Lau Plan

K-8 Lau (EL) Plan for Serving English Learners (ELs)

October 15, 2021 Revised

Lau Leadership Team Members: Jennifer Alongi, Building Principal; Lynne Devaney, Superintendent; Julie Delaney, Diocesan EL Consultant; Chad Steimle, Diocesan EL Consultant; Jeanne VonFeldt, Diocesan EL Consultant; Leigh Johnson, School Counselor; Cayleah Willits, Reading Specialist; Shannon Heck, Content Teacher; Jennifer Alongi, EL Teacher; Michele Tabares, BCSD EL Consultant; Helen Duranleau-Brennan, Title III Subgrantee EL Consultant

According to the Code of Iowa, districts are required to have a plan to identify and serve the educational needs of Limited English Proficient students (Chapter 280—280.4 and 281-60.1-6). Current legislation has added some additional requirements as well. In order to meet the linguistic, academic, social, and emotional needs of EL students, districts and state accredited nonpublic schools are required to develop a service plan.

The service plan designed to meet the instructional needs of English Learners (ELs) is referred to as the Lau Plan (Lau v. Nichols, 1974). The Lau Plan must be collaboratively written by the K-8 team identified above. (See Appendix A for guidance around Lau requirements and critical elements.)

Lau Plan Guiding Principles
1. Lourdes provides access to the regular education program for ELs.ELs must meet the same rigorous standards and benchmarks as all general education students.Specialized instructional strategies assist ELs in meeting building and state goals.Students learn academic content and language simultaneously.Lourdes supports students to be successful in all-English classrooms with their English-speaking peers.
Guiding Principles:
1. English language development: EL students will develop conversational and academic English in listening, speaking, reading, and writing, growing one proficiency level per year as measured by ELPA 21.
2. Academic achievement: EL students will learn grade-appropriate content per Common Core and state standards, measured by ISASP, FAST, and other assessments.
3. Cross-cultural efficacy: Lourdes will annually educate staff on linguistic and cultural backgrounds. EL students will function within American society while maintaining pride in their own backgrounds.
Identification & Placement of ELs in a Language Instruction Education Program (LIEP)
1. Students who speak a language other than English follow normal school enrollment procedures with additional supports.Lourdes does not request or require immigration documents.
Process:
1. Home Language Survey-IA: All families complete during registration. Native language interviews arranged as needed. Forms stored in cumulative files. Additional data may trigger EL screening.
2. State-approved English language proficiency placement assessment: Administered within 30 days of school start or 2 weeks of enrollment. Results stored in cumulative files.
3. Placement in LIEP and content courses: Team reviews academic and other data. Student placed at age-appropriate grade level. Differentiation ensures grade-level content learning. Support determined by proficiency level. Services may include pull-out, push-in, or both. LIEP Student Plan created by EL teacher. Placement Steps:
  1. Screener and placement process communicated between Lourdes and BCSD.
  2. Approved screener administered to PreK–8 students.
  3. Results analyzed and reported.
  4. EL placement documented.
  5. Parents notified, translation support available.
  6. Communication filed in cumulative folder.
  7. Parents may waive services, decision documented.
  8. All identified ELs must take ELPA 21 annually.
4. Parental forms distributed in a language most easily understood within 30 days of enrollment. Copies placed in cumulative folder.
5. Process for parents considering waiving services:
  1. Meeting held to discuss recommendations and requirements.
  2. Notice of consequences provided.
  3. Signed request for change in participation filed.
  4. Progress of waived students monitored quarterly.
Description of the LIEP
1. Each identified student will have an individualized LIEP plan with goals for English language development and academic growth.
  1. Language goal: 100% of students with an LIEP increase proficiency level annually.
  2. Academic goal: 100% increase NSS scores annually.
2. Lourdes’ model for LIEP plans is Sheltered Instruction.
3. Annual parent notification of continuing placement and programming options in language most easily understood by parents.
4. Procedure for annual communication with parents who have waived services.
5. Lourdes employs highly qualified LIEP and content staff.
6. Lourdes administrator oversees LIEP programming and training.
7. ELs have access to Iowa Core and ELP Standards.
8. Appropriate curriculum and supplemental resources are available for use with students on an LIEP Plan. Curricular Materials:
  1. Reading – Journeys Houghton Mifflin Harcourt K-5; Connections 6-8
  2. Math – enVision Savvas K-8
  3. English – Journeys K-5; Connections 6-8
  4. Science – TCI Science Alive K-5; Savvas Elevate Science 6-8
  5. Social Studies – TCI Social Studies Alive K-8
Process to Provide Meaningful Access to all Co-curricular and Extracurricular Programs
1. Identification and service for gifted/talented ELs:
  1. Universal screener (CogAT) for 3rd, 5th, 7th grades.
  2. Needs addressed via acceleration or enrichment.
2. Identification and service for ELs in special education:
  1. Universal screeners (FAST, grade-level assessments).
  2. Review with AEA consultant.
  3. IEP developed by team including EL and special education staff.
3. Identification and service for ELs in other programs (Title I, Reading Recovery, etc.):
  1. Universal screeners used.
  2. Team determines placement.
  3. Communication in language most easily understood.
4. Access to co-curricular and extracurricular programs:
  1. All K-8 students invited to participate.
  2. Intramurals, clubs, athletics, and counseling available.
  3. Communication about programs and eligibility provided.
Ongoing, Embedded EL Professional Development for Staff
1. Principal holds K-12 ESL endorsement.
2. Staff have experience tutoring ELs.
3. Ongoing diocesan professional development.
4. Regular attendance at Title III consortium meetings.
5. All certified teachers complete ELP modules.
6. New employees receive required training.
7. Ongoing PD for teachers, paraprofessionals, support staff.
8. Documentation of training procedures on file. Professional Development Opportunities:
  1. Iowa Culture and Language Conference
  2. Data Driven Decision Making (AEA)
  3. Our Kids Summer Seminars
  4. AEA/BCSD workshops
  5. LETRS Training
  6. Online ELPA 21 and ELP Standards modules
Annual English Language Proficiency Assessment (ELPA 21) Administration
1. ELs evaluated annually with ELPA 21.
2. Administered by trained staff per state timeline.
3. All identified ELs assessed, including those with waived services.
4. Results disseminated to stakeholders.
5. Results guide instruction and programming.
LIEP Exit Criteria and Procedures
1. ELs must achieve required proficiency score on ELPA 21.
2. Exit procedures executed during allowable window.
3. Parent notified with state-approved form in preferred language.
4. Technology Coordinator codes student as exited.
5. Exited students begin required monitoring process.
Monitoring Procedures after Students Exit LIEP
1. Two-year monitoring of academic progress.
2. Criteria: “C” or better in all classes, grade-level performance.
3. Monitoring by homeroom teacher, principal, EL teacher.
4. Team review determines need for continued monitoring, successful exit, or re-entry.
5. Lack of progress triggers support plan.
6. Re-entry based on non-proficiency in language domain.
7. Parental notification provided.
LIEP Evaluation
1. Regular evaluation by Lau Leadership Team.
2. Data examined for EL progress and instruction planning.
3. Program evaluation based on:
  1. Sound educational theory.
  2. Effective implementation.
  3. Overcoming language barriers.
4. Evaluation informs future programming and services.
Appendices
1. Letter from U.S. Department of Justice
2. Description of LIEP Models:
  1. Newcomer Program
  2. Sheltered Instruction
  3. ESL
  4. Dual Language Program
  5. Other Bilingual Program
3. TransACT.com documents:
  1. Home Language Survey – IA
  2. Determination of Student Eligibility
  3. Program Exit Letter – B
  4. English Learner Program Placement
  5. Request for Change in Program Participation
  6. Explanation of Consequences for not Participating
4. ELP Standards Training Options
1. Letter from U.S. Department of Justice
2. Description of LIEP Models:
  1. Newcomer Program
  2. Sheltered Instruction
  3. ESL
  4. Dual Language Program
  5. Other Bilingual Program
3. TransACT.com documents:
  1. Home Language Survey – IA
  2. Determination of Student Eligibility
  3. Program Exit Letter – B
  4. English Learner Program Placement
  5. Request for Change in Program Participation
  6. Explanation of Consequences for not Participating
4. ELP Standards Training Options
1. Letter from U.S. Department of Justice
2. Description of LIEP Models:
  1. Newcomer Program
  2. Sheltered Instruction
  3. ESL
  4. Dual Language Program
  5. Other Bilingual Program
3. TransACT.com documents:
  1. Home Language Survey – IA
  2. Determination of Student Eligibility
  3. Program Exit Letter – B
  4. English Learner Program Placement
  5. Request for Change in Program Participation
  6. Explanation of Consequences for not Participating
4. ELP Standards Training Options
1. Letter from U.S. Department of Justice
2. Description of LIEP Models:
  1. Newcomer Program
  2. Sheltered Instruction
  3. ESL
  4. Dual Language Program
  5. Other Bilingual Program
3. TransACT.com documents:
  1. Home Language Survey – IA
  2. Determination of Student Eligibility
  3. Program Exit Letter – B
  4. English Learner Program Placement
  5. Request for Change in Program Participation
  6. Explanation of Consequences for not Participating
4. ELP Standards Training Options