that local school boards shall also

implement the following: identification of students with limited English proficiency and

enrollment of such students in appropriate instructional programs. MCPS is in compliance with

the Code of Virginia. All program requirements and processes are detailed in the English for

Speakers of Other Languages (ESOL) Program Handbook, ESOL Registration handbook, and

the Handbook for Secondary Counselors and Administrators on Scheduling ELs.

ESOL Program Overview

There are approximately 3270 students levels 1-6Y4 enrolled in the MCPS ESOL Program. The

following breakdown comprises direct service and monitor students by grade levels: Grades 1-4,

1064 direct service and 265 monitor students, grades 5-8, 494 direct service and 725 monitor,

grades 9-12, 505 direct service and 217 monitor. Over 2,400 EL students are enrolled in the

MCPS ESOL program for direct ESOL service for the 18-19 school year, accounting for

approximately 33% of the total student population. The main language spoken by our EL

students is Spanish, with the next highest language Arabic, and third Urdu.

MCPS employs over 60 staff members with their English as a Second Language (ESL) license.

This includes central office staff members, school administrators, classroom and core content

teachers as well as ESOL teachers who staff the ESOL program. MCPS provides opportunities

for teachers to obtain their ESL license through ESL Praxis Prep classes.

The number of certified teachers and EL students by grade level cluster plays a role in the design

of the LIEP. MCPS staffs above the required Standards of Quality (SOQ) to provide required

service minutes and additional time for level 1 and 2 pull out at the elementary level, and a

robust newcomer program grades 5-12.

Benefits of the MCPS ESOL Program

The MCPS ESOL program is designed to ensure high-quality instructional delivery that supports

all language domains. The students are exposed to multiple models of instruction to benefit

multiple intelligences and levels of language acquisition. Through the supports they receive,

students are able to access the content at their current level. SOL and ELD standards-driven goal

statements based on their current grade level supports rigorous instruction.

Data Reviewed in the completion of the LIEP Program Evaluation

The EL subgroup Standards of Learning (SOL) data and other indicators have been reviewed and

contributed to the design and revision of the LIEP to maximize service delivered to students.

Reading and math SOL scores, grades 3-8 and End of Course (EOC) assessments were reviewed

to determine ESOL teacher placement and service delivery level. Additionally, SOL scores were

used to determine materials and targeted Professional Development (PD) to individual schools.

The EL Federal graduation Index and EL dropout rate was also reviewed to make changes to the

ESOL LIEP at the high school level. Long-term EL data was also reviewed, resulting in a

literacy II class at Osbourn High School (OHS) to provide students with intensive academic

language support. The EL progress rate based on the spring ACCESS for ELLs assessment was

also analyzed. Every school except one met or exceeded the requirement. The school that did not

meet the target was provided an additional .5 ESOL teacher to provide additional ESOL service

time in the content areas and additional professional development on teaching academic

language.

Non-Negotiable Definitions for the MCPS LIEP

“ESOL services” refers to English Speaker of Other Languages services, which the

Division and the Virginia Department of Education (VA DOE) also refers to as English

as a Second Language (ESL).

“Sheltered content instruction” is instruction, primarily in English, where teachers use

sheltered content instructional techniques (such as, grouping students by language

proficiency level, adapted materials and texts, visual displays, cooperative learning and

group work, primary language support, and clarification) to make lessons understandable.

“Direct ESOL services” include: (a) newcomer classes (ESOL teacher with students in a

self-contained setting); (b) pull-out (ESOL teachers pulling out individual or small

group); (c) push-in/inclusion (ESOL teacher pushing in to classroom) and content area

inclusion (ESOL teacher and content teacher are co-teaching or a teacher dually certified

in ESOL and the content area is teaching); (d) sheltered content instruction (ESOL

teacher and content teacher are co-teaching within the classroom or a teacher certified in

the content area with adequate training in sheltering techniques); (e) ESOL Content

Course at intermediate/secondary (7-12) (ESOL endorsed teacher with students in a self-

contained setting); and (f) General Education Content Course at the secondary (7-12)

(Content teacher is dually endorsed in content/ESOL); and (g) ESOL Resource class at

OHS (ESOL endorsed teacher).

“Indirect ESOL services” include: (a) regular (i.e., at least monthly) and ongoing

consultation between an ESL endorsed teacher and either a general education or special

education (SPED) teacher of the EL, including but not limited to the ESL teacher training

the general education or SPED teacher on how to instruct ELs, suggesting and/or

modeling sheltered strategies, and sharing ESOL and sheltered materials; and (b) an ESL

endorsed teacher monitoring an EL’s academic performance every marking period and

how his/her ELP level is impacting that performance.

“Language acquisition services” refers to ESOL, ESL, sheltered content, or newcomer

services.

As used here, the term "program" refers to:

Planned English language development instruction by a qualified ESL teacher, and

Adaptations/modifications in the delivery of content instruction and assessments by all

teachers based on students' language proficiency levels and the WIDA English Language

Development Standards as well as the Virginia Standards of Learning academic

standards.

Program models for delivering EL services

ELs must have equitable access to academic content for all courses in which they are enrolled.

Regardless of the program model(s) employed, the LIEP at each school must, at a minimum:

be aligned to VA state academic content standards for the appropriate grade level of the

ELs;

include ELD instruction delivered by properly certified teachers who hold an ESL

certificate or who are working in conjunction/co-teaching with ESL certified teachers;

incorporate the use of the WIDA ELD Standards;

provide equitable access to content for ELs at all language proficiency levels by

providing research-based sheltered instruction strategies with fidelity; and

not limit the enrollment of ELs in any course or academic program for which they would

otherwise be eligible.

ESOL service is provided via three distinct program models

Program Model 1 - Content based ESOL

This LIEP is used at the K-4 level and consists of pull out or inclusion/in-class support to

develop language. EL instruction focuses on development of proficiency in the English language,

including grammar, vocabulary and communication skills and is linked to grade level content,

the VA SOLs, and the WIDA ELD standards as a medium for building language skills. The

descriptions below outlines what pull out and inclusion/in-class service look like.

Pull out services

Schools must provide additional time for level 1 and 2 students. The division expectation is that

these students will receive small group instruction in language acquisition in addition to the

content based ESOL service minutes. The goal for the ESOL program is to have all students exit

after 3 to 4 years of intensive English language instruction.

Pull out services

Level 1 and 2 students in elementary schools must receive pull out ESOL services in addition to

push in ESOL services via the content based ESOL service. Here are several suggestions:

Level 1 and 2 students may be pulled out during language arts time to receive intensive

language instruction

Level 1 and 2 students may be pulled during science or social studies to reinforce the

content being taught, front load the information, and work on language acquisition via the

content area.

Level 1 and 2 students may be pulled out during intervention/enrichment time for

language support

Level 1 and 2 students may be pulled for up to 30 minutes in addition to the content

mainstreaming support during the day, depending on schedule and staffing

Pull out groups should consist of no more than 12 students to one ESOL teacher

Pull out groups can cross grade levels or proficiency levels. For example, you may pull

all grade 1 and 2 level ones together or all level 1 and 2 second graders together.

Other factors to take into consideration when pulling out – location/setting for pull out

service, consistency of the pull out service, schedule, staffing, needs of the students, and

materials

Level 1 and 2 students receiving the pull out services must use the Language Enrichment

Curriculum Guide for ELs. This curriculum is designed to provide language objectives and

suggested learning activities for the instruction as part of the larger ESOL and Elementary

curriculum. The curriculum guide provides topics based on Social and Instructional Language, as

well as English/Language Arts.

Inclusion/Co-teaching

In this model, ESOL teachers push into a grade level classrooms to support content instruction.

ESOL teachers support the academic content being taught within a language framework by

reinforcing academic vocabulary, using strategies specific to ESOL instruction, modifying and

adapting materials, instruction, and curriculum based on individual student language needs, etc.

It is a division level expectation that ESOL teachers in a content mainstreaming situation plan

and modify instruction with the classroom/core area teachers. Simply being in the classroom

with the ESOL students does not count as direct ESOL service. The ESOL teacher must be

actively planning and teaching along with the classroom/core content teacher.

Program Model 2 - Sheltered instruction

In MCPS, this can mean only EL students in the classroom or EL students clustered in a class

with native English speakers. Instruction focuses on the teaching of academic content to students

and the acquisition of English via a dually certified teacher or co-teaching with a core teacher

and ESOL teacher. Teachers use specialized teaching techniques to ensure the language needs of

students are met in the core classroom.

General Education Content Course: In this model, an ESOL teacher who is dually endorsed in

a content area and ESOL is providing content area instruction for students. This model is used in

grades 7-12. Or, a content area teacher who is also certified in ESOL is providing the instruction

to ESOL students.

Program Model 3 - Newcomer programs

This program is designed for students new to the country with limited English proficiency and

designed to last no longer than a year for the majority of students. The newcomer programs build

literacy skills, math skills and social and academic language to prepare students to participate in

sheltered instruction classes or additional ESOL classes. The classes also support the transition to

the American school system.

Level 1 and 2 class: In an ESOL level 1 and 2 class, ESOL students new to the country receive

ESOL services from an ESOL teacher in a self-contained classroom. They receive intensive

ESOL instruction in their ESOL level 1 and 2 class, and ESOL support in their content class.

Mayfield and Baldwin Intermediate must provide support in content areas, and Metz must

provide support for math (and could do additional content areas as well.)

Requirements for Baldwin and Mayfield Intermediate and Metz Middle School

The division shall provide the direct ESOL services at Grace E. Metz Middle School (“Metz”),

Mayfield Intermediate School (Mayfield”), and Baldwin Intermediate School (“Baldwin

Intermediate”) as follows:

direct ESOL services to ELP level 1 and 2 ELs at Metz via the entering/emerging English

Language Arts class taught by a dually certified English/ESOL teacher or co-taught by a

certified English Language Arts content teacher and an ESOL-endorsed teacher, and

additional ESOL services in their grade-level math classes through content area inclusion

with an ESOL certified teacher.

direct ESOL services to ELP level 3 and 4 ELs at Metz via content area inclusion classes,

which are taught by a teacher dually certified in ESOL and the content area or co-taught

by a certified content teacher and an ESOL endorsed teacher. The ESOL teacher provides

ELD and differentiated instruction using the four language domains based on the ELs

with ELP levels.

direct ESOL services to ELs with ELP proficiency levels 1 and 2 at Mayfield and

Baldwin Intermediate via the entering/emerging English Language Arts class taught by a

certified content teacher and an ESOL-endorsed teacher who provides ELD and

differentiated instruction using the four language domains based on the ELs ELP levels.

In addition, ELs who need additional linguistic and/or academic direct instruction based

on progress monitoring receive targeted pull-out ESOL instruction by an ESOL endorsed

teacher. Each EL shall receive ESOL instruction based on individualized goals in his/her

EL Individualized Instruction Plans (EL IIP), in which an ESOL-endorsed teacher has

incorporated the SOL and WIDA standards to customize the goals for each EL.

Required level 1 and 2 Curriculum

The curriculum for ELs with ELP levels 1 and 2 at Osbourn, Metz, Mayfield and Baldwin

Intermediate includes curriculum guides, general resources (print and online), ongoing language

and content objectives (including skills, WIDA Can Do descriptors, and vocabulary), and unit

topics broken into SOL objectives, skills in all four language domains (e.g., oral

communications, reading comprehension, grammar/writing), ESL strategies and organizers,

activities and assessments in all four language domains, and additional materials and resources

specific to that unit/lesson, and the curriculum’s reading components shall progress from basic

reading skills to applied skills (i.e., from learning to read to reading to learn).

All program Models Include Required Service Minutes

Each ESOL student is assigned a minimum number of minutes for ESOL service according to

grade level and proficiency level. The following chart outlines the required minutes of direct

ESOL services a student must receive. Direct services are defined as an ESOL teacher providing

direct ESOL instruction to ESOL students. This can be done in several types of ESOL program

models such as a newcomer class, pull out, or content mainstreaming. Minimum service minutes

must be recorded on the caseload roster. Students who have refused ESOL services or opted out

are indicated on the caseload. These students (levels 1-4.4) do not have required minutes of

service on the caseload document. However, they are monitored and offered other services to

develop language proficiency. With the new exit requirements and ESOL qualification scores on

the screener, level 5 service minutes are no longer applicable.

It is important to note, that while MCPS has required service minutes, ESOL service is often

above and beyond the required service minutes, specifically, the service minutes for students in

the newcomer programs.

Grade Level

Cluster

Level 1 Level 2 Level 3 Level 4 Level 5

Kindergarten 150 min/wk 150 min/wk 150 min/wk 150 min/wk 150 min/wk

Grades 1-4 225 min/wk 200 min/wk 200 min/wk 200 min/wk 150 min/wk



High School schedules based on Freshman Year WIDA level

Level 1 student

Block Year 1 Year 2 Year 3 Year 4

1 ESOL 1 ESOL 2 English 10 English 11 SM

2

Integrated Social

studies English 9 US/VA history English 12 SM

3 Government World History Ecology

Algebra, Functions,

and Data Analysis

(AFDA)

4 Integrated Science Biology

Geometry

(double blocked) Elective

5

Environmental

Science

Algebra 1 (double

blocked) Elective or PE Elective

6

Algebra Readiness

(double blocked) Elective or PE Elective Elective

7

Native language or

PE Elective Elective Elective

8 Elective

The first year of the program the students are enrolled in a modified 4 by 4 schedule where they

are able to take our foundational integrated classes the first semester and move into the diploma

credit bearing courses; which do not have SOLs, the second semester. Additionally, new level 1

students are screened for math placement, where many students bypass Algebra Readiness, and

in their Native Language (L1) for placement in the Spanish or French programs. Students are

enrolled in their L1 their first year to build L1 literacy and to put them on track to earn their

Advanced Diploma. As these students will only need 3 classes their senior year, they are given

the opportunity to take additional classes to earn an Advanced Diploma. Additionally, since

many of our level 1 ELs begin their education at 16-17 years old they are able to take advantage

of the early release/late arrival programs starting their 3rd year so they can work.

Level 2 student


1 ESOL 2 English 10 English 11 English 12

2 English 9 World History US/VA history Elective

3 Government Biology Ecology Elective

4 Earth Science

Geometry (double

blocked) AFDA Elective

5 Algebra 1 (double

blocked) Elective or PE Elective Elective

6 Elective or PE Elective Elective Elective

7 Elective Elective Elective Elective

8 Elective Elective

The first year for these students they are enrolled into a specialized Government class, as this

decreases their SOLs for the first year. If a student is pursuing a Standard Diploma and has

started the program at 15-17 years old, they could graduate in 3 years by doubling up on English.

These students are also able to easily pursue an Advanced Diploma or take advantage of the

Early release/late arrival programs.

Level 3 & 4 Students


1 English 9 English 10 English 11 English 12

2 World History World History 2 US/VA history Government

3 Earth Science Biology Ecology Elective

4

Algebra 1 (double

blocked)

Geometry (double

blocked) AFDA Elective

5 PE PE Elective Elective



8 Elective Elective

These students are enrolled in the same courses as mainstream students and pursue a diploma on

the same track. These students can easily earn an Advanced Diploma or take advantage of the

early release/late arrival programs starting in their 3rd year.

High school students who are enrolled in on-line classes and do not attend classes in a

physical school building

In certain circumstances, a high school aged EL may elect to take classes on-line and not attend

classes in a building. These may be to meet graduation requirements, for example, an English 12

class, or students who are unable to attend school, but wish to take classes. MCPS will provide

training to any teacher who teaches the on-line class – via Apex, or other platforms. In addition,

each student who is only enrolled in an on-line class will be provided an ESOL caseload

manager who will meet virtually with the student to deliver ESOL service and assistance with

content area language and vocabulary. If the student is able, they may also arrange to meet face

to face with their caseload manager.

EL Students Included in Special Programs

Gifted and Talented Services

All ESOL students have opportunities to participate in specialized programs, such as GT or AP

classes. General screening is in place for all kindergarten through grade two students. The

Primary GT Resource Specialist designs and presents lessons presented in each kindergarten,

first, and second grade classroom to ALL students. In February each second grade student is

given the Naglieri Non-Verbal Aptitude Test (NNAT2) online. That measure has been

determined to recognize potential in the spatial and quantitative reasoning as well as problem

solving skills. Based on scores from the NNAT2 and the cumulative observations from the

Primary GT Resource Specialist and classroom teachers, a portion of the second grade student

population is formally referred for eligibility and will move through the complete review. As

new students are screened for English language development, beginning in 2014-2015, newly

enrolled students, grades three through six who are found eligible for EL services, will then be

given the NNAT3 as part of their initial screening. Grade two new enrollees entering the

division after the February testing will also be given the NNAT3 as part of their initial

screening. Any ESOL student scoring at or above the 90% percentile will be reported to the GT

Coordinator for further evaluation and consideration for entrance into the GT program grades 3-

6. Students in grades 7-12 have the opportunity to self-select GT, honors, or AP classes during

the scheduling process, without having to be formally identified as GT.

Special Education

Manassas City Public Schools offers a free and appropriate education to all children ages 2

through 21 residing in Manassas City who are identified as a student with a disability and require

special education services. Students referred for possible special education services are evaluated

using the most current evaluative materials and procedures while remaining sensitive to any

cultural or racial issues. All identified students have an individualized education program (IEP)

based upon their unique needs. These services are provided in the least restrictive environment;

in a challenging yet comfortable setting. In accordance with the Individuals with Disabilities

Education Act (IDEA), the least restrictive environment requires that wherever possible, students

with disabilities be educated with students who do not have disabilities, unless education in

regular classes with the use of supplementary aids and services cannot be achieved.

The referral process for EL students for special education is documented in the MCPS Handbook

on Identifying and Working with Dually Identified Students. This handbook provides assistance

as they identify and refer students who are ELs for possible eligibility for special education and

related services.

How is Instruction Monitored?

ESOL Instructional Plans

The ESOL instructional plan is split into two parts. The upper portion provides a list of

strategies and accommodations that may be used to support English Learners in the classroom.

The classroom/core content teacher and the ESOL teacher will work together to select the

accommodations that will best meet the language needs of each student. These should be

checked off on the form and used to support the student across all content areas.

The bottom portion of the Instructional Plan documents two or more learning goals each

semester for each ESOL student ESOL levels 1-4. Learning goals must be academic in nature

and supported by assessment data. They should be based on ACCESS spring scores, Can-Do

descriptors for the WIDA level, performance model indicators, SOL content, and the academic

needs of the student. Caseload managers and classroom/content teachers work together to select

a subject area (language arts, math, etc.) and a language domain (listening, speaking, reading or

writing) for each goal. The goals should also include an appropriate scaffold to help the student

meet the goal. Each goal must contain a language function (verb), sample topic (combination of

the MPI topic or SOL), and a support (graphic organizer, small group, etc.).

ESOL case managers are responsible for working with and sharing the learning goals with the

ESOL student’s classroom/content area teacher(s) and other available teachers/specialists (gym,

SPED, etc.) that may work with the student each semester. The lead teacher is responsible for

ensuring all learning goals are completed by the end of each semester.

Sample Instructional Plan

Caseload Rosters

The caseload roster is the main document for identifying ESOL service information. Each

school’s lead ESOL teacher is responsible for maintaining and updating the caseload roster,

assigning caseload managers for all students, and assigning a caseload manager for newly

enrolled students.

The caseload reports currently include the following information: ESOL caseload teacher’s

name; student’s name, grade, and current ELD level; whether the student’s parent/guardian

refused ESOL services; whether the student has been identified as gifted and/or in need of

special education services (“SPED”); the content area focus of direct ESOL services; the number

of direct ESOL service minutes per day and week; descriptions of the direct ESOL services (i.e.,

content mainstreaming, pull-out, co-teaching, newcomer, or self-contained); any indirect ESOL

service minutes per week or month; descriptions of the indirect ESOL services; and the names of

the teachers providing the direct and indirect ESOL services.

Monitoring and language support for students who have refused ESOL services

Students who are listed as a state code 2 are eligible for ESOL services but have refused ESOL

services, must be monitored and reviewed 4 times a year to determine their academic progress

and their refusal of ESOL services may need to be reevaluated. The Local Education Agency

(LEA) is obligated to assist the opt-out EL with acquiring English proficiency despite the

student opting out of the program. This will be done on the refused services monitoring tab on

the caseload document.

Services provided – provide specific comments on services the student is receiving in lieu of

ESOL services that will assist the student in learning English. Note if there are issues related to

language, and what will be done to address the language issues. Note if there are any academic

progress concerns and how they will be addressed. Note if the parent needs to be contacted and

informed of language and/or academic issues.

The lead teacher must update the caseloads each month to ensure that all ELs whose parents have

not refused services are receiving adequate and appropriate services. Caseloads are due at the

end of each quarter for the Director of Federal Programs’ review. To insure accuracy, the data

used for the caseloads will be pulled directly out of PowerSchool using the saved search. The

Director of Federal Programs will verify using the Student Information Management System that

all students identified as ESOL within the system are placed on a caseload and receiving services

based on their proficiency and performance needs. The Director will review these reports each

quarter with the ESOL lead teacher and ESOL team to provide guidance and support as needed.

Caseload Manager

In addition to the minimum number of instructional minutes, each ESOL student is assigned an

ESOL caseload manager. The caseload manager has many responsibilities, including, but not

limited to:

1. Updating caseload every quarter and when a new student arrives;

2. Serving as the key contact for the ESOL student and their parent/guardian;

3. Ensuring service minutes are met;

4. Working with the classroom/content teacher to develop an instructional plan based on

individual language needs and then sharing WIDA ELD level and ESOL instructional

plan with classroom/content teachers;

5. Providing input on the assessment plan for the student;

6. Attending Child Study meetings;

7. Completing Dually Identified Service Plan for each student identified as requiring special

education services;

8. Working with classroom/content teacher to complete 6 Year Monitoring Forms;

9. Modifying instruction, assignments, and tests for EL students when needed and

appropriate;

10. Ensuring ESOL students receive the required minutes of service;

11. Participating in professional development opportunities to increase understanding of EL

students’ needs and to learn effective ESOL instructional strategies;

12. Providing direct services to the student or working with the ESOL teachers that do.

Sample Caseload document

Monitoring Exited Students

A requirement of ESSA Title III: Language Instruction for English Learners and Immigrant

Students is to monitor transitioned (exited) students’ academic achievement and progress for a

period of two years after exit from an ESOL/bilingual program.

From the VA Department of Education:

Federal law allows for former EL students to be re-designated as EL

Prior to re-designating a formerly EL student as EL, academic interventions should have been

consistently provided to the formerly EL student for a reasonable period of time during which

the student’s academic performance showed no improvement. The interventions should be the

same as those available to all students at risk for academic failure.

All 6 year 1 and 2 students are tracked in the student information system and by a paper copy of

the ESOL Program Exit Form. Each caseload manager will complete the ESOL exit tracking

form to document the school year the student became a 6Y1 and 6Y2, and then reclassified as

Fully English Proficient (FEP). This form must be kept in the student’s academic file.

All 6 year 1 and 2 students will be assigned a caseload manager. The caseload manager will

monitor the academic progress of all 6Y1 and 6Y2 students every semester for two calendar

years. Once the student has completed the two calendar years of monitoring, the student will be

moved to FEP in the student information system.

To determine academic progress and success, caseload managers will complete the Level 6

Monitoring Form on a semester basis (mid 2nd quarter and mid 3rd quarter) where they will

review grades, SOL test scores, division assessments (SOLs, PALS, etc.) and unit assessments,

and engage in discussion with the student’s classroom/core content area teachers. The caseload

manager will note if progress is satisfactory or unsatisfactory.

Opportunities Available for Exited ESOL Students

At the elementary level, ESOL teachers support each grade level directly and indirectly

through PLCs and monitoring forms, so the monitor students are receiving support as

needed to meet their language acquisition needs.

Monitor students receive accommodations on tests for two years as needed based on their

language acquisition level.

At the secondary level, students may participate in more electives.

Snapshot of the 6Y1 and 6Y2 Monitoring document

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