Bogalusa City Schools

Title Department

Title III
Description of English Language Programs
for Limited English Proficient and Immigrant Students

Section 3116 of the No Child Left Behind Act of 2002 requires that school districts provide the state with a description of activities to be executed under Title III. The following are concise responses to the following federal requirements.

Describe the programs and activities to be developed, implemented and administered under this title. Indicate how the programs and activities will ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.

Students are assisted on a “Pull-out” system, in which instruction is given to them in either a one- on-one or no more than three (3) students per group basis. Many scientific studies have been conducted on the effectiveness of the Pull-out system such as (Bilingual Research Journals, National Clearinghouse for Bilingual Education, etc.) Since the common denominator among the ESL students is limited vocabulary, our main focus is to broaden this bank through intensive Reading interaction. In regards to English Grammar, the same state required benchmarks that mainstream teacher are required to follow are used by the ESL administrator. Therefore the student will not continuously falling behind on academic lessons in the rest of the curriculum. These journal and publications maybe found at http://brj.asu.edu/v231/articles/art3.html.

Describe how the district will meet all annual measurable achievement objectives described in Section 3122. Such annual achievement objectives shall include:

• Annual increases in the number or percentage of children making progress in learning English;
• Annual increases in the number or percentage of children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency consistent with section 111(b)(7) and;
• Make adequate yearly progress for limited English proficient children as described in section 1111(b)(3)(C). This requirement shall not apply if the district has experienced a large increase in limited English proficient children or immigrant children and youth, or enrolls a statistically significant number of immigrant children and youth from countries where such children and youth had little or no assess to formal education; or has a statistically significant number of immigrant children and youth who have fled from war or natural disaster.

Legitimate and valid assessments measuring annual increases in the number or percentage of students progressing in learning the English language is determined by using three (3) major components:

a.) Interpretation of Language Assessment Scale (LAS) Total Scores & Student
Performance Graph – a precise graphing method that allows visual observation of LAS scores.
The table below indicates students’ performance, using percentiles ranging from 0-100. These percentages are then arranged into handy levels and categories such as: (Please note that is table and contained information came directly from materials printed for Language Assessment Scale Test published by CTB-McGraw Hill) (http://www.slja.com/).

Total Scales	Level	Category
92-100 82-91	5 4	Fluent English Speaker=(F)
72-81 62-71	3 2	Limited English Speaker=(L)
0-61	1	Non-English Speaker=(N)

b.) Students are given a pre and post overall Language Assessment Scale Test, which provides holistic scoring of Oral Language (vocabulary, listening comprehension, story retelling, minimal sound pairing & phonemes) and Writing Samples. (http://www.slja.com/hats.asp)

c.) ESL/LEP Student Evaluation Forms-by the use of these evaluation forms, the mainstream teacher and ESL administrator can gauge the performance of the child. Students are evaluated at the beginning, middle, and lateral part of each school year. These forms inspect academic achievement performance, behavior, work habits, materials brought to class, and class participation. This form is on pg. 104 of the “Help! They Don’t Speak English” book that may be downloaded from (http://www.escort.org/products/chapter6.pdf)

Describe how the district will hold elementary schools and secondary schools receiving funds under this title accountable for meeting annual measurable achievement objectives described in section 3122.

Please see Performance Goal set forth by the Louisiana Department of Education in conjunction with “No Child Left Behind.”

Describe how the district will promote parental and community participation in programs for limited English proficient children.

Using promotions such as newsletters, interviews, local publications, sponsoring ESL students/families and mainstream teacher in-services; our ESL & native English speaking parents, school district, and community will be educated on the responsibilities as U.S. Citizens to support Section 3116 of the “No Child Left Behind” Act of 2002, in conclusion this will generate more parental and community involvement. Also beginning school year 2004-2005 Bogalusa City Schools will offer English classes to ESL/LEP parents and/or immediate caregivers. Through these interventions our school system will provide equal and challenging education regardless of a child’s native language. The responsibilities of schools systems and educators are clearly outlined in the “No Child Left Behind” theses bylaws may be seen and printed from (http://www.ed.gov/nclb/overview/intro/presidentplan/pg_pg8.html).

Describe how language instruction educational programs carried out in district under Title III will ensure that limited English proficient children being served by the programs develop English proficiency.

Though it has been proven that depending on the individual, an ESL student may receive anywhere from 5-8 years of ESL instruction before that child can be considered a “fluent English speaker.” To ensure that a student is acquiring a continuous growth of the English language, the student is given a pre and post Language Assessment Scale Test (LAS-O) published by McGraw- Hill, a recommended and recognized test that is known for its accuracy in measuring English Proficiency. (http://www.slja.com/showstate.asp?State=LA)

Describe how the district will certify that all teachers in any language instruction educational program for limited English children that is, or will be, funded under Title III are fluent in English and any other language used for instruction, including having written and oral communications skills.

Our district in conjunction with No Child Left Behind, certain criteria’s must be met when dealing with educational programs for limited English children. Teachers or highly qualified paraprofessional must meet one of the following: (http://www.ets.org/parapro/)

• A certified teacher with an ESL Certification, or
• An associates of arts degree, or
• Two years of college (minimal 9 hrs in English, not including remedial courses), or
• Pass the ETS ParaPro Assessment Test (measures skills and knowledge in reading, Mathematics, and writing, as well as the ability to apply those skills into classroom Instruction.)