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Additional Information

Program Goals

The program addresses two components in language acquisition; the acculturation and basic survival skills needed by newcomers to the language and the academic support necessary for their continued success in the regular content area subjects. For K-12 students at Levels 1 & 2, instruction focuses on basic conversational fluency and literacy skills, including pronunciation, phonemic awareness, vocabulary and grammar, in all language domains (speaking, listening, reading and writing) associated with school and community life. The goals of the program are to accelerate the acquisition of English for students by focusing on foundational language proficiency skills in all language domains needed to participate and make progress in mainstream content classes, and to provide cross-cultural information and strategies for success in negotiating the American school system.

For K-12 students who have moved beyond the need for basic communication skills (BICS), the language program addresses more cognitive and academic language skill support (CALPS). Students at Levels 3-5 receive instruction that focuses on the language proficiency skills associated with academic content and abstract language abilities, such as analysis, synthesis and evaluation, in all language domains (speaking, listening, reading and writing) required for academic discourse. The goals at this level are to support the acquisition of English and academic content for students in the areas of language arts, math, science and social studies in order to meet grade level expectations, and to provide cross-cultural information and strategies for success in navigating the American school system.

Instructional Model

ELD facilitators in the Manheim Central School District must be highly qualified and have a PA ESL program specialist certification. The elementary and middle school (K-8) ELD Program implements the pull-out/push-in ELD instructional model for English language instruction. Students meet daily for one-on-one or small group instruction with the teacher, depending on their grade and proficiency level, to work on English language skills and to support content. At the high school level (grades 9-12), the program serves as a sheltered English class and students receive both course credit and a grade. At all levels, a variety of materials are utilized for instruction, including research-based ELD program texts, picture dictionaries, literature anthologies, computer-based learning programs and language/grammar texts.

Student Services

EL students have full access to all academic programs with accommodations for their English language proficiency level, including the AVTS, CTC, AP and gifted programs. In addition, they have equal access to all computers and technology, college and career guidance, counseling and related services, and extracurricular programs.

Area Vocational-Technical Schools (AVTSs)/ Career and Technical Centers (CTCs)

ELs are not denied access to AVTSs/CTCs based solely on English language proficiency. While enrolled, ELs are provided ELD instruction appropriate to their level of proficiency and properly adapted content-area instruction. Comprehensive AVTS/ CTC schools are responsible for providing ELD programs and staffing for students identified as ELs. EL students at AVTSs and CTCs are assessed yearly with the WIDA ACCESS assessment for English language proficiency.

Parent/Community Involvement

Every effort is made to involve ELs and their families in all school and community activities. Upon enrollment in the ELD program, parents are invited to meet with the ELD facilitator either at a Parent Orientation Night or individually to discuss the goals of the ELD program and their child’s educational plan. Basic school rules and regulations are reviewed along with homework and attendance policies, special programs available, and district assessment policies and procedures. Parent/teacher conferences to discuss the student’s progress in the ELD program are held and interpreters are available if needed.

Interpretation/Translation Services

Communication with parents is in the parent’s preferred language and mode of communication in accordance with the Civil Rights Act of 1964, Title VI. Manheim Central utilizes translation and interpreter services as well as the PDE Translation Bank for sending home translated documents regarding general education and NCLB requirements. In addition, the district has a contract with the Language Line service for accessing interpreters on an as-needed basis. Information on how to use this service is disseminated to all staff.

School social workers also act as a home, school and community liaison for EL families and school personnel. When appropriate, they facilitate contacts to community organizations that will provide support services to the EL student and his/her family.

Professional Development/Professional Staff

In an effort to ensure appropriate delivery of instruction and services to LEP students in the district, all Manheim Central staff are regularly in-serviced and/or provided access to professional development in ELD instructional techniques or strategies, methodology, accommodations, language acquisition, culture, and the legal rights and responsibilities of the school toward ELs and their families. In addition, the ELD program instruction is under the supervision of a certified teacher holding a PA ESL Program Specialist Certification. Instructional aides are utilized when needed.

Program Evaluation

The Manheim Central ESL Program, under the direction of the Director of Curriculum and Instruction, is evaluated on an ongoing basis to ensure program effectiveness, address deficiencies, and design and implement program improvement. The district utilizes data reported to LEAs from the state level assessment of ELP and academic achievement (ACCESS for ELLs and PSSA) for program review and improvement.

Legal References

  • Title VI & Title VII of Civil Rights Act 1964

  • Equal Education Opportunity Act, amending Education Amendments of 1974 – 20 U.S.C. Sec. 1703

  • No Child Left Behind Act of 2001, :.L. 107-334, 115 Stat., Title III, Language Instruction For Limited English Proficient and Immigrant Students, amends Title III U.S.C. Se. 6801 et seq

  • School Code 24 P.S. Section 1205.2

  • State Board of Education Regulations 22 PA Code Sec. 4.13, 4.26

  • Basic Education Circular July 1, 2001; Educating Students With Limited English Proficiency (LEP) and English Language Learner (ELL)

  • Lau v. Nichols – 1974

  • Plyler v. Doe – 1982

  • Castaneda v. Pickard – 1981