GRAND CANYON SCHOOL
ENGLISH LANGUAGE LEARNERS
SPECIAL EDUCATION
COURSE DESCRIPTION
2005-2006

Middle Years Program
English Language Learner Component

Grand Canyon Schools serve students from several diverse cultures and many of these students are learning English as a second language. The majority of the schoolsí English Learners (ELís) are students whose home language is Navajo, Hopi, Hualapai, Havasupai or Spanish. The Grand Canyon Schools Middle Years Program aims to provide a rich and supportive environment in which ELís can enjoy success in meeting the International Baccalaureate MYP goals.

Language of Instruction

All students in the state of Arizona are required to pass a high-stakes exit test in reading, writing and math in order to graduate. All components of this test are in English and the studentsí responses must be in English. Arizona law states that ìall children in Arizona public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms.î (Article 3.1, Section 15-752). The above factors deem it necessary for all students in the MYP at Grand Canyon Schools to have English as their language of instruction and for English to be ìLanguage Aî for all students.

Identification

Parents of students complete a Home Language Survey form indicating the language that is most often spoken in the home. If the language in any of these three situations is one other than English, the student will be given the Stanford English Language Proficiency (SELP) test which assesses a studentís ability to understand, speak, read and write English. If a studentís composite score is less than ìproficientî he or she is placed in the EL program. After initial placement in the EL program, students are assessed annually or as the need arises. If a student scores ìproficientî he or she will be exited from the program and academic progress will be monitored for a minimum of two years.

Language Acquisition Plan

Each English language learner will have an individual language acquisition plan that is written by the EL coordinator and the content area teacher. This plan will define yearly language goals for the student and will specify strategies to be used in the classroom to help achieve these goals. Any modifications in assignments and assessments will be outlined in this plan.

Program Structure

Students whose SELP scores show that they are at a beginning level, are placed in a Sheltered or Structured English Immersion (SEI) class for two to three hours a day. Beginning English instruction focuses on basic interpersonal communication skills, listening comprehension, vocabulary identifications, speaking, reading, and writing. Normally, the EL will be in this program for no more than a year. SEI classes will be taught by a teacher certified in the SEI methods.

ELís that test above the basic or beginning level will be mainstreamed into regular classes, supported by an EL specialist. All regular classes are taught by teachers trained in SEI methods. ELís are enrolled in English and/or math intervention classes when appropriate. All teachers at Grand Canyon Schools will be provisionally endorsed in SEI methods by August 31, 2006 and fully endorsed by August 31, 2009.

SEI Classroom Needs

English language learners come from varied backgrounds but with one thing in common- their inexperience with the English language. Whether the teacher has one English language learner or several, the teacher incorporates some basic commonalities into the classroom. Grand Canyon teachers acknowledge that these approaches are good teaching practices and benefit all in the class, not just the English language learners.

1. Accepting environment- The English language learner needs a warm, accepting environment that encourages risk-taking in learning a new language.
2. Recognition of culture/educational background- The cultural heritage of the student needs to be recognized as an asset to the class. The diversity of ethnic and cultural groups in the classroom can provide a rich resource from which classroom learning can be enhanced.
3. ìSilent periodî- The student may have a ìsilent periodî, a time during which he or she listens to a great deal of language in order to get a sense of the new sounds before speech is attempted.
4. EL instruction- The student will need appropriate EL instruction according to his or her level of English proficiency. Such instruction will stress both communicative and academic language skills.
5. Meaningful context- The student needs contextualized material that makes abstract concepts comprehensible and meaningful.
6. Alternative ways of making meaning- The English language learner may need an alternative way of achieving the meaning of the lesson or concept being taught.
7. Consideration for testing and daily assignments- The student may need special consideration and modifications in terms of daily assignments and test. Students may need extra time to complete assignments and tests.

Some strategies that are used in Grand Canyon SEI classrooms include:

1. Using a guarded vocabulary- When introducing new concepts, words and expressions that the student can understand are used.
2. Reliance upon visuals- Pictures, diagrams, graphic organizers, media and real things all reinforce lessons.
3. Hands-on learning- Students are involved in activities such as drawing maps and charts, conducting experiments and using manipulatives.
4. Cooperative learning- pair and share methods are employed frequently. Students work in groups to combine knowledge. ELís may be given a ìstudy buddy.î
5. Using models or samples of finished products- A model or sample of a finished product is helpful as a guide as to what is expected.
6. Nonverbal embellishments- The student is provided with additional reinforcement when body language, facial expressions and hand gestures are integrated into the instruction.
7. Activating prior knowledge of the student- A personís background knowledge and experiences have a direct influence on what is comprehended. It is important to relate new concepts to what students already know.
8. Use of total physical response techniques- Stories and concepts are ìActed outî using vocabulary cards to emphasize now words and concepts.

Compensatory Education

English learners that are not making adequate yearly progress in English language acquisition as determined by formal and informal tests and teacher observations are provided with compensatory education instruction outside of the regular school day.  This instruction may be after-school tutoring or summer school instruction taught by teachers trained in SEI methods.

Maintaining and Development of the Mother-Tongue

Grand Canyon Schools MYP shows recognition, respect, and celebration of the various mother-tongue languages within the school and acknowledges that mother-tongue languages are a beneficial resource for both students and teachers. When possible, former EL students that have tested as proficient in English will be offered classes to maintain and develop their mother-tongue.

El Coordinator Responsibilities

The primary responsibility of the EL coordinator is to provide English language instruction in SEI settings and support for school staff. Other duties include: 

1. Working with regular classroom teachers to provide a cohesive written education plan for English learners.
2. Assisting in providing strategies for working with ELís in the regular classroom with the goal of including all students in classroom lessons. The EL coordinator may demonstrate these strategies for working with ELís in the regular classroom with the goal of including all students in classroom lessons. The EL coordinator may demonstrate these strategies in in-service trainings or in the classroom.
3. Meeting with individual teachers on a regular basis to provide support and to stay informed on the progress of English learners.
4. Monitoring academic progress of students that have been exited from the EL program as proficient in English (two years).
5. Administering and scoring all SELP testing.
6. Sending out all parental notification of participation in the EL program, test results and other parent communications.
7. Reporting EL data to state.
8. Maintaining accurate and up to date files of all English learnersí progress and assessments.
9. Writing all EL compensatory education plans and monitoring compensatory education instruction.
10. Setting up formal SEI training for staff members and visits to other schools when appropriate.
11. Acting as a liaison between parents of ELís and school staff.
12. Attending all county Title III Consortium meetings.
13. Acting as an advocate for the English learners at Grand Canyon School.

Parent Involvement

Parents of English language learners are kept informed of their childís progress through report cards, parent notifications, parent conferences, and language acquisition plans. All school communications that are sent home are also translated into Spanish. There is a school telephone number which Spanish speaking parents can call and request that a Spanish speaking staff member call them back. Monthly community meetings are held with school staff members and a Spanish translator in attendance to keep families informed of school activities and to provide a forum for them to voice their concerns and needs.  A Native American parent group meets with staff members on a regular basis.

Collaborative Plan With Support Strategies: Special Education Population 

Summary & Rationale:

Specific teaching strategies and student-support components are required for all students to learn effectively.  Special needs students must have access to extensive support services to succeed through the accommodation of their unique learning needs. 

All of these support strategies must consist of individualized & creative materials, composite teaching styles, program accommodations & modifications; and supplementary aids such as assistive technology devices to assist in the delivery of services.  All of these components require effective communication between students, teachers, and parents to maximize & enhance learning opportunities for all special needs students.

This cooperative effort within our district will create an effective long-term partnership.  It is the goal of this district to enhance and diversify learning opportunities for all of our students.  The flexible curricular components will further enhance and enrich our special education studentsí learning experiences.  The Special Programs Department will focus on the ìprocessî of skill acquisition thru personal experiences rather than traditional curricular content by itself. 

This district has recently merged the diagnostic-prescriptive model with the full inclusion format.  These educational strategies and philosophical foundations will further develop this merger to expand our horizons, and create many innovative thematic units with an international flavor to meet the diverse needs of our special education students.

Planning Strategies, Staff Training, & Assistive Technology:

The Grand Canyon School District will provide numerous opportunities for all staff to observe and consult with other school personnel who demonstrate successful and innovative programs for special needs students.  We shall also provide a diverse assortment of staff training and development opportunities, which instruct and model skills within all subject areas.  Hopefully district in-service credit will be made available for most of these special program consultations.

Program analysis updates for all special needs students will be made available for all reporting periods.  This information will also be shared at all elementary, middle and high school staff meetings accordingly each month.  The Special Education Coordinator will attend the majority of staff meetings to provide analysis of special programsí data.

The special programs staff will encourage all regular education teachers to observe special needs students in many classroom settings. These multiple observations will provide a base-line perspective, so teachers can compare and contrast student-response variations and teaching styles in assorted environments. Hopefully teacher release time and/or part-time substitutes can be made available to supplement classroom observations to supplement limited teacher prep intervals.   Inter-staff conferencing opportunities need to be made available during Orientation Week, and approximately one Friday per month between the regular and special programs staff.

The Special Education Coordinator will supervise assistive technology needs and issues with the K-12 staff, so all AT needs will be addressed on a regular basis each month.  This ongoing task will be coordinated with local agencies such as Southwest Human Development in Flagstaff and other contacts thru Exceptional Student Services in Phoenix.  AT in-services can be scheduled on an as needed basis to keep abreast of the latest equipment options, and to field test specific devices with students in a variety of settings before purchases are made. 

It will be appropriate in some instances to have an AT specialist evaluate a specific studentís needs prior to an MET or IEP meeting as an integral member of the special programs team.  This process may also be useful to incorporate within the context of the child study team, as a prerequisite in gathering additional data prior to a potential referral for a psycho-educational evaluation.  Our district must stay committed to provide funding for AT supplies and equipment, but we will also seek outside funding sources whenever possible to minimize costs to the district.

Communication & Assessment Practices:

The special education staff will meet with teachers at least twice per month on a 1:1 or small group basis depending upon specific concerns. Some of the teachers may require weekly consultations, especially if special programs staff are not assigned each week in their classrooms for instructional support purposes. The special programs staff will generate monthly conference schedules, and will also notify those teachers one week in advance of upcoming conferences.  This same communication schedule will also apply to teachers and parents for all MET, IEP, and related services conferences.  Consistent communication is the key to effective planning.

All special programs staff will maintain a file for each special needs student in our district.  Individualized goals will be monitored in conjunction with the districtís inclusion model and of course each studentís IEP components. Collaborative conference notes w/specific recommendations will be taken and maintained by all special programs staff.  This process will help to problem solve specific issues on a regular basis, and will also be utilized to supplement communication towards progress of goals to parents at least once per term.

Assessment data will be developed, reviewed, and maintained by all special programs staff.   This assessment data will reflect and be aligned in direct compliance with our districtís philosophy, assessment theories & practices, while supporting the inclusion model of this district.  When appropriate this assessment data will also be included in each studentís special education file in conjunction with IEP goals & objectives.  Instructional and assessment data will be reviewed and/or revised at each student or staff conference; so specific goals can be tracked at regular intervals.

Instruction & Delivery of Services:

Direct instructional opportunities will be provided to all special needs students within the regular classroom environment.  Some of this direct instruction will be delivered from the special programs staff, and some will be delivered from the regular classroom staff. However the majority of instruction will reflect a collaborative effort.  This direct instruction schedule will comply with the districtís inclusion model, and will be an ideal delivery service system to communicate the philosophy & goals to all regular and special needs students in our district.  

However a small portion of direct instruction will be provided within the elementary resource classroom during the 2005-2006 school year.  Minimal direct instruction has been planned for the secondary resource classroom during the 2005-2006 school year, but this is always subject to change to accommodate individual and program needs.  This transition policy will allow all special programs staff to meet the needs of many more special education students within their regular classroom environment(s).  This same policy will also fulfill the intent of the ìleast restrictive environmentî regulations, which stipulate that all students should be served in the regular classroom when appropriate, and in conjunction with the ìmost appropriate placementî regulations at the state & federal levels. 

The Special Education Coordinator may not be teaching any classes in the secondary resource classroom after the 2005-2006 school year.  This schedule will increase inclusion support services for many more special needs students, and will increase instructional & consultative services to many more staff.  All special programs staff will schedule daily or semi-weekly direct support/instructional services in the regular classrooms.   The frequency and extent of services will be correlated with the greatest number of special needs students within a classroom, and/or those students who require more specific diagnostic-prescriptive methodologies as outlined within their IEP.   

The IEP: A Blending of Research, Accommodations & Philosophy:

The major components and stipulations contained within the IEP will continue to be the primary foundation of all special needs instruction, and will continue to drive the delivery of instructional services.  However long-term national and international research will be a significant influence when examining the unique characteristics and conditions of the special education student.  This merger of global research in the area of student exceptionalities will be a tremendous benefit to all of our students and staff. 

This district has long viewed the importance of research and diagnosis in the area of learning styles.  The identification of learning styles and the awareness of teaching styles is critical to the success of any instructional program.  This district will continue to focus on the relationship of how students learn in conjunction with how teachers teach.  The Special Education Coordinator has received extensive training in this area, and is certified specifically in the Four Mat System.   This district will continue to explore several diverse learning-style training options for our staff and students.  

For many years now this district has assembled an extensive portfolio of student accommodations and teaching strategies based upon various disability categories.  It is now the goal of this district to merge numerous databases, so we can increase the awareness and effectiveness within the skill remediation process.  The Special Education Coordinator will supervise this effort. 

The special programs staff will provide these educational insights to our regular education staff within a variety of formats.  We will begin by assuring that every teacher is aware of the specific implications contained within each disability area within their classroom.  Each disability will be viewed from a psychological as well as instructional perspective.  The nature of each disability will be examined in terms of how this disability may present challenges or obstacles within the classroom.  The implications to the learner and for the instructor will also be discussed, along with teaching strategies and resource materials. 

We know that each special education student is unique even within the same disability category. So the special programs staff will present a variety of possible student responses to a specific situation, so the regular education staff can understand, prepare, and guide these responses.  Teachers will begin to understand which instructional, behavioral or environmental ìtriggersî tend to set students off, and which stimuli have the potential of producing the desired results.  The ìDiscoveryî program has also compiled an excellent behavioral research data base w/practical solutions, which is quite compatible with our own districtís philosophy concerning behavioral interventions.  

This district will continue to access numerous yet superior disability resources, which have been field-tested in many categories.  This depth and scope of knowledge with support validity will provide maximum information and intervention strategies for teachers and parents of special needs students in the future. 

William Jacobs
Special Education Coordinator
Grand Canyon Unified District
Revised: June 2005