English Language Learners

WELCOME TO THE ELL DEPARTMENT

Meeting the Needs of Dearborn’s English Language Learners

Dearborn Public Schools has recognized the educational needs of English Language Learners (ELL) and has established supported programs for them since 1976.  We are committed to interventions that provide language support allowing students to achieve academic success on state standards and benchmarks in all content areas while attaining English Language proficiency.

Dearborn’s ELL department provides bilingual/ESL supplemental services to selected students who come from language backgrounds other than English.  This webpage outlines the district procedures used in the English language acquisition process including: enrollment, identification, service, evaluation and exit criteria.  It is a tool for establishing guidelines for working with ELL students--guidelines that are consistent and appropriate for all children. A continuum of intervention possibilities is considered when planning for each student’s language and academic needs.  Also included are resources, strategies, and bookmarks that are culturally and instructionally appropriate for working with English Language Learners.

According to the US Department of Education, LIMITED ENGLISH PROFICIENT means an individual:

(A) who is aged 3 through 21;

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C) who was not born in the United States or whose native language is a language other than English;

(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; or

(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; and

(D) 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 State assessments described in section 1111(b)(3);

(II) the ability to successfully achieve in classrooms where the language of instruction is English; or

(III) the opportunity to participate fully in society.

English Language Proficiency Assessment (ELPA)

The goal of the ELPA is to measure the English language proficiency levels of Michigan students who are English Language Learners.  Both oral and written language are included in the assessment of listening, reading, writing, and speaking skills for academic and social settings.  Comprehension is assessed through the Listening, Speaking and reading sections of the ELPA.  The test provides five performance levels: Advanced Proficient; Proficient, High Intermediate; Low Intermediate; and Basic.

Each ELPA level assessment contains four domains:

• Listening
• Reading
• Writing
• Speaking

PERFORMANCE LEVELS OF THE ENGLISH LANGUAGE PROFICIENCY ASSESSMENT (ELPA):

5 (ELPA Basic):

This student’s performance indicates minimal or no English language acquisition in the areas of listening, reading, writing, speaking and comprehension as defined for Michigan students at this grade level.

4 (ELPA Low Intermediate)

This student’s performance indicates partial or developing English language acquisition in the areas of listening, reading, writing, speaking and comprehension as defined for Michigan students at this grade level.

3 (ELPA High Intermediate)

This student’s performance indicates near-sufficient or mostly developed English language acquisition in the areas of listening, reading, writing, speaking and comprehension as defined for Michigan students at the grade level.

2 (ELPA Proficient)

This student’s performance indicates sufficient or well-developed English language acquisition in the areas of listening, reading, writing, speaking and comprehension as defined for Michigan students at the grade level.

1 (ELPA Advanced)

This student’s performance indicates substantial understanding and application of complex English language skills in the areas of listening, reading, writing, speaking and comprehension as defined for Michigan students at the grade level.

ELGIBILITY FOR ELL SERVICES:

Grades K-2

Students are automatically eligible for services if they are identified on Dearborn Public School’s Enrollment Form as having a first language other than English OR if a language other than English is spoken regularly in the home. The English Language Proficiency Assessment (ELPA) will be administered to determine instructional planning and services.  At the end of the year, the Developmental Reading Assessment (DRA) and math common assessment will be administered to determine whether continued services are needed.

Grades 3-12

Students who score within the ELPA performance levels of 1-5 and remain below passing scores on state assessments are considered eligible for ELL services and are placed in the appropriate level of service.  Students within ELPA Proficient (2) or Advanced Proficient (1) categories who score at passing levels on standardized assessments will be considered proficient in English and are no longer eligible for service but are monitored for two consecutive years.

ELL Program Services include, but are not limited to:

• A structured research based program of teaching the English language through science, math, social studies and language arts.
• A summer school program and/or after school programs whenever needed.
• Small group instruction that aims at developing fluency and literacy in English.
• Computer assisted instruction that allows for individual learning, problem solving, and acceleration of students’ language and skills.
• Use of students’ home language as needed to assist students in understanding and acquiring new concepts in subject areas like math, science and social studies.
• Provision of additional books, games and family learning activities which include workshops, field trips, and family projects.
• Instruction by Highly Qualified bilingual and/or ESL staff.

All students, regardless of their language proficiency, will be educated in the State of Michigan Standards and Content Objectives based on their appropriate grade level. Through strategic and comprehensive best practices, ELL students will attain English language proficiency and core academic content competency in their daily academic classes. Content and language objectives will be an everyday component of all students’ academic environment.

Level of Services:

As soon as eligibility is determined through assessment and as long as the parent does not send a letter declining service, the school implements a program of support appropriate to the level of needs based on a mutual agreement between Dearborn Public Schools and the Office of Civil Rights (OCR).  The following tables illustrate the level & mode of services that will be offered to students of each ELPA level.

Students in Grades K-5 (Elementary)

Students in Grades 6-12 (Middle School and High School)

*Session – class period (determined by specific school schedule)

Dearborn Public Schools is committed to ensuring that all eligible students are receiving the recommended service in the instructional setting described in the “Level of Service” charts.  These services are rank ordered on a continuum from the most intense services for the neediest students to minimal support services for students needing a less intense program as follows:

1. A bilingual or ESL endorsed teacher providing instruction for the prescribed time.

1. A bilingual endorsable teacher (who will commit to complete their endorsement in bilingual or ESL within three years) providing instruction for the prescribed time, and a combination of this method and the above to meet the requirement.

1. An ESL teacher providing instruction for the prescribed time, and a combination of this method and the above to meet the requirement.

1. A bilingual paraprofessional working in a push-in or pull-out setting (preferably push-in) under direct supervision of a bilingual or ESL endorsed teacher; and a combination of this method and the above to meet the prescribed time (direct supervision means contact on a daily basis and planning together).

EXIT CRITERIA:

A student may exit the program if any of the following conditions are met:

1. The parent has the absolute right to exit his or her son or daughter from program services at any time.  This is accomplished by the parent notifying the student’s teacher and signing an exit Letter.
2. Any student who scores at the proficient level on ELPA and achieves passing scores on the State and district assessments (MEAP, Explore, PLAN, MME) is recommended for exit.

Exit Criteria

STAFF DEVELOPMENT:

All staff development opportunities sponsored by the ELL department are coordinated with the school improvement plans of the schools and are based on input from teachers, paraprofessionals, and administrators.  The goal of staff development is increased awareness of best practices, updated information on culture, language, and teaching, and refinement of instructional practices for the classroom.   With this focus on educating the language minority students, all Dearborn’s teachers and paraprofessionals will raise the language proficiency and cognitive academic competency of all Dearborn’s students.

STAFF AND PARENT RESOURCES:

Blueprints for Exceptional Writing

• Blueprint For Exceptional Writing Material
• BEW Fantasy Video
• BEW Personal Narrative Video
• BEW Fable Video

K-8 Parent Guides for English & Math Learning Expectations

Title I School-Parent Compact

• Parent Compact English Version
• Parent Compact Arabic Version

Dearborn Public Schools Bylaws & Policies

• Public Complaints
• AR Policy 9130 Arabic

Dearborn Foreign Language Acquisition Program

• Dearborn FLAP Webpage
• EFTAL (William Ford & Miller Elementary)

Presentation Downloads

• DFLAP Oral Language Development-Strategies That Work
• DFLAP Thinking Maps
• Oral Language Development In Arabic
• Reading Comprehension-EFTAL-Classroom Applications