Atlantic ESL PD Plan
Lau Remedies - Instructional Personnel Requirements

Instructional personnel teaching the students in question must be linguistically-culturally familiar with the background of the students to be affected. The student-teacher ratio for such programs should equal or be less than (fewer students per teacher) the student-teacher ratio for the district. However, we will not require corrective action by the district if the number of students in such programs are no more than five greater per teacher than the student/teacher ratio for the district.

If instructional staff is inadequate to implement program requirements, in-service training, directly related to improving student performance is acceptable as an immediate and temporary response.

Plans for providing this training must include at least the following:

1. Objectives of training (must be directly related to ultimately improving student performance).

Atlantic Community School District's ESL PD is aimed at providing all sheltered English instructors and ESL specialists and paraprofessionals with the following:

Objective #1: a growing number of material and informational resources and interactive online experiences regarding the cultures present in our non-English-speaking student population; resources include links to quality websites about Chuuk, Mexico, and China, links to online translators, and information regarding who each cultural expert is within our district.

Objective #2: material and informational resources to understand language acquisition and language proficiency benchmarks in order to strengthen the teacher’s ability to apply that information to improving classroom instruction and student success; resources include descriptions, charts, and benchmark rubrics, as well as instructional and success plans designed to help tailor accommodations and instructional focuses of each individual student.

Objective #3: resources tailored to specific developmental ages, content areas, and stages of second language acquisition in order to target each teacher’s specific classroom instruction needs; resources include instructional and success plans, visual aids, and academic word lists, as well as videos of sheltered instruction from each developmental age, content area, and stage of language acquisition.

2. Methods by which the objective(s) will be achieved.

Method #1: Online website ( will provide information regarding the cultures present in our district, stages of language acquisition, guides for instructional planning based on language proficiency, ESL strategies, ESL Internet sources, ESL visual aides, and legal requirements of ESL programming, usage of which will be documented each month.

Method #2: ESL PD will be provided via the AtlanticESL wiki on a monthly basis whereby all SEI teachers and ESL specialists and paraprofessionals will complete the prescribed training and then post a reflection on said training. Each teacher’s postings will be maintained, in portfolio style, in order to show personal use and growth throughout the year.

3. Method for selection of teachers to receive training.

All SEI teachers (any classroom teacher who instructs ELLs) and ESL specialists or paraprofessionals involved in the educational process of ELLs will be required to complete training.

4. Names of personnel doing the training and location of training.

Jennifer Hartwig, ESL Teacher-Coordinator, has developed the AtlanticESL wiki and will develop the monthly training. She will collaborate with other ESL teacher-coordinators around the state from strong ELL-populated schools in order to obtain quality content to bring back to Atlantic Community School District SEI teachers and present that training via the AtlanticESL wiki.

5. Content of training.

The first two months of training will focus on cultural and legal aspects that all SEI teachers must be familiar with. The remaining eight months of training will focus on ESL strategies specific to each developmental age and content area within our district (Pre-K-5, middle school, high school, with secondary contents of math, science, social studies, English, and reading) with focuses on academic language, use of visuals and realia, small group interaction, and vocabulary. Also part of the content will be the monthly reflective postings, which the ESL Teacher-Coordinator will monitor in an interactive/follow-up manner throughout the month. The last month of the year will then require each SEI teacher or ESL staff member to submit a self-evaluation noting his/her personal growth (both knowledge and application) as an ESL teacher/staff member, as well as reflecting on what aspects of the training were most beneficial.

6. Evaluation design of training and performance criteria for individuals receiving the training.

Design of training: All SEI teachers, staff, and each school administrator will conduct a year-end evaluation of the design of this year’s ESL PD, considering the quality of content, success of participation, and ease of delivery.

Performance Criteria: Each SEI teacher and ESL specialist or paraprofessional is required to perform every month’s ESL PD and post a reflection each month on the appropriate PD discussion page in order to document completed required training. In addition, each SEI teacher and ESL specialist or paraprofessional will develop and submit an ESL PD goal in September, of which they will evaluate the effectiveness and results in a self-evaluation submitted at the end of the school year. Furthermore, each SEI teacher will be required to submit various artifacts that show application of the ESL strategies and information studied throughout the year (e.g. lesson plans, language objectives, student assessments, etc.). Finally, each SEI teacher will be evaluated once each semester (early in 1st semester and late in second semester) as a documented snapshot evaluation of SEI performance

7. Proposed timetables.

Monthly ESL PD training: Training begins in August, with staff being required to complete the training by September 16, 2011, at which time the September training will be assigned. Each month’s ESL PD will be presented/assigned in the middle of the month with completion being required by the middle of the next month.

Full Compliance with designated ESL program’s qualified personnel requirement: In order to comply with Code of Iowa Rule 280-60.3(5) mandating staff in-service activities, as well as OCR's policy on schools' obligations toward LEP students, Atlantic Community School requires all teachers and staff involved in the educational process of its ELLs to participate in monthly ESL PD through the AtlanticESL wiki from August through May of each year.

This temporary in-service training must continue until staff performance criteria has been met. Another temporary alternative is utilizing paraprofessional persons with the necessary language(s) and cultural background(s). Specific instructional roles of such personnel must be included in the plan. Such plan must show that this personnel will aid in teaching and not be restricted to those areas unrelated to the
teaching process (checking roll, issuing tardy cards, etc.) In addition, the district must include a plan for securing the number of qualified teachers necessary to fully implement the instructional program. Development and training of paraprofessionals may be an important source for the development of bilingual/bicultural teachers.

Because Atlantic Community School is a low-incident ELL school with a less-than 3% ELL enrollment that spans two main ethnic languages and 50+ teachers across four different buildings, the use of bilingual ESL paraprofessionals is both sound and pragmatic. Therefore, it is the goal of the ESL Teacher-Coordinator to gain the employment and participation of bilingual persons (of at least a paraprofessional status) for each cultural background present in our school district. Currently, the district’s ELL specialist serves as the Spanish bilingual specialist. The district also employs a Chuukese translator, but it is the ESL Teacher-Coordinator’s goal to acquire his or another bilingual Chuukese person’s Chuukese expertise and experience in assisting with more intensive instructional support for our Chuukese-speaking students in order to improve academic success within our Chuukese-speaking student population.