English For Speakers Other Languages (ESOL)
Indianola English as a Second Language Theory of Action
If…
All educators of English Learners (ELs) work collaboratively with parents, colleagues, and other stakeholders to identify and meet the unique needs of ELs and consistently implement modifications and accommodations with fidelity and….
All educators are provided extensive, quality professional development to supplement or intensify core instruction and…..
They use valid and reliable data (formative and summative measures) to continuously adjust and refine instruction
Then…..
Students identified as limited English proficient will acquire social and academic language skills to access the Iowa Core Curriculum in order to close the achievement gap that exists between ELs and their peers.
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Indianola Lau Plan Goals
- English Language Development
- Teaching English language comprehension through listening, speaking, reading and writing skills to attain English proficiency and academic competence.
- Academic Achievement
- Educating ELs to meet the same challenging academic content and student academic achievement that all children are expected to meet.
- Cross-cultural Goals
- Indianola students, staff, and community will have a broader appreciation and acceptance of families of multicultural backgrounds within and beyond our community.
- English Language Development
Equitable Access
All English learners have opportunities for full participation in special opportunity programs (i.e. Extended Learning Program, advanced classes, reading lab,
Special Education, etc.)
Indianola ESOL Program Description
The Indianola School District, in accordance with Title III, uses a variety of instructional models designed to develop proficiency in listening, speaking, reading, writing, and structure of the English language. ESOL teaching staff works closely with classroom teachers to meet the learning needs of English Learners (EL).
The ESOL program goals are to provide support and guidance to ELs: 1) To develop socially and culturally appropriate communication skills, 2) To develop academic language for success in content areas, 3) To take pride in their cultural and linguistic backgrounds.
Co-Teaching Teaching: ESOL staff plan and teach with classroom or content area teachers. Instruction integrates ESOL and content area standards as well as ESOL strategies.
Pull-Out: ELs accompany ESOL staff to another classroom for a portion of the day, away from the mainstream English-only classroom to receive intensive ESOL Standards based instruction.
Push-In: ESOL staff member accompanies and assists the EL with class work in the grade level or content area classroom.
Consultation: ESOL teachers meet with classroom or content area teachers to provide professional development related to instructional strategies for ELs and/or to help in planning for integrating ESOL strategies into classroom/content instruction.
ESOL Resource: ESOL staff re- and pre-teach subject area content and provide assistance with assignments, assessments, and homework.
- Elementary students receiving ESOL services are served at their neighborhood elementary school by a highly qualified teacher using a variety of models described above.
- Middle school students are served by a highly qualified teacher at the middle school using a variety of models described above.
- High school students are served at the High School by a highly qualified teacher using a variety of models described above.
ESOL Program Overview
Stages of ESOL Programming:
- Determination of student eligibility
- Student actively served in ESOL Program
- Student enters transition period for up to two years during which time their academic progress is monitored by the ESOL teacher but they are no longer actively receiving ESOL instruction
- Student formally exited from the Indianola ESOL Program and moves entirely into mainstream general education classes. (Note that each exited student is still monitored by the Department of Education for two years after exiting the Indianola ESOL Program)