AEM2 Task 3 - Final

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School

Western Governors University *

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D016

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English

Date

Apr 3, 2024

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docx

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Uploaded by ChancellorHyenaPerson1026

1 AEM2 Task 3: EL Program Proposal Lauren Cocke Delmon Moore December 21, 2023

2 AEM2 Task 3: EL Program Proposal 1. EL Program Justification West Oak Cove High School serves a total of 1,256 students, and of those students, 752 are English learners (EL). This means that 60% of West Oak Cove are English learning students. According to Zacarian (2012), "the term 'limited English proficient', when used concerning an individual, means an individual who was not born in the United States or whose native language is a language other than English, who is Native American or Alaska Native, or a native resident of the outlying areas, 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, or who is migratory and whose native language is a language other than English" (Zacarian, p. 6, 2012). With this definition, 60% of West Oak Cove's student population primarily speaks a language other than English. The Elementary and Secondary Education Act (ESEA) addresses federal policies that regulate the language instruction educational programs for EL students (Zacarian, 2012). "The language instruction education program must be a placement for a limited English proficient child to develop and attain English proficiency, while meeting challenging State academic content and student academic achievement standards, and may make instructional use of both English and the child's native language to enable the child to develop and attain English proficiency" (Zacarian, p. 11, 2012). This federal definition of the EL program means "that every local school district must provide its English learners with instruction in English language development while simultaneously ensuring that students are held to the same educational standards and outcomes as their English fluent peers" (Zacarian, p. 11, 2012). Additional federal regulations regarding ELs stem from several Supreme Court cases such as Keyes v. Denver, Lau v. Nichols, and Castaneda v. Pickard. "In 1973, Keyes v. Denver, the Supreme Court ruled that

3 English learners could not be segregated from their English fluent peers" (Zacarian, p. 10, 2012). An EL program at West Oak Cove will consist of ELs receiving accommodations in improving their English proficiency but will still participate in the general education classroom and be expected to also show growth and mastery in the same educational standards as their non-EL peers. In Lau v. Nichols of 1974, "the U.S. Supreme Court ruled that school districts must take the steps needed to provide ELs with an instructional program in which they can be given equal access to an education" (Zacarian, p. 10, 2012). Lastly, in Castaneda v. Pickard of 1978, the "Supreme Court ruled that districts must establish a three-prong test for ensuring that their educational program for ELs is consistent with a student's right to an education. The three prongs require the educational program to be based on sound educational research, implemented with adequate commitment and resources, and evaluated and proven to be effective" (Zacarian, p. 10, 2012). Federal regulations within the Civil Rights Act of 1964 and ESEA of 1968 are clear in that all school districts are to provide their English learners with an EL program to increase their English language proficiency in addition to incorporating the standard academic curriculum all students are provided. 2. EL Program Description The proposed EL program for West Oak Cove School will be compliant with both state and federal regulations and serve all English learner students to assist them in reaching English proficiency and will follow all guidelines for administering and reporting assessments and their results. Under Title VI of the Civil Rights Act of 1964, no student will be discriminated against on the grounds of race, color, or national origin. This means that no student will be denied access to education because of a language minority student's limited proficiency in English. Because of this, all students enrolled at West Oak Cove will have a completed Home Language Survey

4 (HLS) in their permanent record. All students who have a language other than English on their HLS must be screened and tested to determine English proficiency. "By Subsection 3302 of The Elementary and Secondary Education Act, the HLS, assessment, and parent notification of child identification as EL must be completed within the first thirty days of the start of the school year, and within two weeks for students that enroll during any other time during the school year" (Zacarian, p. 7, 2012). The World Class Instructional Design Assessment (WIDA) screener will be used to identify eligible English learners by administering an English language proficiency assessment (University of Wisconsin – Madison, 2023). The WIDA screener will also provide proficiency level scores for each student to utilize when preparing and planning differentiated accommodations. The most important component of an EL program is first hiring EL teachers. For West Oak Cove, I am recommending hiring two qualified EL teachers who will split the EL caseload in half, allowing for approximately 375 students per teacher. The EL teachers will implement the WIDA screeners and ensure all eligible students receive services and accommodations. ELs with more than one domain score or a composite score below 3.5 on the WIDA ACCESS will receive one to two hours of direct ESL service per day. The time outside of this 1-2 hour direct service the student will remain in the general education classroom. The EL teacher with support from the administration will provide classroom instructional accommodations such as assigning the EL student a willing classroom partner in each of their classes. This partner will assist the new student in learning important school locations and classroom rules and procedures. Additional classroom accommodations include modifying work and making accommodations in assessment when needed, allowing the student to use a bilingual dictionary, using visuals and demonstrations, and printing keywords or ideas on the board. This could look like allowing the

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