Iowa law states that all school districts must develop affirmative action plans. Postville Community School District is committed to educational equity and as a part of the district’s educational equity policy, it is the district’s belief that equal employment opportunities are important in providing the best possible educational opportunities for our students.
In order to continue to provide educational excellence for our students, Postville Community School has designed and will implement an Affirmative Action Plan which includes the following: recruiting and hiring the best qualified people in all areas, providing training/staff development for employees who are responsible for hiring personnel, and assigning the Affirmative Action Coordinator to monitor and report annually on the district’s progress in the area of affirmative action.
Equal Educational Opportunity (BP 500)
The school district does not discriminate in its education programs or educational activities on the basis of age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status in the education program or activities, which it operates. Students are educated in programs, which foster knowledge of, and respect and appreciation for, the historical and contemporary contributions of diverse cultural groups, as well as men and women, to society.
Students who feel they have been discriminated against are encouraged to report it to the school district Affirmative Action Coordinator. The Affirmative Action Coordinator is Chad Wahls (BP 1000), and can be reached at 563-864-7651. Inquires may also be directed in writing to the Director of the Region VII Office of Civil Rights, U.S. Department of Education, 8930 Ward Parkway, Suite 2037, Kansas City, MO 64114, (816-268-0550), or the Iowa Department of Education, Grimes State Office Building, Des Moines, IA, 50319-0146, (515-281-5294).
Click on the following links to View:
Notice of Nondiscrimination
School District Staff Assignment
Objectives for Equal Educational Opportunities for Students
Code No. 102
Policy Title: Equal Educational Opportunity
The board will not discriminate in its educational activities on the basis of: age, color, creed national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or
mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status.
The board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the school district to subscribe to all applicable federal and state
laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity.
The board is committed to the policy that no otherwise qualified person will be excluded from the educational activities on the basis of age, color, creed national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status. Further, the board affirms the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment.
Harassment or discriminatory behavior that denies civil rights or access to equal educational opportunities includes comments, name-calling, physical conduct or other expressive behavior directed at an individual or group that intentionally demeans the race, color, religion, national origin, sex or disability of the individual or individuals or creates an intimidating, hostile or demeaning environment for education.
- 20 U.S.C. §§ 1221 et seq.
- 20 U.S.C. §§ 1221 et seq. (1988)
- 20 U.S.C. §§ 1681 et seq. (1988)
- 20 U.S.C. §§ 1701 et seq. (1988)
- 29 U.S.C. § 794 (1988)
- 42 U.S.C. §§ 12101 et seq.(Supp. 1990)
- 34 C.F.R. Pt. 100 (1995)
- 34 C.F.R. Pt. 104 (1995)
- Iowa Codes §§ 216.9; 256.11, .11A; 280.3 (1995).
- 281 I.A.C. 12. Cross Reference: 101 Educational Philosophy of the
101 Educational Philosophy of the School District
500 Objectives for Equal Educational Opportunities for Students
October 24, 2013
Para espanol, puede leer abajo.
Sifaad Af-somali ugu aragtid qodobabda soo socdaan riix bogga hoose.
In the wake of tough economic times, schools are seeing a rise of homeless youth, and many schools have raised the question of who is considered to be a “homeless youth.” The McKinney-Vento Homeless Assistant Act of 2001 (reauthorized in January 2002) – Title X, Part C of the No Child Left Behind Act – Sec. 725 is the primary piece of federal legislation dealing with the education of homeless children and youth.
The definition of the term “homeless children and youth” is as follows:
- Means individuals who lack a fixed, regular, and adequate nighttime residence; and
B. Includes the following:
i. Children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or similar reason; are living in motels, hotels, trailer parks, or camping grounds due to a lack of alternative accommodations; are living in emergency or transitional shelters; or awaiting foster care placement;
Ii. Children and youths who have a primary nighttime residence that is public or private not designed for or ordinarily used as a regular sleeping accommodation for human beings;
Iii. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
Iv. Migratory children who qualify as homeless for the purpose of this subtitle because the children are living in circumstances described in clause (i) through (iii).
In Iowa, the rules regarding Education for Homeless children are located in 281--Iowa Administrative Code 33. These rules add further guidance to school districts regarding education of homeless children and youth and cover the following:
- A homeless child of ages 3-21;
- A child who lacks a fixed, regular and adequate nighttime residence;
- A child who is living in a car, tent, or abandoned building or some other form of shelter not defined as a permanent home;
- A child who is living in a community shelter;
- A child who is living with non-nuclear family members or friends (includes doubled up families) due to loss of housing, economic hardship or other reason.
- This Includes: Runaway youth or youth being forced to leave the home. Questions about who is a runaway may be directed to the local homeless liaison.
Educational Rights of Homeless Youth
Under the McKinney-Vento Act, children in homeless situations have the right to:
- Go to school, no matter where they live or how long they have lived there;
- Attend either the local school or the school of origin, if this is in their best interest; the school of origin is the school the child attended when he/she was permanently housed, or the school in which the child was last enrolled;
- Receive transportation to and from the school of origin;
- Enroll in school immediately, even if missing records and documents normally required for enrollment such as a birth certificate, proof of residence, previous school records, or immunization/medical records;
- Enroll, attend classes, and participate fully in all school activities while the school arranges for transfer of records;
- Have access to the same programs and services that are available to all other students including transportation and supplemental educational services;
- Have access to free school meals/lunch programs;
- Attend school with children not experiencing homelessness; segregation based on a student’s status as homeless is prohibited.
Local Homeless Liaison
Every Iowa public school district is required to have a liaison for homeless students. Postville’s local homeless liaison is Denise Mauss, K-12 school counselor. You can reach her by phone, email, or stopping by the school. (563) 864-7651 ext. 425. email@example.com. The state coordinator is Sandy Johnson. You can reach her at (515) 281-3965.
Los Estudiantes sin Hogar
A raíz de los tiempos económicos difíciles, las escuelas están viendo un aumento de los jóvenes sin hogar, y muchas escuelas han planteado la cuestión de quién es considerado como un "joven sin hogar." La Ley de Asistente McKinney- Vento de 2001 (reautorizada en enero de 2002) - Título X , Parte C de la ley No Child Left Behind - Sec . 725 es la pieza principal de la legislación federal que trata con la educación de niños y jóvenes sin hogar .
La definición del término "niños y jóvenes sin hogar" es el siguiente :
- Medios de personas que carecen de una residencia fija, regular y adecuada, y
- Incluye lo siguiente:
i . Los niños y jóvenes que comparten la vivienda de otras personas debido a la pérdida de la vivienda, problemas económicos o razones similares, están viviendo en moteles, hoteles, parques de remolques o campamentos debido a la falta de alojamiento alternativo, viven en situaciones de emergencia o refugios de transición, o en espera de colocación en hogares de refugio;
ii . Los niños y jóvenes que tienen una residencia nocturna primaria que es público o privado no diseñado o utilizado como un alojamiento regular para dormir para los seres humanos;
iii. Los niños y jóvenes que viven en automóviles, parques, espacios públicos, edificios abandonados, estaciones de vivienda, autobús o tren de mala calidad, o lugares similares , y
iv . Niños migratorios que califican como sin hogar con el propósito de este subtítulo, porque los niños están viviendo en circunstancias descritas en la cláusula ( i ) y ( iii ) .
En Iowa, las normas relativas a la educación para los niños sin hogar se encuentran en 281 - Iowa Código Administrativo 33. Estas reglas se agregan más orientación a los distritos escolares con respecto a la educación de niños y jóvenes sin hogar y abarcan los siguientes:
- Un niño sin hogar de las edades 3-21 ;
- Un niño que carece de una residencia fija, regular y adecuada ;
- Un niño que vive en un coche, tienda o edificio abandonado o algún otro tipo de refugio no se define como un hogar permanente ;
- Un niño que vive en un refugio de la comunidad;
- Un niño que vive con sus familiares no de su núcleo familiar o amigos (incluye familias dobles) debido a la pérdida de la vivienda, problemas económicos u otra razón.
- Esto incluye: jóvenes fugitivos que se vieron obligados a abandonar el hogar. Preguntas acerca de quién es un fugitivo se pueden dirigir a la persona de su enlace local.
Ardayda bilaa guriga ah
Marxalada badan oo kale duwan, dugsiyada yaa sameyeen aragtiya badan eey ku argeen arday badan oo bilaa gur ah, iyo sido kale ardayda loo tixgelini kara ineey yihiin guri la’aan. Barnaamijka McKinney-Vento ee qeybtiisa Title X ee Part C, ee hal cunug laga matagi kara sec 725 yaa ah barnaamij dhexe ee lagu dejinaya ardayda iyo dhallinyarada bilaa guri la’aanta ah.
Qeexida macnaha ardayda iyo dhallinyarada bilaa guri la’aanta ah, ayaa sida soo socota.
- Waxaa loola jeeda ardayda aan heysanin akhal ama guri eey saxdaan
- Sido kale kuwa soo socdaan:
i. Caruurta iyo dhallinyarada oo qof kale gurigiisa ku-nool sababa la xadiida, dhaqaala la’aan, ama ku nool motel, hotel, park, dhulka camping sababta tahay guri la’aan, ku nool xarun deg deg ah, ama ama xarun ku meel gaar ah ama sugaaya inuu hela xanaana korineed.
Ii. Caruur ama dhallinyara saxdaan degan ama saaxdan meel aaan jiif ku habooneyn.
Iii. Caruur ama dhallinyara ku nool gawaari, park, xarun dadweyna, dhisma aan la ogaleyn, akhal heer hoose ah, bus, ama ishteeshinka taraynka.
Iv. Caruurta laajiyiinta ah oo u qalmaan ineey yihiin guri la’aan , ujeeda tahay in caruurta ku noolyihiin marxaladaha lagu soo qeexay qeybta (i) ilaa (ii)
Sharciyada gobalka Iowa ee qeybta waxbarashada ee ardayda guri la’aanta ah yaad ka heli karta sharaxaad dheeri ah 281--Iowa Administrative Code 33. Sharciyada yaa sharaxaya hanaanka ee ardayda dugsiga ee guriga la’aanta ah:
- Ilma guri la’aan ah da’da tahay 3-21jir
- Ilma aan lahayn guri wanagsan
- Ilma ku nool gaari, dheenta, guri aan ku habooneyn in lagu noolada ama meela kale aan ahayn guri la saaxni kara.
- Ilma ku nool hoyga jaaliyada
- Ilma la nool qoys tira badan ama saaxiba , sababta tahay in ilmaha haysan qarash ama dhaqaala ama marxalad adag.
- Waxa ka mid ah: Dhalanyarada da’da yad ee guryahooda ka tagay ama lagu khasbay ineey guriga ka tagaan. Su’aala la xadiida qof ama ilmaha u qalmi kara barnaamijka caruurta guri la’aanta ah, la xadiid wakaalada kugu dhow.
Use of Videos & Photos taken in school
Student Publication Code
Confidentiality of Personally Identifiable Information Safeguards
Technology Responsible Use Policy
Wellness Policies on Physical Activity and Nutrition
Whereas, children need access to healthful foods and opportunities to be physically active in order to grow, learn, and thrive;
Whereas, good health fosters student attendance and education;
Whereas, community participation is essential to the development and implementation of successful school wellness policies;
Thus, the Postville Community School District is committed to providing school environments that promote and protect children’s healthy, well-being, and ability to learn by supporting healthy eating and physical activity. Therefore, it is the policy of the Postville Community School District that:
The school district will engage students, parents, teachers, food service professionals, health professionals, and other interested community members in developing, implementing, monitoring, and reviewing district-wide nutrition and physical activity policies.
- All students in grade K-12 will have opportunities, support, and encouragement to be physically active on a regular basis.
- Foods and beverages sold or served at school will meet the Healthy Kids Act Nutritional Content Standards and USDA Smart Snacks Standards.
- Qualified child nutrition professionals will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; will accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat.
- To the maximum extent practicable, all schools in our district will participate in available federal school meal programs (including the School Breakfast Program, National School Lunch Program [including after-school snacks], Summer Food Service Program, and Fresh Fruit and Vegetable Program).
- Schools will provide nutrition education and physical education to foster lifelong habits of healthy eating and physical activity, and will establish linkages between health education and school meal programs, and with related community services.
TO ACHIEVE THESE POLICY GOALS:
I. School Wellness Committee
The school district will develop, implement, monitor, review, and as necessary, revise school nutrition and physical activity policies. The committee also will serve as resources to school sites for implementing those policies. A school wellness committee consists of a group of individuals representing the school and community, and should include parents, students, representatives of the school food authority, members of the school board, school administrators, teachers, health professionals, and members of the public and local agricultural community, including farmers, or representatives from farm organizations, farmers’ markets, agricultural industry or community organizations that work to promote local foods.
II. Nutritional Quality of Foods and Beverages Sold and Served on Campus
Meals served through the National School Lunch and Breakfast Programs will:
- be appealing and attractive to children;
- be served in clean and pleasant settings;
- meet, at minimum, nutrition requirements established by local, state, and federal statutes and regulations and that are consistent with the Healthier U.S. School Challenge requirements;
- offer a variety of fruits and vegetables;
- serve only low-fat (1%) and fat-free milk and nutritionally-equivalent non-dairy alternatives (as defined by the USDA);
- ensure that the majority of the served grains are whole grain;
- offer free breakfast and free lunch to all students via the Community Eligibility Program;
- prohibit restaurant-labeled food and carbonated beverages on school grounds.
The school district will engage students and parents, through taste-tests of new entrees and surveys, in selecting foods sold through the school meal programs in order to identify new, healthful, and appealing food choices. In addition, the school district should share information about the nutritional content of meals with parents and students. Such information could be made available on menus, the district’s website, on cafeteria menu boards, placards, or other point-of-purchase materials.
Food Procurement. The school district shall source locally grown or raised agricultural foods within 150 miles, including school-grown products (from school gardens) to the greatest extent possible. The school will make at least $10,000 in local food purchases each year with a goal of increasing the amount of money spent each consecutive year. Menus will be developed to compliment local growing seasons and availability of foods. The district encourages fresh, seasonal, locally grown food to be sold at every location on the school site where food is sold and at all school-sponsored events and activities.
Breakfast. To ensure that all children have breakfast, either at home or at school, in order to meet their nutritional needs and enhance their ability to learn:
- the school district will, to the extent possible, operate the School Breakfast Program;
- the school district will, to the extent possible, arrange bus schedules and utilize methods to serve school breakfasts that encourage participation;
- the school district will notify parents and students of the availability of the School Breakfast Program;
- the school district will encourage parents to provide a healthy breakfast for their children through newsletter articles, take-home materials, or other means.
Free and Reduced-Priced Meals. The school district will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price meals. Toward this end, the district may utilize electronic identification and payment systems; provide meals at no charge to all children, regardless of income; and/or promote the availability of school meals to all students.
Summer Food Service Program. The school district will sponsor the Summer Food Service Program for at least six weeks between the last day of the academic school year and the first day of the following school year.
Meal Times and Scheduling. The district:
- will provide students with at least 10 minutes to eat after sitting down for breakfast and 20 minutes after sitting down for lunch;
- should schedule meal periods at appropriate times, e.g., lunch should be scheduled between 11 a.m. and 1 p.m.;
- should not schedule tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities;
- will provide students access to hand washing or hand sanitizing before they eat meals or snacks; and
- should take reasonable steps to accommodate the tooth-brushing regimens of students with special oral health needs (e.g., orthodontia or high tooth decay risk).
Qualifications of School Food Service Staff. Qualified nutrition professionals will administer the school meal programs. As part of the school district’s responsibility to operate the food service program, we will provide continuing professional development for all nutrition professionals in schools. Staff development programs should include appropriate certification and/or training programs for child nutrition directors, school nutrition managers, and cafeteria workers, according to their levels of responsibility.
Sharing of Foods and Beverages. The school district discourages students from sharing their foods or beverages with one another during meal or snack times, given concerns about allergies and other restrictions on some children’s diets.
Snacks. Snacks served during the school day or in after-school care or enrichment programs will make a positive contribution to children’s diets and health, with an emphasis on serving fruits and vegetables as the primary snacks and water as the primary beverage. Schools will assess if and when to offer snacks based on timing of school meals, children’s nutritional needs, children’s ages, and other considerations. The district will disseminate a list of healthful snack items to teachers, after-school program personnel, and parents.
Soft Drink/Energy Drink Policy. Soft drinks containing caloric sweeteners as well as beverages marketed as energy drinks are prohibited for sale and/or consumption, including those brought from home or purchased off of school grounds.
Access to Free Drinking Water. Safe, unflavored, drinking water is available throughout the school day at no cost to students. For example, students are allowed to bring filled water containers to class. Additionally, teachers should promote the consumption of water by encouraging students to bring water bottles to school.
Rewards. Schools will not use foods or beverages, especially those that do not meet the nutrition standards for foods and beverages, as rewards for academic performance or good behavior, and will not withhold food or beverages (including food served through school meals) as a punishment.
Celebrations. Celebrations that involve food during the school day are limited to no more than one party per class per month. Each party should include no more than one food or beverage that does not meet nutrition standards for foods and beverages. All foods and beverages will be prepackaged in order to eliminate safety concerns for students with allergies. The district will disseminate a list of healthy party ideas to parents and teachers.
Regarding Foods and Beverages Sold Individually (i.e., foods sold outside of reimbursable school meals, such as through vending machines, cafeteria a la carte [snack] lines, fundraisers, school stores, etc.) and Food Marketing
Per state and national guidelines, foods and beverages sold outside the reimbursable meal program (including those sold through a la carte [snack] lines, vending machines and fundraising) during the school day must meet the Iowa Healthy Kids Act Nutritional Content Standards and the Healthy Hunger-Free Act of 2010 Smart Snack Standards.
Fundraising Activities. To support children’s health and school nutrition education efforts, school fundraising activities will not involve food or will use only foods that meet the above nutrition and portion size standards for foods and beverages sold individually. Schools will encourage fundraising activities that promote physical activity. The school district will make available a list of ideas for acceptable fundraising activities.
School-sponsored Events (such as, but not limited to, athletic events, dances, or performances). Foods and beverages offered or sold at school-sponsored events outside the school day will meet the nutrition standards for meals or for foods and beverages sold individually. The district encourages the sale of fresh, seasonal, locally grown food at every location on the school site where food is sold and at all school-sponsored events and activities.
Food Marketing in Schools. School-based marketing will be consistent with nutrition education and health promotion. The school district will:
- limit food and beverage marketing to the promotion of foods and beverages that meet the nutrition standards for meals or for foods and beverages sold individually;
- prohibit school-based marketing of brands promoting predominantly low-nutrition foods and beverages;
- promote healthy foods, including fruits, vegetables, whole grains, and low-fat dairy products; and
- market activities that promote healthful behaviors (and are therefore allowable) including: vending machine covers promoting water; pricing structures that promote healthy options in a la carte lines or vending machines; sales of fruit for fundraisers; coupons for discount gym memberships; and extra recess.
Examples: Marketing techniques include the following: logos and brand names on/in vending machines, books or curricula, textbook covers, school supplies, scoreboards, school structures, and sports equipment; educational incentive programs that provide foods as a reward; programs that provide schools with supplies when families buy low-nutrition food products; in-school television; free samples or coupons; and food sales through fundraising activities.
III. Nutrition and Physical Activity Promotion
Nutrition Education and Promotion. Postville Community School District aims to teach, encourage, and support healthy eating by students. Schools should provide nutrition education and engage in nutrition promotion that:
- is offered at each grade level as part of a sequential, comprehensive, standards-based program designed to provide students with the knowledge and skills necessary to promote and protect their health;
- is part of not only health education classes, but also classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects;
- includes enjoyable, developmentally-appropriate, culturally-relevant, participatory activities, such as contests, promotions, taste testing, farm visits, and school gardens;
- promotes fruits, vegetables, whole-grain products, low-fat and fat-free dairy products, healthy food preparation methods and health-enhancing nutrition practices;
- emphasizes caloric balance between food intake and physical activity;
- links with meal programs, other foods and nutrition-related community services; and,
- teaches media literacy with an emphasis on food marketing; and
- includes training for teachers and other staff.
Food Safety. All foods made available on campus adhere to food safety and security guidelines.
- All foods made available on campus comply with the state and local food safety and sanitation regulations. Hazard Analysis and Critical Control Points (HACCP) plans and guidelines are implemented to prevent food illness in schools.
- For the safety and security of the food and facility, access to the food service operations are limited to child nutrition staff and authorized personnel.
- Because of the particularly serious nature of peanut/tree nut allergies, students and staff are prohibited from bringing foods or beverages with either of these ingredients to school.
Integrating Physical Activity into the Classroom Setting. For students to receive the nationally recommended amount of daily physical activity and for students to fully embrace regular physical activity as a personal behavior, students need opportunities for physical activity beyond physical education class. Toward that end:
- classroom education will teach the skills needed to maintain a physically-active lifestyle and to reduce time spent on sedentary activities, such as watching television;
- opportunities for physical activity will be incorporated into multiple subject lessons; and
- classroom teachers will provide short physical activity breaks between lessons or classes, as appropriate.
Communications with Parents. The district will support parents’ efforts to provide healthy diet and daily physical activity for their children. The district will:
- send home nutrition information, provide information about school food and and fitness activities via the Food and Fitness webpage, school information flyers and school webpage;
- encourage parents to pack healthy lunches and snacks and to refrain from including beverages and foods that do not meet the established nutrition standards for individual foods and beverages;
- provide parents a list of foods that meet the school district’s snack standards and ideas for healthy celebrations/parties, rewards and fundraising activities;
- provide information about physical education and other school-based physical activity opportunities before, during and after the school day;
- support parents’ efforts to provide their children with opportunities to be physically active outside of school.
Staff Wellness. The school district values the health and well-being of every staff member and will plan and implement activities and policies that support personal efforts by staff to maintain a healthy lifestyle. Each school should:
- develop, promote, and oversee a multifaceted plan to promote staff health and wellness developed by the staff wellness committee;
- allocate time during professional development days to allow for wellness activities (i.e., guest speakers, how to integrate physical activity into the classroom, etc.)
- base the plan on input solicited from employees and outline ways to encourage healthy eating, physical activity, and other elements of a healthy lifestyle among employees.
IV. Physical Activity Opportunities and Physical Education
Physical Education. The school district will provide physical education that:
- is for all students in grades K-12 for the entire school year;
- is taught by a certified physical education teacher;
- includes students with disabilities, students with special health-care needs may be provided in alternative educational settings: and,
- engages students in moderate to vigorous activity during at least 50 percent of physical education class time.
Daily Recess. The elementary school provides recess for students that:
- is at least 20 minutes a day;
- is preferably outdoors;
- encourages moderate to vigorous physically activity verbally and through the provision of space and equipment; and,
When activities, such as mandatory school-wide testing, make it necessary for students to remain indoors for long periods of time, schools will give students periodic breaks during which they are encouraged to stand and be moderately active. Students in elementary school will not be seated in their classrooms for longer than 60 minutes at a time.
Physical Activity Opportunities Before and After School. The district will offer extracurricular physical activity programs, such as physical activity clubs or intramural programs. The district will offer a range of activities that meet the needs, interests, and abilities of all students, including boys, girls, students with disabilities, and students with special health-care needs. After-school child care and enrichment programs will provide and encourage—verbally and through the provision of space, equipment, and activities—daily periods of moderate to vigorous physical activity for all participants.
Physical Activity and Punishment. Teachers and other school and community personnel will not use physical activity (e.g., running laps, pushups) or withhold opportunities for physical activity (e.g., recess, physical education) as punishment.
Safe Routes to School. The school district will assess, and if necessary and to the extent possible, make needed improvements to make it safer and easier for students to walk and bike to school. When appropriate, the district will work together with local public works, public safety, and/or police departments in those efforts. The school district will explore the availability of federal “safe routes to school” funds, administered by the state department of transportation, to finance such improvements.
Use of School Facilities Outside of School Hours. School spaces and facilities should be available to students, staff, and community members before, during, and after the school day, on weekends, and during school vacations. These spaces and facilities also should be available to community agencies and organizations offering physical activity and nutrition programs. School policies concerning safety will apply at all times.
V. Farm to School
Objective The school will participate in the program designed to connect students and local farms with the objectives of serving healthy meals in school cafeterias, improving student nutrition, providing agriculture, health and nutrition education opportunities, and supporting local and regional farmers.
Nutrition Education Farm to school programs can provide interactive, experiential education activities that can strengthen and reinforce nutrition education efforts.
- Staff shall integrate experiential education activities—such as gardening, cooking demonstrations, farm and farmers’ market tours—into existing curricula at all grade levels.
- Nutrition education messages from the classroom will be modeled in the cafeteria and across campus by offering locally grown food whenever possible within the school meals program as well as in a la carte sales, including vending machines.
- The district shall establish a school garden of sufficient size to provide students with experiences in planting, harvesting, preparing, serving and tasting foods, to be integrated with nutrition education and core curriculum, and articulated with state standards.
- School food service, in partnership with other school departments and community organizations, will work to creatively market and promote locally-produced food to students, through activities such as:
- featuring food grown in the school garden in the cafeteria, through sampling and inclusion in school meals based upon availability and acceptability.
- developing cafeteria themes relating to local farmers and products grown in the region.
- hosting farmers in the cafeteria and classroom.
- developing creative campus fundraisers based on healthy food items, integrating farm grown produce where appropriate.
Physical Activity The district recognizes that school gardens and farm visits can offer physical activity opportunities, as well as agricultural education, by engaging students in activities such as planting, harvesting and weeding. Teachers and students are encouraged to take advantage of these physical activity opportunities during the school day as well as through field trips and after-school activities.
Evaluation An annual review will be conducted to measure the impact and implementation of the wellness policy. The report will include:
- A review of school-food sales that determines:
- the percentage of food purchased from local sources;
- the budgetary impact of increasing local purchases;
- existing opportunities to increase purchasing of local and seasonal items;
- the impact of local purchasing on participation in the school meal programs.
- An evaluation of the frequency and effectiveness of nutrition education activities involving the school garden, farm visits and other agriculture-based activities.
VI. Monitoring and Policy Review
Monitoring The superintendent will ensure compliance with established school district-wide nutrition and physical activity wellness policies.
In each school:
- the principal will ensure compliance with those policies in the school and will report on the school’s compliance to the superintendent; and,
- food service staff will ensure compliance with nutrition policies within food service areas and will report on this matter to the superintendent or principal.
In the district:
- the school district will report on the most recent USDA School Meals Initiative (SMI) review findings and any resulting changes. If the school district has not received a SMI review from the state agency within the past five years, the school district will request from the state agency that a SMI review be scheduled as soon as possible.
- the superintendent will develop a summary report every three years on school district-wide compliance with the school district’s established nutrition and physical activity wellness policies, based on input from schools within the school district; and,
- the report will be provided to the school board and also distributed to all school wellness committees, parent/teacher organizations, principals, and health services personnel in the school district.
Policy Review. To help with the initial development of the school district’s wellness policies, each school in the school district will conduct a baseline assessment of the school’s existing nutrition and physical activity environments and practices. The results of those school-by-school assessments will be compiled at the school district level to identify and prioritize needs.
Assessments will be repeated every three years to help review policy compliance, assess progress and determine areas in need of improvement. As part of that review, the school district will review the nutrition and physical activity policies and practices and the provision of an environment that supports healthy eating and physical activity. The school district, and individual schools within the school district will, revise the wellness policies and develop work plans to facilitate their implementation.
Summary of Benefits and Coverage 2018 for Employee Health Insurance
- 2018 Insurance Certificate
- Combined PSF SBC Plan 1 2018-19
- Combinded PSF SBC Plan 2 2018-19
- Combined PSF SBC Plan 3 2018-19
2017-2018 Report of Insurance Benefits
English Language Learners
K-12 Lau (EL) Plan for Serving English Language Learners
Postville Community School District
(Revised August, 2016)
Required Lau (EL) leadership team members: District Administrator-Tim Dugger, Building Administrator(s)- Ryan Zurbriggen & Brendan Knudtson, Jenny Schutte, Equity Coordinator- Brendan Knudtson, LIEP Teacher(s)- Mary Guese, Meca Loftsgard, Joy Minikwu, Corey Smock, Shelsea Baker, Susie Merrifield, RaeAnne Caldwell, Marcy Kraus, Aleya Stanbrough Content Teacher(s)- Jennifer Harman, RJ Olsen, Brad Rose, & Brian Orr
Suggested additional Lau (EL) leadership Team Members: Title III Subgrantee EL Consultant(s)- Sarah Brincks, Native Language Interpreter(s)-Adriana Vazquez & Mohamed Abdi, Counselor(s)-Denise Mauss & Manon Bushman
The district 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-12 team identified above and must include the following required critical elements:
I. Lau Plan Guiding Principles (See Appendix A)
A. English Language Development: To help students to become English proficient in the language skills of speaking, reading, writing, and listening.
B. Academic Achievement: To help students to successfully participate in classroom learning situations and other school activities.
C. Cross-cultural goals: To help students become familiar and exposed to new cultures while maintaining pride in their own native cultures, in respect to each other’s multicultural backgrounds.
I. Identification and Placement of ELs in a Language Instruction Educational Program (LIEP)
Home Language Survey
1. All families are asked to complete a Home Language Survey, “Home Language Survey-IA” (HLS-IA student race and ethnicity reporting: www.TransAct.com) during registration. (See Appendix C for a sample –surveys in 22 other languages are available on the TransACT website)
· Our district is prepared to conduct oral or native language interviews in the student’s home with those adults who may not have sufficient English or literacy skills to complete a survey written in English. This survey will be given to all students and will be sure to complete student race and ethnicity reporting section.
Families registering children will be assisted in completing documents and registration materials on-site as needed. If home language assistance is necessary in order to secure accurate data, every reasonable attempt will be made to provide this support.
2. Home language surveys are given by office staff during the registration of new students. Translators are available to assist as needed. Home language surveys are then collected by the office, and then forwarded to LIEP teachers. If responses indicate that another language is spoken in the home, students are given the initial placement assessment by the certified LIEP teacher who is designated to the grade span the new student will be entering.
3. Completed home language surveys are signed by parents and kept in the student’s cumulative folders.
· Other data that may be used to initially identify a student as needing LIEP services include: student records, teacher interview, parent information, teacher observation, referral, student grades, or informal assessment.
B. State-approved English language proficiency placement assessment (TELPA Screener)
· Assessment of English Language Proficiency is given within the first thirty days of the student’s arrival (NCLB, Sec. 3302[a]) or, if the child enters after the beginning of the school year, within two weeks (NCLB, Sec. 3302.[d]).
· Building administrators will monthly monitor TELPA administration and ensure testing is completed within a timely manner.
· TELPA trained English as a Second Language Teachers or EL Instructional Coaches in the school district will administer the English language proficiency assessment.
· The certificates of trained test administrators, after completing yearly test administration training, will be filed in teacher personnel files.
· The assessment tool used is the Tennessee English Language Development Assessment (TELPA) is a placement test designed and based upon the full English Language Development Assessments (ELDA) battery of tests. It is designed to allow schools to place students, based on their acquisition of English language proficiency skills, into classrooms and services best suited for their current level of acquisition.
· Completed TELPA test results are kept in the students’ cumulative folders.
C. Process to place student in appropriate LIEP and content courses
1. The LIEP Teachers will collect and review data for new EL students within the first thirty days of registration, including the results from the English language proficiency assessment (TELPA), assessment of academic skills (MAP/FAST), prior academic performance, and initial teacher observations. The student’s classroom teacher may be involved in the collection and review of data. Each LIEP teacher will be responsible for his or her delegated grade levels (K-2, 2-3, 4-6, 7-12). The ESL Instructional Coaches will help organize this process and assist as needed.
2. After a team of certified LIEP teachers and classroom teachers analyze results of the TELPA assessment, and determine whether or not a student is non-English proficient or limited English proficient in any of the English language proficiency subtests (speaking, listening, reading, writing) or there is evidence that he/she will not be successful in the regular classroom because of language background, the student is identified for a specific LIEP program to meet the English language development needs of that individual student. Certified LIEP teachers will also take into consideration prior academic experience and circumstances of each student to determine best academic placement and resources supporting student learning and success.
3. After analyzing multiple academic assessments (MAP/FAST, prior academic performance and background, teacher observation, classroom formative/summative assessments), a team of LIEP teachers and classroom teachers will determine what academic needs and gaps students may have and determine which content courses would be appropriate for each student. This team will create a plan to best support each student in the academic setting. This may include, but is not limited to intervention times, pre-teaching and re-teaching opportunities, and appropriate accommodations and modifications on assignments, instruction and assessments.
· Students will be provided the opportunity to receive assistance with achieving academic success through the supports of Multi-Tiered System of Supports in smaller settings with certified teachers, through either an MTSS class or a Success Center setting.
4. Students will be placed in the general education setting in a grade that is age appropriate for that student (within two years of actual age)
D. Initial parent notification of eligibility following state guidelines, in a language most easily understood
· Forms for communicating this information to parents are available at
www.transact.com (NCLB, Sec. 3302) (see Appendix D)
If a child is identified for the LIEP Program :
1. Parents are notified by a certified LIEP teacher of English language development program placement no later than 30 calendar days after the beginning of the school year, and within two weeks of a child being placed in an LIEP program (if a child enrolls after the beginning of the year). (using Transact forms)
· “Determination of Student Eligibility, English Language Development Program Placement” (sent once upon placement). This form will be shared with parents, can be found on TransACT and includes parent signature.
· Notification of English Language Development Program Placement- Version A” will be shared with parents for initial and annual placement notification and program description from TransACT
o Administrators will ensure that the required parental notification letters are completed and sent home within the allotted time period.
o Notification letters are sent home and required forms are placed in students’ cumulative folders.
E. Parent documentation of initial waiver/withdrawal students from LIEP
Programing (included only if parents indicate they want to waive or withdraw from services)
1. If parents choose to waive enrollment of the LIEP, a meeting is held to discuss recommendations, concerns, and potential outcomes with parents.
2. The EL Waiver form, “Waiver-Refusal of ESL-Bilingual program” from TransACT, is used to document the parents’ decision (See Appendix D) Parental information is provided in “an understandable and uniform format, and to the extent practicable,” in a language that the parents can understand.
3. Waiver forms are signed by the parents and stored in students’ cumulative files.
4. Waived students are still required to take the ELPA21 assessment until they reach the required exit criteria. This will be communicated to the parents. Continued student progress is monitored through the full implementation of the Common Core Standards in each core subject area, Multi-Tiered System of Supports intervention times are utilized as needed, and EL accommodations are still provided to waived students on district wide assessments.
III. Description of the LIEP
A. LIEP Goals: (measurable and based on district-level data)
Language Goals: To help students to become English proficient in the language domains of speaking, reading, writing, and listening. Students need to show yearly growth on both Iowa Assessments (in math and reading) and the ELPA21 language assessment. A team of LIEP teachers, classroom teachers, and administration will analyze data from these assessments as well as other assessments to determine English Language Development progress.
Academic Achievement: To help students to successfully participate in classroom learning situations and other school activities. A team of LIEP and classroom teachers will analyze data from summative and formative classroom assessments (i.e., unit tests, daily practice, projects, etc.) and district-wide assessments (FAST, MAPS, Iowa Assessments) to determine academic achievement and growth.
Multi-cultural goals: To help students become familiar and exposed to new cultures while maintaining pride in their own native culture, in respect to each other’s multicultural backgrounds.
B. Description of specific state-approved LIEP model(s) used in district and the process to place students (See Appendix B)
LIEP Models and description:
Newcomer Program: Newcomer programs are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants (typically students who have been in the U.S. for less than 2 years and/or have had very limited educational background); usually, students attend these programs before they enter more traditional programs (e.g., English Language Development programs or mainstream classrooms with supplemental LIEP instruction). The main goal of this model is to provide targeted and explicit literacy instruction, including, but not limited to, vocabulary, phonics, letter identification, socio-cultural norms, and survival language. An exit criterion is used to determine when students are at a proficient language level to enter into a different program model and will have more academic success in a content area classroom. The students in this program receive intensive English during two different blocks throughout the day, equaling 80 minutes of intensive daily instruction. These students are included in core classes the rest of their day.
Sheltered Instruction: This program is an instructional approach used to make academic instruction in English understandable to ELs, with a focus on newcomer students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, language arts, and other subjects. Generally these classes are co-taught for added instructional support. These classes are most frequently utilized with newcomer students so these students are learning language and content at an appropriate language level. This program is offered in grades 7 through 12. Sheltered instruction is offered in the core content areas of: math, science, social studies, language arts, literacy and keyboarding. Each class is 46 minutes every day.
English as a Second Language (ESL) Pull-out Model: A program of techniques, methodology, and specialized curriculum designed to teach ELs English language skills, which include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. Further, LIEP instruction is usually in English with little use of native language. This program is utilized once students have enough English proficiency to leave the Newcomer Program and/or Sheltered Instruction.
2. Frequency and intensity of services by grade level/span/proficiency level and LIEP supports access to district core curriculum
K-1: small groups, 30 minutes/day
2nd: level 2’s: small groups 40 minutes/day
Level 3’s-4’s: 35 minutes/day
Level 5’s: 30 minutes/day
3rd: level 2’s: 45 minutes/day
Level 3’s-4’s: 35 minutes/day
Level 5’s: 30 minutes/day
4th grade: 30 minutes/day
5th-6th grade: 48 minutes/day
4th-6th grade students with lower language proficiency levels: additional 20-25 minutes/day
7th-12th grade: 46 minutes/day
LIEP teachers work in collaboration with content area teachers through PLC times to ensure students are receiving appropriate core content with accommodations/modifications as needed.
Non parental waiver ELs: Non parental waiver ELs receive direct LIEP instruction no matter what their level of language proficiency is. Low level language proficiency and high level language proficiency will receive consistent LIEP services.
C. Description of annual parental notification of continuing placement and programming options in language most easily understood.
Parents are notified of English language development program placement no later than 30 calendar days after the beginning of the school year, and within two weeks of a child being placed in an LIEP program (if a child enrolls after the beginning of the year) using the “Notification of English Language Development Program Placement (A).
The certified LIEP teachers complete required parent notification letters. Notification letters are sent home and copies are placed in students’ cumulative folders.
o K-1: Mary Guese: LIEP Teacher
o 2-3: Corey Smock: LIEP Teacher
o 4-6: Meca Loftsgard: LIEP Teacher
o 7-12: Susie Merrifield: LIEP Teacher
o 7-12: RaeAnn Caldwell: LIEP Teacher
Administrators will ensure that the required parental notification letters are completed and sent home within the allotted time period.
D. Procedure for annual communication with parents who have waived services:
This processed is reviewed annually with parent signature obtained each year.
Process for waiving students from LIEP:
If parents choose to waive enrollment of the LIEP, a meeting is held to discuss recommendations, concerns, and potential outcomes with parents.
The EL Waiver form, “Waiver-Refusal of ESL-Bilingual Program” is used to document the parents’ decision (See Appendix D) and placed in students’ cumulative files.
Waived students are still required to take the ELPA21 assessment. Continued student progress is monitored through the full implementation of the Common Core Standards in each core subject area, Multi-Tiered System of Supports intervention times are utilized as needed, and EL accommodations are still provided to waived students on district wide assessments.
*Parental information is provided in “an understandable and uniform format, and to the extent practicable,” in a language that the parents can understand. Parental documents are signed and stored in the student’s cumulative folders.
E. Highly qualified LIEP and content staff: (ELL endorsement/certification)
Certified EL teachers work together with administration to ensure that all staff providing direct LIEP instruction to ELs are educated by highly qualified teachers endorsed in ESL. ESL endorsement or pre-1988 certification (281—60.3(2)).
Administrators ensure teachers providing instruction in content area classes are endorsed in the content area in which instruction is being provided.
F. Designated administrator oversight for LIEPs
Administrator in charge of oversight for the LIEP: Elementary Principal and EL District Coordinator: Mr. Ryan Zurbriggen
Administrators supporting ELs receive training regarding ELs
This may include, but not limited to:
Training in ELP Modules
ELL focused webinar
Our Kids Conference
ESL Leadership Academy
G. Access to both Iowa Core Standards and English Language Proficiency (ELP) Standards
EL students will have access to both the Common Core and English Language Proficiency (ELP) standards throughout each day. Students will be included into classroom settings to receive appropriate Common Core instruction. EL students will also have specific language classes to ensure EL students have access to the ELP Standards as well. Non-EL teachers will receive training and certification in the ELP Standards and will include those in their daily lessons after training is received. EL teachers and ESL Instructional Coach will work collaboratively with content area teachers to ensure both sets of standards are being utilized appropriately.
Iowa Core Standards:
o K-6 EL teachers collaborate weekly with grade correlating content area teachers during given Professional Learning Community (PLC) times each Wednesday. 7-12 EL teacher collaborates with each content area group biweekly during this same given time. All LIEP teachers collaborate at least once a month.
H. Curriculum and Supplemental Resources
o Postville Community School District will purchase and modify instructional materials that are appropriate to the needs of the learner and goals of instructional programs (280—180.4). State funding is provided for the “excess costs of instruction of ELL students.”(281—60.4 and 60.6 (280)). Weighted funding (.22) is currently available for four years. For supplemental instructional resources, see Appendix C.
LIEP Curricular materials used, but not limited to are:
A. K-1 Curricular materials consists of:
1. Cengage Learning: National Geographic- Reach levels A and B
2. Jolly Phonics
3. Pioneer Valley Duckling Readers Levels A-D
B. 2-3 Curricular materials consist of:
1. Rigby’s On Our Way to English
2. Cengage Learning:National Geographic Reach
C. 4-6 Curricular materials consists of:
1. Cengage Learning:National Geographic Reach
D. 7-12 Curricular materials consists of:
1. Cengage Learning: National Geographic: Edge & Inside
3. Spelling Workout
E. Newcomer Program:
1. Access: Building Literacy Through Learning
2. Cengage Learning: National Geographic- Fundamentals, Inside the U.S.A., In
the U.S.A., Reach A
3. Jolly Phonics
4. Rosetta Stone
5. Reading Horizons Systematic Phonics
2. Instructional and supplemental resources are selected, purchased and updated for LIEP curriculum and supplemental resources by a group of certified professionals made up of LIEP teachers, Curriculum Director and ESL Instructional Coaches. Together they collaborate, research, review and compare different curricula and resources to decide which curriculum most efficiently helps EL students reach the program goals. After selecting the curriculum, the team seeks approval from administration for the purchase of materials using a variety of funds (Title III, grants, etc.). At the end of each year, the team critiques the curriculum as a part of the program evaluation to decide on needed changes for the future.
3. The district considers ELs in every decision made in terms of curriculum. When updating core curriculum, one aspect of the review is what EL components are available for teachers to use. Curricula that include EL components, hands-on activities and specific interventions are targeted and focused on when looking at any new materials and resources. EL certified teachers are a part of the decision making team for any new curriculum or resources purchased for the district.
IV. Process to Provide Meaningful Access to all Co-curricular and Extracurricular Programs
1. Process in place for identifying and serving gifted/talented (GT) ELs:
o Giftedness is a human quality that is equally distributed among all cultures of the world. The strategy for identifying gifted ELs is much the same as the strategy for avoiding inappropriate referrals for learning disabilities: collect, examine, and weigh a variety of information about the student. EL students are given credit for any additional challenges they may face in the identification process (i.e. 2nd language acquisition, low socio-economic status, etc.)
Prior academic performance
The Test of Nonverbal Intelligence (TONI) is used to identify gifted ELs for grades K-12.
Torrance Test of Creativity (nonverbal assessment) for grades 7-12
2. Serving ELs in GT programming:
EL students involved in the GT program in grades K-6 have push-in and pull-out opportunities. All activities will be differentiated according to language proficiency levels and abilities.
EL students in grades 7-12 receive gifted and talented opportunities inside their classrooms through extended activities (i.e. high order thinking questions, project options, etc.)
B. Identifying and serving ELs in special education:
1. When a teacher suspects that an ELL student has a learning disability, a pre-referral process will be used (See Appendix E). Also through the careful collection, examination, and weighing of a variety of sources of information by experts in the content areas, LIEP and in the area of special education, the difference will be distinguished between a learning disability and the normal process of acculturation and language acquisition.
Prior academic performance
Peer comparison samples
Native language testing
2. Students who are placed in both an LIEP program and a special education program will be ensured services through highly qualified LIEP and special education teachers with support for language needs.
3. The IEP team for these students will include the students’ highly qualified LIEP teacher, who will bring knowledge of the child’s language needs and training in second language acquisition.
C. Process in place for identifying and serving ELs in all co-curricular programs
Identifying and serving ELs in any other district programs:
Reading Recovery: data is analyzed from FAST assessments and other assessments, and students who are in the bottom percentage are chosen for services. Teachers collaborate with EL experts during designated PLC times for appropriate language accommodations and needs.
Title 1: Leveled Literacy Intervention (LLI)- FAST assessment and Iowa Assessment scores are used to determine student services. Teachers collaborate with EL experts during designated PLC times for appropriate language accommodations and needs.
At-Risk: students are identified as At-risk students through specific factors. The counselor works in collaboration with EL experts to discuss family situations and student factors. Some of these factors include, but are not limited to:
Low achievement scores in reading or mathematics
Limited or no extracurricular participation
Other services (LIEP)
Involved in alcohol/drug abuse
Career and technical programs: Teachers collaborate with EL experts during designated PLC times for appropriate language accommodations and needs. All students are provided the opportunity to investigate multiple career and technical programs through exploratory programs in middle school. As students enter high school they have the options of signing up for multiple career and technical programs, such as:
Industrial Tech classes
The district provides opportunities for outside counseling services through Alternative Treatment Association (ATA). The district also provides two certified counselors for student needs. Translators are available as needed to accommodate for language barrier needs.
Advanced Placement courses are offered to all students through the Northeast Iowa Community College. Teachers collaborate with EL experts during designated PLC times for appropriate language accommodations and needs.
All of these programs have paperwork/information translated to send home with students so it is available for families in a language that is most easily understood.
D. Process in place for identifying and serving ELs in extra-curricular (e.g., performing and visual arts, athletics, clubs, honor societies)
Extra curricular activities are available to all students and advertised throughout the school year. Information is made available for students and their families about these programs and eligibility in a language most easily understood. Translators are available to assist as needed. Some opportunities, but limited only to these are:
speech and drama
V. Ongoing, Embedded EL Professional Development for Staff who Support ELs:
Ongoing district-level EL professional development is available for all staff who support the LIEP.
Administrators participate in trainings alongside staff to build capacity and equip themselves to lead their buildings in serving EL students. A record of the professional development activities will be kept. The district LIEP Coordinator, Ryan Zurbriggen (K-6 Principal) is a part of the Leadership Academy to receive intensive training about ELLs for administrators.
LIEP staff (certified & support) will continuously work with AEA consultants to discuss professional development needs in the areas of language acquisition, literacy, resources, and research-based strategies. Personal professional development is a district initiative, which gives each teacher the opportunity for specifically focused professional development. Each teacher creates his/her individual plan each year. The LIEP staff work closely with the ESL Instructional coaches to continued professional development. Conference and workshop opportunities are also given to LIEP staff throughout the year.
Content and classroom teachers are provided with professional development in the area of EL students from LIEP staff along with AEA EL consultants. They will be provided opportunities for LIEP observation times, training about language acquisition, modifications, accommodations, language objectives, ELP standards and specific strategies. Teachers also have the opportunity to attend EL focused conferences. Classroom teachers are provided time each Wednesday afternoon to meet with LIEP staff to discuss research-based strategies and student concerns. They also have opportunities to work with the ESL Instructional coaches to continued professional development.
Paraprofessionals are provided professional development by classroom teachers as they assist in content-area classroom settings.
Building/district support staff will attend professional development opportunities provided within the district as well as other opportunities outside of the district (such as conferences, trainings, etc.)
AEA online resources, trainings, and conferences are available and encouraged for all staff involved in the educating of EL students. These trainings and conferences focus on literacy, core strategies, and accommodations.
2. PD for required staff for the English Language Proficiency (ELP) Standards:
In 2016-2017, all licensed staff providing service to ELs (i.e. content teachers and other certified support staff) will complete the training on their own, or in groups depending on staff preference. The completion certificates will be turned into the ESL Instructional Coaches to ensure modules are being completed. The certificates will then be placed in each teacher’s personnel folder. In 2017-18, in accordance with the new definitions in rule 281-60.2(280) in Chapter 60, all staff responsible for the LIEP service or supporting such services must be trained, along with support staff. Additional professional development in how to implement these standards will be given to staff. Implementation of these standards will be monitored through the inclusion of them in teacher lesson plans on Planbook.
VI. Annual English Language Proficiency Assessment (ELPA21) Administration
A. Annual training is provided for LIEP teachers in the administration of the English Language Proficiency Assessment through AEA PD Online.
Certificates are collected and kept in LIEP teachers’ personal files in the main office.
PD is provided pertaining to testing ethics and testing security to ensure test scores are valid for each student.
B. Dissemination of scores to stakeholders:
Scores from the spring ELPA21 testing window are shared with administrators directly as soon as possible after scores are received
Scores from the ELPA21 tests are shared with teachers through ILPs (Individualized Language Plans) for each student by class and/or grade level. These include the scores in all subtests (reading, writing, listening, speaking), along with the overall composite score.
Scores from the ELPA21 tests are shared with parents as soon as possible after scores are received through parent notification letters, which are given in the language that is most easily understood by each family.
C. Provide appropriate training to interpret results to staff:
The LIEP team analyzes ELPA21 data with the ESL Instructional coaches to determine deficit skill areas and strengths.This team will receive training in how to interpret these scores through a state-approved training model. Analyzed data is shared and explained to administrators and staff directly serving ELs during professional development opportunities led by LIEP teachers.
D. Utilization of assessment results to guide instruction and programing:
Core instruction: Classroom teachers will use this data to implement the necessary accommodations for individual ELs (provided by LIEP teachers- Individual Language Plans for each student). It will assist in determining appropriate interventions and student groupings within classrooms.
LIEP instruction: LIEP teachers use student scores to create student groupings, identify students in need of interventions, and decide what skills need to be reinforced. These scores will be utilized in determining the appropriate frequency and intensity of services offered. It will be used as one factor to determine the effectiveness and success of the EL program.
Future programming: This data will be one factor used to determine when a student exits and needs to be monitored and what types of future supports each student needs as he/she continues to progress in language acquisition and academic growth.
VII. LIEP Exit Criteria and Procedures
A. LIEP exit criteria:
Achieves the required score for proficiency on ELPA21
Scores proficient on district-wide and statewide assessments in reading and math
Meets both of the above criteria in the same school year
B. LIEP exit procedures:
Occurs during the allowable window (end of school year to Oct. 1 student count) after ELPA21 results are received
Notifies parents using the “English Language Development Program- Exit Letter”
Entered into SRI through the collaboration of the LIEP teachers (according to grade levels) and the building secretaries.
Begins two year monitoring
VIII. Monitoring Procedures after Students Exit the LIEP Program
Students are monitored for a minimum of two years after meeting LIEP program exit criterion. Parents will be notified in a language that is easiest for each family to understand.
Determination of ELs sustained academic progress includes:
Districtwide state assessment results (Iowa Assessments)
District assessment results (FAST/MAP)
Continued classroom success (teacher observation, grades: formative/summative)
The district’s LIEP Coordinator (Ryan Zurbriggen & Brendan Knudtson), with the support of the ESL Instructional Coaches (Joy Minikwu & Mary Guese) will ensure the fidelity of the monitoring process in collaboration with all LIEP teachers, Mary Guese (K), Marcy Krauss (1-2) Corey Smock (3-4), Meca Loftsgard (5-6), Shelsea Baker (Newcomer K-6), RaeAnne Caldwell (Newcomer 7-12), Aleya Stanbrough (7-8), and Susie Merrifield (9-12).
A team made up of LIEP teachers, administrators and content area teachers will assess each monitored student and their monitoring status i.e. continue monitoring, successful completion of monitoring, or consideration of re-entry due to language needs). This monitoring process will occur at the end of each semester to assess continued student growth and success.
B. Re-entry to LIEP-
If a monitored student is not showing success without the EL program supports, a team formed of members from the general education classroom, administration, EL teachers, and parents will meet and discuss student needs and possible re-entry into the LIEP.
Professional recommendation will be made to parents.Parents will be provided with their rights and options for their student to re-enter the LIEP program and the final decision will be left to them. Parents will receive notification using the “Notification of English Language Development Program Placement-A” form.
IX. LIEP Evaluation
A. Annual LIEP evaluation in place:
Evaluation of the program is completed by the EL department, facilitated by the ESL Instructional Coach, Joy Minikwu.
While evaluating the EL program, consideration for district data is used when planning for EL instruction in Core classes and in English language development. The team uses student data from the statewide assessments as well as district wide assessments to determine student achievement and success in areas of both academics and linguistics. An ELPA21 analysis process is used to create discussions about improvements and necessary changes in the program. Any significant changes as a result of program evaluation are discussed with administrators and then communicated to stakeholders through letters. Exit criteria are also used as indicators of program effectiveness. The district will use the state initiated “District Self-Study Guide” to analyze program effectiveness.
“District Self-Study Guide”:
A second evaluation form is used to evaluate the impact on future programming and services for ELs. This document includes:
Professional development needs
Adjustment of the LIEP
Meeting the needs of individual ELs and/or subgroups
Postville Program Evaluation Form:
4. Title III Assurances:
(See Appendix C)
Here is a link to download the full Department of Justice and Office of Civil Rights Joint Guidance document from:
Description of LIEP Models
Newcomer Program: Newcomer programs are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants; typically, students attend these programs before they enter more traditional programs (e.g., English Language Development programs or mainstream classrooms with supplemental LIEP instruction).
Sheltered Instruction: An instructional approach used to make academic instruction in English understandable to ELs. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.
English as a Second Language (ESL): A program of techniques, methodology, and special curriculum designed to teach ELs English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. Further, ESL instruction is usually in English with little use of native language.
Dual Program: Also known as two-way, or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.
Other Bilingual Program: Bilingual education…refers to approaches in the classroom that use the native language of English language learners (ELs) for instruction. www.nabe.org/BilingualEducation
EL Parent Notifications and Forms
All forms can be found at transact.com
Home Language Survey- IA
includes second page for race and ethnicity
Determination of Student Eligibility, English Language Dev. Program Placement
Notification that student was screened based on Home Language Survey- IA and reports initial placement or student who don’t qualify
English Language Development Program- Exit Letter
For students who are eligible to exit services
Notification of English Language Development Program Placement- Version A
For initial and annual placement notification
Waiver-Refusal of ESL-Bilingual Program
Waive or withdraw from bilingual services
Special Education Pre-referral Process
Step 1: Concern brought to Administrator
Step 2: Administrator will help determine if Supplemental services are needed. Administrator can seek AEA staff for input for intervention and progress monitoring.
Step 3: Complete intervention form Student Placement Pathway indicating current level of performance (baseline), intervention being done, goal for intervention, method of progress monitoring, provider of intervention, duration of intervention, and decision making rule. Collect baseline data for goal. Determine a meeting date for review of data/progress monitoring.
Step 4: Inform parents of concern, intervention being started, and the possible outcomes. Team may consider involving parents in the intervention design process. (see parent contact sheet)
Step 5: Conduct intervention for pre-specified number of weeks usually (6-8wks.).
Step 6: Collect progress monitoring data bi-weekly or weekly depending on the intensity of the intervention. (Supplemental = weekly, Intensive = twice a week)
Step 7: Graph/document progress monitoring data. Consult with AEA for graphing support and data analysis.
Step 8: Monitor progress. If 4 data points fall below or above the aimline consider changes to the intervention. Seek AEA input if needed for possible changes.
Step 9: After 8 weeks (or team determined amount of time) a decision will be made for next steps: continue intervention as written, discontinue intervention, move to supplemental intervention, move to intensive intervention, or move to consent for evaluation for special education – AEA and parents involved in this decision making process
Research based best practice is to do an intervention for at least 6 weeks to determine if it is successful or not.
Step 10 (if applicable): 60 day evaluation timeline begins if a disability is suspected and move to consent for evaluation for special education (AEA as lead for this process)
2016-207 Mentoring & Induction Plan