English Learners (EL)
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In general terms, an English learner is a student who is in the process of acquiring English proficiency and has a first language other than English or in addition to English. The EL status remains with the student until s/he shows English proficiency enabling the student to:
- Listen, speak, read, and write in English
- Be successful in the classroom setting where there is language instruction
- Be able to actively participate in his/her classroom, school, community and beyond
English Learners (ELs) are among the fastest-growing populations in our schools. ELs comprise about 10 percent of the student population nationwide and, Iowa, at over six percent is catching up.
All Iowa districts need to be prepared to serve ELs, including immigrant children and youth. All are required by law, to have a Lau Plan in place. This is a requirement regardless of EL enrollment. (See Lau Plan Requirement for ALL districts below).
ELs are a widely heterogeneous group who bring a depth of linguistic and cultural assets to the schools in which they are enrolled. In spite of these assets, ELs continue to experience significant gaps in both achievement and in the opportunities in our schools compared to their non-EL peers. ELs are underrepresented in gifted and talented programming, extracurricular activities and high level courses. ELs are often over (or under) identified in special education. With effective, research-based supports, and access to excellent educators, ELs are capable of the same high level of learning as native English speakers.
Each district is fully responsible for ensuring that their ELs not only gain English proficiency but also meet the same high academic standards expected of all students. Reach out to your district's AEA EL consultant or district’s EL administrator for guidance in building effective language instruction educational programs for ELs. Additionally, below are some excellent and comprehensive resources for supporting English Learners and their families.
English Learner Tool Kit – A 161-page document from the Office of English Language Acquisition outlining legal obligations for ELs. The tool kit helps state and local education agencies help ELs by fulfilling these obligations.
Tool kit links by topic:
- Identifying All English Learner Students
- Providing English Learners with a Language Assistance Program
- Staffing and Supporting an EL Program
- Meaningful Access to Core Curricular, Extra Curricular Programs
- Creating an Inclusive Environment and Avoiding Unnecessary Segregation
- Addressing English Learners with Disabilities
- Serving English Learners who Opt-Out of EL Programs
- Monitoring and Exiting English Learners from EL Programs and Services
- Evaluating the Effectiveness of a Districts EL Program
- Ensuring Meaningful Communication with Limited English Proficient Parents
When English Learners Become Proficient
Students are now exited (reclassified) and move to non-EL status upon testing proficient on the English Language Proficiency Assessment (ELPA21). ELPA21 proficient students may not be kept in EL status. This is new under Every Student Succeeds Act (ESSA), effective in spring 2019. The ELPA21 addresses personal, social, and academic language use and needs. Note any ongoing literacy needs upon reclassification, as all students who exhibit literacy needs can expect local supports; typically, in Iowa, this is provided through a Multi-Tiered System of Supports (MTSS) framework regardless of categorization, label, or status.
Each district’s data entry person must ensure that exited (reclassified) students are coded appropriately as a 4 and moved into monitoring status to ensure that unwarranted weighted funding is not given. Collecting funds for non-ELs is illegal. For information about monitoring, contact your AEA EL consultant.
Title III - English Learners Resources
Language Instruction for English Learners and Immigrant Students
Title III - English Learners is a supplemental grant under the ESEA and updated by ESSA. Title III - English Learners is officially known as the Language Instruction for English Learner and Immigrant Students Act. The overarching purpose is to ensure that EL students, including immigrant children and youth, attain English language proficiency, and meet the same challenging state academic standards that other students are expected to meet.
All school districts, regardless of English learner enrollment, must have a Lau Plan. (This is required by the Office of Civil Rights and Iowa Code section 216.9.
The U.S. Department of Education determines the grant award to the states by using a formula based on the number of EL and immigrant students enrolled in the state. Ninety-five percent of the apportionment will be allocated as subgrants to eligible subgrantees serving EL and immigrant students. (Title III, Section 3111(a), (b)(1))
Each fiscal year all applicants must reapply and have an approved plan for funds allocated for that fiscal year, and meet evaluation and reporting requirements. (Title III, sections 3114(a), 3115(a), 3121(a)(b).)
Subgrantees must use Title III funds to supplement state language instruction educational programs, designed to assist EL students’ achievement goals. The state educational agency (SEA), AEAs, LEAs, and schools are accountable for increasing the English proficiency and core academic content knowledge of EL students.
Schools and districts are required to assist EL students to meet the same state academic standards that all children are expected to meet, and implement measures of English language proficiency. (Title III, sections 3102(2), 3115(a))
Supplement, Not Supplant
Title III funds must only be used to provide additional services, staff, programs, or materials that are not provided with State or local resources absent federal funds; federal funds cannot pay for resources that would otherwise be purchased with State and/or local funds.
There are 4 required areas for Title III fund use. They are activities which:
- Ensure English learners, including immigrant children and youth, attain English proficiency and to achieve at high levels in the core academic subjects, meeting the same challenging State academic standards that all students are expected to meet.
- Assist teachers, principals and other school leaders, State educational agencies, local educational agencies, and schools to establish, implement, and sustain effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth.
- Assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to meaningfully participate and succeed in all-English instructional settings.
- Promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners.
After Required Activities have been addressed, the following are allowable expenses:
- Expand intensified instruction to include materials in a language the student can understand.
- Expand activity to preschool.
- Funds to offer early college high school or dual or concurrent.
- Enrollment programs or courses designed to help ELs achieve success in postsecondary education.
- For recruitment of personnel who work with immigrant children, in addition, to support for personnel.
- For the development of curricular materials, not just identification and acquisition of them.
Entrance and Exit Criteria for ELs
Title III, Section 3113(b)(2) requires states to establish standardized statewide entrance and exit procedures.
All students who may be ELs (as indicated by the Home Language Survey-IA Version; Available on TransAct) must be assessed for such status within 30 days of enrollment in a school.
- All districts must ascertain the native language of each student upon enrollment. This is done through the Home Language Survey-IA Version; Available on TransAct) and is conducted once (not each year).
- When the HLS indicates a language other than English in the home, screening results must be obtained from previous Iowa district or ELPA21 state. If neither of those are available, the student must be screened using the ELPA21 Dynamic Screener. Students must be assessed for such status within 30 days of enrollment in a school.
- If the student is not proficient with English, placement in language instruction educational program based on needs(results of the Dynamic Screener) is required.
- All ELs shall be assessed annually using the ELPA21 is required. Even students on a parent waiver from eL services will be assessed using the eLPA21 each year until they perform proficient. Students on a parent waiver from eL services are also required to be assessed each year using the ELPA21.
- Students whose ELPA21 scores indicate proficiency are exited from EL services and enter a 2 year monitoring cycle.
- Students who do not score proficient on the ELPA21 continue to receive EL services based on their current needs.
Note: Parents may waive services, but students remain ELs unless deemed proficient based on ELPA21 scores. All ELs are assessed as described above. This waiver must be signed annually. Regardless of parent waiver, the district remains responsible for every student’s language and academic success.
Title III - Immigrant Students Resources
Title III - Immigrant Students is a grant program designed to support school districts that have experienced a significant increase in immigrant student enrollment over the previous two years. The grant provides enhanced instructional and supplemental support opportunities for immigrant students and their families. Immigrant students are defined as those who 1) are 3 through 21 years of age 2) were not born in the U.S. or any U.S. Territory, and 3) have not attended U.S. schools for more than three full academic years.
Before determining Title III Part A allocations, the Iowa Department of Education (Department) reserves 5% of its Title III allocation for the Title III - Immigrant Students grant program. The Department determines which districts will be awarded these funds based on a “significant increase” in immigrant student enrollment over the previous 2 years as reported in SRI.
Immigrant Students Funds Plan
School districts that receive Title III - Immigrant Students grant funds are required to submit a narrative describing how they propose to serve immigrant children and youth and their families for the school year in which they receive an allocation. The narrative must align to a budget that is also submitted annually.
Timeline for Expenditures
School districts have one year in which to utilize allocated Title III - Immigrant Students grant funds. Grant funds are not intended to be carried over from year to year; they should be spent within the given timeline.
Supplement, Not Supplant
Title III - Immigrant Students grant fund must only be used to provide additional services, staff, programs or materials that are not provided with State or local resources absent federal funds; federal funds cannot pay for resources that would otherwise be purchased with State and/or local funds.
Focused on Immigrant Students/Families
- Family literacy, parent outreach, and training activities to help parents to participate actively in their children’s education.
- Support for personnel, including teacher aides, specifically trained to serve immigrant children.
- Tutoring, mentoring, and academic or career counseling.
- Identification and acquisition of supplemental curricular materials, and educational software and technologies.
- Basic instruction services directly attributable to their enrollment; classroom supplies, costs of transportation, etc.
- Other instruction services to assist immigrant students: civics education, introduction to educational system, etc.
- Activities coordinated with community-based organizations, institutes of higher education, and private sector entities to assist parents by offering comprehensive services.
Monitoring and Evaluation
Monitoring of federal programs is conducted to ensure that: (1) every child has a fair, equal, and significant opportunity to obtain a high-quality education; (2) programs comply with federal requirements that are most closely related to positive outcomes for students; and (3) taxpayer dollars are administered and used in accordance with how Congress and the United States Department of Education intended.
ELP Standards and Assessments
English Language Proficiency (ELP) Standards - The Iowa State Board of Education adopted these standards in January of 2014. Schools are required to use these standards in their Language Instruction Education Program (LIEP).
The ELPA21 Summative Assessment is the growth measure used to assess English language proficiency. This assessment is tightly aligned to the Iowa English Language Proficiency Standards and corresponds to the Iowa’s academic standards for English/Language Arts. Placement decisions are made using the ELPA21 Screener (beginning August 1, 2018).
ELPA21 stands for English Language Proficiency Assessment for the 21st Century and is an assessment system that provides information regarding student proficiency of the English language overall, as well as in reading, writing, speaking, listening, and comprehension. The ELPA21 assessment system includes a summative measure of English language proficiency, a placement screener, and professional learning modules supporting a deeper understanding of Iowa’s ELP Standards.
AEA EL Websites
- Keystone AEA 1
- Central Rivers AEA 267
- Prairie Lakes AEA 8
- Mississippi Bend AEA 9
- Grant Wood AEA 10
- Heartland AEA 11
- Green Hills AEA
- Northwest AEA
- Great Prairie AEA