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Transcript of Language Policy - psak12.org filePage | 3 I. PURPOSE, MISSION, AND BELIEFS A. PURPOSE OF THE...
Prairie Seeds Academy International Baccalaureate Middle Years Programme
Candidate School
Language
Policy
Page | 2
Table of Contents
I. PURPOSE, MISSION, AND BELIEFS ........................................................................................... 3
II. LANGUAGE PHILOSOPHY OF PRAIRIE SEEDS ACADEMY ................................................ 4
III. LANGUAGE PROFILE ................................................................................................................ 5
IV. ADMISSIONS POLICY ................................................................................................................ 8
V. THE FOUR PRINCIPLES OF GOOD PRACTICE ....................................................................... 9
VI. LEARNING LANGUAGE ACROSS ALL SUBJECT AREAS ................................................. 13
VII. LANGUAGE USE AROUND SCHOOL .................................................................................. 14
VIII. ASSESSMENT PRACTICES RELATED TO LANGUAGE .................................................. 14
IX. PREFERRED BIBLIOGRAPHICAL STYLES .......................................................................... 15
X. LANGUAGE A ............................................................................................................................. 15
XI. LANGUAGE B ............................................................................................................................ 15
XII. SUPPORT FOR STUDENTS NOT PROFICIENT IN THE LANGUAGE OF INSTRUCTION
............................................................................................................................................................ 17
XIII. SUPPORT FOR MOTHER TONGUE LANGUAGES ............................................................ 21
XIV. OTHER SUPPORT SERVICES ............................................................................................... 22
XV. CONTINUED EDUCATION FOR STAFF ON CORE PRACTICES AT PSA ....................... 24
XVI. POLICY CREATION PROCESS ............................................................................................. 27
XVII. COMMUNICATION OF LANGUAGE POLICY TO THE PSA COMMUNITY ................ 27
XVIII. REVIEW PROCESS .............................................................................................................. 28
XIX. BIBLIOGRAPHY ..................................................................................................................... 29
XX. APPENDICES ............................................................................................................................ 30
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I. PURPOSE, MISSION, AND BELIEFS
A. PURPOSE OF THE LANGUAGE POLICY
The Language Policy is a working document developed by a committee of teachers, parents, and
administrators from Prairie Seeds Academy (PSA). Consistent with the standards and practices of
the International Baccalaureate Middle Years Programme (IB MYP), this document provides an
overview of PSA’s beliefs and practices that support language learning. This policy outlines the
linguistic and academic goals of our school, as well as the established structure to help students
reach those goals so they can fulfill the mission of both IB and PSA.
B. MISSION AND BELIEFS
“Prairie Seeds Academy, in cooperation with families and community, provides leadership in
rigorous education, to develop inquiring, knowledgeable, and caring citizens who help create a
better and more peaceful world through intercultural understanding and respect.”
Leadership in rigorous education
We acknowledge that in order for students to reach their greatest personal potential, both as leaders
and learners, they need to be provided with opportunities to grow as communicators. To this end,
we embrace the idea that all teachers are language teachers. In each subject area we embed
vocabulary building, literacy, and language acquisition techniques to help students develop the
communication skills necessary for their success in our local and global communities.
Inquiring, knowledgeable, and caring citizens
Language is an instrument for thought and communication. By supporting the language
development of students we can help inquiring minds grow. Through inquiry, knowledge
flourishes. With this knowledge, students can make ethical decisions as citizens of our world.
Intercultural understanding and respect
Nurturing intercultural understanding and respect among students happens when educators
understand and respect the needs of all learners. Being cognizant of the unique language needs and
development of each student, we recognize and appreciate that not every individual can have the
same educational experience. With that in mind, differentiation is the key to helping students of all
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language backgrounds, and all levels of language proficiency, find success in our multilingual
society. By providing programming and support services for the languages used in our building, we
honor the cultural identity of our learners and help students develop understanding and respect for
other cultures. We see the diversity of our learning community as a positive resource that can
enrich learning, providing opportunities for students and staff to heighten their awareness and
expand their thinking.
II. LANGUAGE PHILOSOPHY OF PRAIRIE SEEDS ACADEMY
Prairie Seeds Academy was originally designed to preserve and foster the Hmong culture through
reconnection and use of the Hmong language. Although this heritage is not forgotten, PSA has
come to acknowledge and embrace the range of mother tongue languages in our building and
among our families. With this linguistic diversity in mind, PSA maintains the belief that all of our
teachers are language teachers, helping our students use language as a vehicle for thought,
communication, learning, and expression within and beyond our walls. Our students will leave PSA
with an intercultural understanding, and respect for the need to be adaptable, as they become threads
of a multilingual and intercultural fabric.
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III. LANGUAGE PROFILE
Prairie Seeds Academy has a culturally and linguistically diverse student body. Each student brings
his/her unique experiences, impacting his/her range of proficiency in each mode of communication.
A. ACADEMIC HISTORY
Other countries in which students attended school include: Ecuador, France, Ghana, Liberia, Mexico, Nigeria,
Puerto Rico, Thailand, Togo
B. LANGUAGE(S) FIRST SPOKEN
Other = English & French; French, Liberian English; English, Hmong & Thai; Khmer; Arabic & English;
English, Hmong, Lao & Thai; Thai; Yoruba
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C. LANGUAGE(S) USED AT HOME TO COMMUNICATE WITH FAMILY
Other = French; Liberian English; English & French; English & Khmer; Thai; Yoruba
D. MANNER IN WHICH ENGLISH WAS FIRST LEARNED
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E. MODES OF COMMUNICATION
1. SPOKEN LANGUAGE PREFERENCES IN SOCIAL SETTINGS
Other = Liberian English; French; English & Khmer; English & Thai; Yoruba
2. SPOKEN LANGUAGE PREFERENCES IN ACADEMIC SETTINGS
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3. READING LANGUAGE PREFERENCES
Other = Spanish; Liberian English; English & French; English & Khmer; Arabic & English; English & Thai
4. WRITTEN LANGUAGE PREFERENCES
Other = Spanish; Liberian English; English & Thai
IV. ADMISSIONS POLICY
All students are allowed acceptance under PSA’s charter. No student is turned down based on
his/her language ability.
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V. THE FOUR PRINCIPLES OF GOOD PRACTICE
A. AFFIRMING IDENTITY AND BUILDING SELF-ESTEEM
Appreciating the diverse language needs of all members of our learning community supports
linguistic and cultural identity and encourages self-esteem. At PSA, we aim to create an
environment in which all students feel comfortable using the language of instruction without fear of
making mistakes, feel accepted to communicate socially in their mother tongue, and feel
encouraged to explore and learn other languages. Valuing all languages creates an environment,
which “encourage[s] the qualities, attitudes, and characteristics identified in the IB learner profile,
promoting responsible citizenship and international-mindedness” (Learning a language other than
the mother tongue 8). Students who feel confident and supported in their communication endeavors
are more likely to be risk-takers who participate actively in class, as well as inquirers who pursue
further opportunities for learning. When we acknowledge students’ language differences in positive
ways, they are more apt to engage in further language learning and to become open-minded towards
the linguistic preferences of others.
“Social and emotional conditions for learning that value all languages and cultures and affirm the
identity of each learner promote self-esteem…” (Learning a language other than the mother tongue
8). At PSA, students create networks and support systems through homeroom. Each homeroom,
for MYP years 1-3, follows the procedures of Developmental Design. Homeroom students start
with a greeting to acknowledge all members of the learning community and to increase verbal
communication among peers. This is followed by a sharing activity, to help students build
relationships, create connections, and see multiple perspectives (Crawford 60). Homeroom lessons
often include team building activities, again providing students with an opportunity to communicate
and develop strong ties with classmates. Homeroom creates a safe, shared community, in which
cultural learning and expression of identity can thrive, setting a positive tone for the rest of the
school day.
In addition, each subject area teacher has received training in using strategies to increase student
communication in the classroom. By providing each student with opportunities to communicate,
using a variety of forms to facilitate that communication, we can ensure that each student’s voice is
heard. When students feel acknowledged, they feel valued and can open themselves up to
continued learning experiences.
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B. VALUING PRIOR KNOWLEDGE
In order for students to learn and retain new knowledge it must be tied to their existing knowledge,
which is distinct to each student. “When planning the range of new learning that can take place in
any individual, previous learning experiences or prior knowledge must be taken into consideration”
(Learning in a language other than the mother tongue 7). Valuing prior knowledge is a critical
piece of teaching and learning at Prairie Seeds Academy.
Teachers at PSA utilize the Sheltered Instruction Observational Protocol (SIOP) Model. While this
system is designed for English learners, it is best practice for teaching all students. One key
component of SIOP focuses on prior knowledge. Understanding that students possess various
amounts of prior knowledge, and even differing viewpoints on and/or understandings of the same
concept, teachers take into consideration students’ unique background experiences. Through the
SIOP Model, teachers “activate students’ background knowledge explicitly and provide linkages
from their experience to the key concepts” (Echevarría, Short, and Vogt 56).
In addition to helping students bridge their experiences with the information they are learning in
class, the SIOP Model recognizes the need to link past class material with new learning to help
students forge the connection. By clearly addressing how past learning relates to current
information, teachers can help students take each strand of learning to create their own conceptual
web.
While it is paramount to make connections between prior knowledge and present learning, in some
cases students may not have past experiences that can be used to tie these pieces together. In these
situations, building background knowledge related to concepts and vocabulary is of utmost
importance. At PSA, teachers help students construct background knowledge related to vocabulary
and concepts by focusing on the four principles devised by Blachowicz & Fisher:
Students are active in developing their understanding of words and ways to learn them
Students personalize word learning
Students are immersed in words through language-rich environments
Students build on multiple sources of information to learn words through repeated exposure
(qtd. in Echevarría, Short, and Vogt 63)
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In addition, teachers at PSA help students develop the necessary background knowledge by
providing comprehensible input. We understand that acquiring new information is easier when it is
appropriate to the students’ language proficiency levels. Keeping this in mind, teachers use aids,
such as photographs, pictures, gestures, modeling, manipulatives, and graphic organizers when
teaching vocabulary and concepts to students. Learning subject-specific language is also facilitated
by the use of slower, enunciated, and repetitive speech. All of these techniques help students to
attain the information necessary for them to make connections and further develop their learning.
C. SCAFFOLDING
PSA and IB strive to develop lifelong learners. However, in order for students to gain autonomy in
learning there must be a gradual release of responsibility, often known as scaffolding. “Teachers
scaffold instruction when they provide substantial amounts of support and assistance in the earliest
stages of teaching a new concepts or strategy, and then gradually decrease the amount of support as
the learners acquire experience through multiple practice opportunities” (qtd. in Echevarría, Short,
and Vogt 100). Through scaffolding, we are able to increase students’ level of independent
learning.
During guided and independent practice, students are provided with self-regulated strategies, known
in the SIOP Model as Learning Strategies. These Learning Strategies are categorized into three
groups: Metacognitive, Social, and Cognitive. Metacognitive Strategies help students monitor their
own thinking and learning through “awareness, reflection and interaction” (qtd. in Echevarría,
Short, and Vogt 96). Social Strategies improve learning through the use of group discussions and
cooperative learning (Echevarría, Short, and Vogt 96). Cognitive Strategies allow students to
“apply a specific technique to a learning task” (Echevarría, Short, and Vogt 96). Such techniques
utilized at PSA include:
before, during, and after reading strategies
setting a purpose for reading
text to self, text to text, text to world connections
Cornell notes
graphic organizers
concept maps or webs
interaction strategies (Think Pair Share, Inside-Outside Circle, etc)
visual cues
mental hooks
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Scaffolding Techniques are another important element of teaching and learning. SIOP lessons
incorporate instruction, modeling, practice, and application to increase student confidence, and thus
achievement. In addition, teachers use comprehensible input to assist students in the acquisition of
new information. Teachers may also provide English learners with sentence stems and/or paragraph
templates to facilitate their communication during various tasks. Finally, larger assignments or
assessments are often broken into smaller, more manageable tasks, ensuring that all learners can
accomplish each step that is a pre-requisite for the next. By purposefully scaffolding learning
experiences, teachers are able to create a ladder of success for all students.
D. EXTENDING LEARNING
To take learning to the next level, teachers provide students with authentic experiences that will
extend their thinking. This is done by “combining high expectations with numerous opportunities
for learner-centred practice and interaction with cognitively rich material…” (Learning a language
8). At PSA, one of our main instructional goals is to provide student-centered classrooms driven by
inquiry. To facilitate the achievement of this goal, teachers rely on subject-specific strategies, as
well as whole-school strategies.
Reciprocal Teaching is used throughout the subject areas to increase communication and thinking
among students, often related to a written text. Through the use of Reciprocal Teaching, students at
PSA are given opportunities to work collaboratively with their peers while interacting with a variety
of contexts and concepts. Teachers in all subject areas have also been instructed on the use of
Thinking Routines to help extend learning for our students. These routines help students explore
angles of an issue, more accurately process information, delve deeper into a concept, and develop
empathy as they investigate various perspectives. Both of these teaching methods allow students to
communicate more effectively, think deeply, and cultivate intercultural understanding.
To help each student to reach his/her greatest academic potential, teachers also utilize numerous
differentiation strategies. Taking into consideration a student’s language proficiency, teachers can
adjust the content, process, and/or product to meet the needs of the individual learner while
challenging him/ her to expand his/her learning.
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VI. LEARNING LANGUAGE ACROSS ALL SUBJECT AREAS
“Since proficiency in cognitive academic language is inseparable from successful learning in
school, it makes sense to think of all teachers as having some role in developing this. In other
words, all teachers are language teachers” (Learning a language other than the mother tongue 9).
With a large population of English learners and students lacking academic language, teachers at
Prairie Seeds Academy understand that teaching language is the job of more than just one
department. Students cannot learn language in a vacuum; language must be learned in context with
many and varied opportunities for communicative practice. Therefore, we strongly believe that all
teachers play a key role in helping students develop language proficiency.
To support educators in their contribution to the language development of students, PSA teachers
work in Professional Learning Communities (PLC) to improve literacy and math across subject
areas. Professional Learning Communities (PLC) meet once a week for two hours after school.
During PLC meetings, teachers present and analyze student data as it relates to the Minnesota State
Standards. Based on the results of the data, teachers determine next steps for students, providing
differentiation that will challenge each learner to grow in his/her language skills. Within the PLCs,
teachers discuss ideas and share methods, and the PSA Literacy and Math coaches provide
professional development on process standards that can be implemented across content areas.
As previously mentioned, to promote language learning in all classrooms, teachers use the SIOP
Model within each lesson. Stressing the important of establishing prior knowledge, building
background information, and scaffolding, the SIOP Model closely aligns with the four dimensions
of teaching. The SIOP Model also emphasizes goal setting to help students focus their attention on
the elements of the lesson. With that in mind, every teacher creates, posts, and informs students of
the content and language objectives at the beginning of each lesson. At the end of the lesson,
students evaluate their achievement of the objectives. In addition, teachers employ interactive
strategies to ensure student involvement in the lesson, as well as to promote communication.
Through the implementation of the SIOP Model, the work in PLCs, and the application of the Four
Principles of Good Practice, all teachers at Prairie Seeds Academy are languages teachers,
supporting students in their language development.
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VII. LANGUAGE USE AROUND SCHOOL
To help students become more proficient in the language of instruction, Standard American English
(SAE) is used in all classes, with the exception of Language B Hmong and Language B Spanish.
SAE is also used in most advertisements and announcements related to school events.
Understanding the important role self-expression plays in affirming identity and building self-
esteem, staff members allow struggling students to alter SAE to other hybrid forms (for example
“Hmonglish”), so that they can communicate. In these situations, it is common practice for teachers
to summarize/paraphrase the student’s message in SAE, modeling correct vocabulary and grammar.
In addition to supporting students in their development of the language of instruction, we also
respect and celebrate the cultural and linguistic backgrounds of our learning community. “The
ability to communicate in a variety of modes in more than one language is essential to the concept
of an international education that promotes intercultural understanding” (Learning a language other
than the mother tongue 3). Honoring that philosophy, students are allowed to communicate in any
language throughout the day amongst their peers. Students can also communicate with staff
members using a language other than SAE, as long as both parties are comfortable using that
language. Viewing language diversity as an asset at Prairie Seeds, we encourage students to grow
in their intercultural awareness and understanding.
VIII. ASSESSMENT PRACTICES RELATED TO LANGUAGE
Standard American English is the required language for summative assessments (with the exception
of Language B Hmong and Language B Spanish), as it is the language of instruction in our building.
However, we understand the diverse language and learning needs of each student, and therefore,
allow students who have low proficiency in English (English learner level 1 or 2) to produce
summative assessments in their mother tongue. In addition, English Language (EL) co-teachers are
used as a resource to help subject area teachers differentiate their assessment tasks based on the
World-Class Instructional Design and Assessment (WIDA) Standards of English Language
Proficiency.
More information can be found in our Assessment Policy on our website (www.psak12.org).
Page | 15
IX. PREFERRED BIBLIOGRAPHICAL STYLES
All courses teach and expect the use of Modern Language Association (MLA) formatting and
citations. Parenthetical citations are used in all essays, and a works cited page is required for multi-
source research and/or analytical writing.
More information can be found in our Academic Honesty Policy on our website (www.psak12.org).
X. LANGUAGE A
All students are required to study Language A each year of the IB MYP. The State of Minnesota
requires that students take English and Language Arts classes every year they are enrolled in school.
Therefore, Prairie Seeds Academy offers English as the Language A course. The option for honors
level Language A courses are available for MYP years 4-5. An honors course is differentiated
based on intrinsic motivation, and to a smaller extent, inherent Language Arts skills in reading and
writing.
Language A courses at PSA are created using the Whole Language philosophy, which focuses on
making meaning in reading and expressing meaning in writing. In Language A courses, students
read full-length, high quality, and culturally diverse novels as a class, in small groups, and
independently. Students write essays on various reflective and/or evaluative topics and interact
with the text through discussion. Language A curriculum is designed to affirm, reflect on, and
extend identity, as students explore and understand themselves through the study of language.
XI. LANGUAGE B
Language B classes are an important part of an international education. “To learn another language
is quite simply and profoundly one of the best ways of learning to recognize the world and to see
how others and otherness inhabits it. It is… a pathway to understanding how to contribute to global
citizenship” (qtd in Language and learning in IB programmes 4). Developing an understanding of
language provides insight into culture. With multilingual and intercultural awareness students can
become knowledgeable, caring leaders in our global community.
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A. ENGLISH LEARNING (EL)
Students who have been assessed and have an English proficiency level of 1, 2, 3, and low 4,
according to WIDA standards, are scheduled to take English Learning (EL) as their Language B
course. The Language B EL courses are designed to teach students grade-level content through a
variety of subject area lenses in a language-rich environment. For more information, please refer to
the section titled Support for Students Not Proficient in the Language of Instruction found on pages
17-20 and Appendix D on page 35.
For students who are native speakers of English, students who have been exited from the EL
program, and students with an English proficiency of high 4, 5, or 6 there are two Language B
options: Spanish or Hmong.
B. SPANISH
Spanish is the second most used language in the United States. With the growth of this language,
offering Spanish as Language B provides students the opportunity to learn about language and
cultures in both our local and global communities. This course develops the skills of reading
comprehension, writing, oral communication, and visual interpretation while studying various
aspects of the Hispanic culture. Language B Spanish teachers provide students with
comprehensible input in Spanish so students can access knowledge in the target language, while
building vocabulary and grammar skills.
C. HMONG
The Hmong language has a strong oral tradition; it wasn’t until the 1950s that the Hmong alphabet
was developed. A little over 60 years old, the Hmong written form is unfamiliar, and thus unused,
by many Hmong speakers. In an effort to further develop the mother tongue of many of our
students, Language B Hmong courses focus on the development of literacy, promoting reading and
writing in the Hmong language. This course also encourages oral fluency and is a total immersion
class. Therefore, this Language B class is for students of Hmong heritage or students who have a
strong working knowledge of the spoken Hmong language.
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XII. SUPPORT FOR STUDENTS NOT PROFICIENT IN THE LANGUAGE OF
INSTRUCTION
The language of instruction at Prairie Seeds Academy is Standard American English. Our school
offers support for students who are not proficient in SAE through scheduled programming, as well
as extracurricular opportunities.
At the beginning of every school year, students (and their families) complete a language survey. If
they have identified a language other than English as their mother tongue, students are tested using
the WIDA-ACCESS Placement Test (W-APT). The W-APT is an English language proficiency
test given to students who may be designated as English learners (ELs). It assists educators with
programming decisions, such as identification and placement of ELs. W-APT test items are written
using the five English Language Proficiency Standards from the World-Class Instructional Design
and Assessment (WIDA) Consortium: Social & Instructional Language, Language of Language
Arts, Language of Mathematics, Language of Science, and Language of Social Studies. Each form
of the test assesses the four language domains of listening, speaking, reading, and writing. The
W-APT is designed to be individually administered and adaptive, so that parts of the test may be
discontinued as soon as the student reaches the upper limit of his or her performance (Wisconsin
Center for Education Research). Based on the results of the W-APT, students either receive direct
service, indirect service, or no service through the English Learning programs.
A. ENGLISH LEARNING (EL) CLASSES
Students who have been designated as English learners and have an English proficiency level,
according to the WIDA Standards, of 1 (entering), 2 (beginning), 3 (developing), and low 4
(expanding) receive direct English Learning (EL) services. After our EL audit in the 2010-2011
school year, it was determined that our students needing direct services required increased time with
an EL teacher. For this reason, students with an English proficiency of 1, 2, 3, or low 4 are
scheduled to take English as their Language B course. This supports the idea that “a threshold level
of proficiency in cognitive academic languages is essential for the learner participation and
engagement that is necessary for subsequent success in an IB programme” (Learning in a language
other than the mother tongue 6).
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B. COLLABORATION AND CO-TEACHING
Students who have been designated as English learners and have an English proficiency level of
high 4 (expanding), 5 (bridging), or 6 (reaching) receive indirect English Learning services. In an
effort to support these ELs throughout the day, our English Learning Department works with
teachers of various subject areas. EL teachers co-teach with Language A, Humanities, Sciences,
and Mathematics teachers during different periods of the day. While they cannot be present to
co-teach every period, they work together closely to plan lessons and activities to reach students at a
range of English proficiency levels. This provides the subject area teachers with strategies they can
use in all of their classes throughout the day. Through collaboration and co-teaching, PSA is able to
provide support for students who need indirect EL services, as well as extended support for students
who need direct services.
C. SIOP MODEL
As previously mentioned on pages 10, 11, and 12 in the section titled The Four Principles of Good
Practice, as well as on page 13 in the section titled Learning Language Across All Subject Areas,
the SIOP Model is a set of practices designed to help English learners. All subject area teachers
receive training in the SIOP Model and use it to design and implement their daily lessons.
D. LANGUAGE PROFILE OF EACH ENGLISH LEARNER
English learners are assessed using the proficiency test called Assessing Comprehension and
Communication in English State-to-State for English Learners (ACCESS for ELs). This assessment
is conducted annually in states, such as Minnesota, that are members of the WIDA Consortium.
The function of ACCESS for ELs is to monitor students' progress in acquiring academic English.
The test items are written using WIDA's five English Language Proficiency (ELP) Standards: Social
& Instructional Language, Language of Language Arts, Language of Mathematics, Language of
Science, and Language of Social Studies. ACCESS for ELs consists of three forms: Tier A
(beginning), Tier B (intermediate), and Tier C (advanced). Each form of the test assesses the four
language domains of listening, speaking, reading, and writing (Wisconsin Center for Education
Research).
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In addition to the ACCESS for ELs, various forms of data are used to monitor the progress of
individual English learners, as well as inform staff about each EL’s needs. EL teachers maintain
this information on the Data Wall, located on our shared drive. This spreadsheet contains
information about the students’ past and most recent results from the W-APT and ACCESS for ELs.
It also contains information about their reading scores from the Northwest Evaluation Association’s
Measure of Academic Progress (NWEA MAP) and Minnesota Comprehension Assessment (MCA).
The Data Wall is available to all teachers.
E. OBSERVATION
English learners of levels 4 and 5 receive indirect services within the General Education classroom
through co-teaching. In addition, these students are formally observed two times a year.
Observation forms are completed by the EL teacher, a General Education teacher (usually Language
A), and the student. These forms gather information regarding the student’s current grade in the
class and rate the student's classroom use of reading, writing, speaking, and listening skills. It also
provides the Language A teacher the opportunity to raise any questions or concerns about the
student's current language proficiency. The EL teacher is responsible for reading and addressing
any concerns raised on the forms and making any necessary changes to the support that the student
receives.
If the observation data and ACCESS for ELs results show that a student may be ready to exit the EL
program, other sources of information are gathered to make a final decision. These sources may
include, but are not limited to: NWEA MAP scores, MCA results, classroom assessment
performance, and teacher recommendations. Using the information collected from these various
sources, a holistic judgment is made. If it is decided that a student is prepared to be exited from the
EL program, an exit form, explaining the rationale through qualitative data, must be completed.
Staff members completing the form then meet with a member of the Academic Administrative
Team to have the request approved. The family is then notified that their student has been exited
from the EL program.
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F. MONITORING
A student who has been exited from the EL program receives monitored service for two additional
years. Monitoring includes informal observations during co-teaching classes and periodic
discussions with content teachers to check on the student’s progress. A monitored student is
assessed twice a school year, using the same form that is used for the observed students. In
addition, a monitored student evaluates himself/herself twice a year using a self-assessment
checklist. This checklist asks the student to reflect on his/her academic successes and struggles in
content classes, as well as his/her overall proficiency in listening, speaking, reading, and writing in
these classes. If the teachers and/or the student feel that he/she needs additional support in English
development after he/she has been exited, the student can be re-entered into the EL program, as
long as it is within two years of the exit date.
G. OTHER SERVICES
Hmong-English, Spanish-English, and French-English dictionaries are available in the Media
Center for student and staff use.
English learners at levels 1 and 2 are allowed to use Google translator or on-line dictionaries to
assist them in communicating during the school day.
ELs have the option to discuss with their peers using their mother tongue to clarify information
during class.
Weekly English conversation hours are offered in the morning. These discussions are facilitated
by an EL teacher and a Language A teacher. Students can join at any time to practice and
improve their academic speaking skills in English.
Rosetta Stone is a language learning software program that is available to English learners for
continued practice with the language of instruction.
More information regarding support for English learners can be found in our SEN/ Inclusion Policy
on our website (www.psak12.org).
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XIII. SUPPORT FOR MOTHER TONGUE LANGUAGES
“The ability to communicate in a variety of modes in more than one language is essential to the
concept of an international education that promotes intercultural understanding” (Learning in a
language other than the mother tongue 3). Through mother tongue programming, not only do we
hope to build the foundation for intercultural awareness but for future language development, as
well. We recognize that “increasing learners’ literacy in their first language strengthens their
academic language development in other languages through the transfer of skills” (qtd Learning in
a language other than the mother tongue 12). Honoring both philosophies, Prairie Seeds Academy
offers support for the most predominant mother tongue languages used in our learning community.
PSA began as a school for students of Hmong heritage, and as such, we offer students opportunities
to develop and maintain the Hmong language. PSA offers Language B classes in Hmong during the
school day. Outside of school hours, we have established Hmong conversation hour two mornings
each week. These sessions are open to native Hmong speakers and students interested in learning
the language. Hmong language class is also offered as a summer school enrichment option.
In addition, PSA strives to offer the same opportunity for Spanish speakers by instituting a native
Spanish speaker course, dependent upon the availability within the schedule and demand for the
class. When this class is not available, teachers differentiate for native Spanish speakers in
Language B Spanish classes by offering opportunities for continued language development and
extended cultural learning.
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XIV. OTHER SUPPORT SERVICES
A. LIBRARY
To increase the use of the Media Center by students in the MYP, in June of 2012, we created
separate libraries for elementary and secondary students. In the morning, during lunch, and
between classes, students are able to use the library to search for resources for class projects or
pleasure reading. Students in MYP Years 1-4 are encouraged to check out books from the library
for Reading Wednesdays in homeroom. The library can also be reserved by teachers for class
projects.
At PSA, we support the idea that “opportunities to enjoy reading are important” (Learning a
language other than the mother tongue 8). To promote pleasure reading, in the summer of 2013,
we adopted the bookstore model and reorganized our library by genre. Students are now able to
access print materials based on their interests, making books more accessible for students, thereby
encouraging reading. In addition, we have rearranged a corner of the library to create an
environment that promotes leisure reading. Complete with comfortable seating and great natural
lighting, this area is an inviting place for students to read for enjoyment. We have also created
similar reading areas outside of the library so reading for pleasure can extend beyond the library
walls.
“Learning language is ongoing and is further fostered through reading” (Learning a language other
than mother tongue 3). To support students in their language growth, we have purchased a variety
of multicultural books that support our learners at all levels of English proficiency, while promoting
international mindedness. We also purchased additional fiction and non-fiction resources in the
predominant mother tongues of our students: Hmong and Spanish. In addition, we have ordered
periodicals in English, Hmong, and Spanish that include an array of subject areas, appealing to
students’ varied interests, while also encouraging them to become knowledgeable across a range of
disciplines. With these additional resources, we can provide opportunities for continued learning of
all languages.
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B. MULTILINGUAL STAFF
At PSA, we employ many multilingual support staff who work in various capacities within our
building including: the main office, counseling, transportation, technology support, discipline, and
athletics. The languages spoken by these staff members include: Arabic, English, French, Hmong,
Khmer, and Spanish. In the classroom we also have several multilingual teachers. The languages
spoken by these teachers include: Dutch, English, French, German, Hmong, Icelandic, Lao,
Spanish, Swedish, and Thai. In addition, we have Educational Assistants (EA) working with MYP
students who speak English, Hmong, and Khmer. All of these staff members utilize their
proficiency in various languages to support our students in their learning and assist PSA families.
C. COMMUNITY
PSA welcomes support from volunteers who are interested in working with students to develop
their language skills. Our Events/Volunteer Coordinator works with volunteers to match their
interests and skills with the needs of our students. Currently, our school is partnering with colleges
in the community to secure volunteers who will support language development at PSA by working
with students to further their literacy skills.
Page | 24
XV. CONTINUED EDUCATION FOR STAFF ON CORE PRACTICES AT PSA
A. INTERCULTURAL AWARENESS
During the 2011-2012 and 2012-2013 school years, our staff worked with Phyllis Braxton, president
and founder of a consulting firm called Pursuing Intercultural Needs and Knowledge (PINK).
PINK’s mission is to assist individuals and organizations in developing intercultural competency, as
well as self-awareness, to improve communication. Language is closely tied to culture. Therefore,
it is important to be cognizant of the many cultural facets that affect our daily communication. To
help us better understand ourselves and others, we have taken and studied our results of the
Intercultural Development Inventory and the Intercultural Conflict Style Inventory. To facilitate
effective communication between staff members at PSA, we have also learned many techniques,
including:
clearly defining words and concepts so we can come to shared meaning
assuming others have acted with good intent
explaining intent to help it have the desired impact on others
taking time to describe a situation before interpreting and evaluating it
validating people’s experiences, appreciating their feelings, and investigating the situation
Our next steps will be to apply the strategies we have learned to our interactions with students. By
teaching students these skills, they can effectively communicate with their multicultural peers,
thereby fulfilling both PSA and IB’s mission of “creating a better and more peaceful world through
intercultural understanding and respect”.
Page | 25
B. SIOP
The Sheltered Instruction Observational Protocol (SIOP) Model is critical when working with
students whose mother tongue is different from the school’s language of instruction. Each year our
new teachers receive in-house training on the SIOP Model that is implemented at PSA. Returning
teachers attend refresher courses lead by our EL Department and learn new techniques to assist
students who are not proficient in English. Teachers learn the following SIOP practices:
writing appropriate content and language objectives to help students focus on the goals of
the lesson
activating prior knowledge to help students make connections between previous and current
learning
building necessary background knowledge to help students better understand new concepts
using comprehensible input to make the language accessible for English learners
arranging lessons to provide adequate modeling, guided practice, and independent practice
opportunities through the “I do, we do, you do” model
checking for student understanding before delving into a task
increasing student communication in the classroom to help build their language skills
In addition, during the 2013-2014 school year, we have been utilizing newly purchased, content-
specific SIOP resources.
C. DIFFERENTATION
During the 2012-2013 and 2013-2014 school years, PSA teachers attended differentiation trainings
lead by Dr. Diane Heacox, author of Making Differentiation a Habit: How to Ensure Success in
Academically Diverse Classrooms and Differentiating Instruction in the Regular Classroom: How
to Reach and Teach All Learners. Through this training, we acquired strategies to determine
students’ levels of prior knowledge in order to help them connect their previous learning
experiences to new content and concepts. In addition, we learned to construct formative practice
opportunities that allow students to reach all levels of Bloom’s taxonomy and scaffold their
learning, an important step for those who are not proficient in the language of instruction. We also
focused on the use of assessment data to create flexible groups and better meet the needs of all
learners. Finally, PSA teachers gained knowledge in differentiating by content, process, and
product, playing on students’ communication strengths while providing a sufficient challenge to
extend their language learning.
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D. CO-TEACHING
During the 2011-2012 school year, Jill Bromenschenkel, from Connectivity Learning Consulting,
presented a co-teaching workshop to our staff. Teachers learned strategies to effectively implement
these teaching models to better support diverse learners, including those who are not proficient in
the language of instruction. Since the training, co-teaching has become a powerful tool at our
school, allowing our EL teachers to work with a variety of subject area teachers throughout the day,
providing students with the necessary support to increase their language acquisition. In addition to
offering direct support in the classroom, co-teaching has prompted consistent collaboration between
EL teachers and subject area teachers, allowing best practices to extend beyond the co-teaching
schedule into every lesson.
E. COLLABORATION
To facilitate our use of collaboration time, which began in the fall of 2011, we received training
from Jill Bromenschenkel (from Connectivity Learning Consulting) during the 2011-2012 school
year. Her seminar provided our staff with tools related to the following areas: collaborative
curriculum planning, inquiry, collaborative instructional delivery, collaborative communication
related to data and day-to-day interactions, and digital tools for authentic professional collaboration
and communication. Utilizing the techniques taught in this seminar, teachers and support staff are
able to more effectively work together during collaboration time. This allows us to discuss
strategies, share ideas, plan curriculum, differentiate instruction, design authentic assessment tasks,
and standardize grading practices. Through this collaborative time we are able to make instruction
accessible to all students while implementing the IB MYP.
F. STUDENT INTERACTION STRATEGIES
During the 2011-2012 school year, the staff attended a training on Kagan Interaction Strategies, an
important part of teaching language. In addition, our EL teachers presented a refresher course of
these strategies in the fall of 2013. With this training, we have expanded our methods for
determining a student’s level of comprehension to ensure accurate understanding of the directions.
We have also gained a repertoire of techniques for increasing student communication in the
classroom. The use of these strategies promotes language learning and language use.
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XVI. POLICY CREATION PROCESS
The Language Policy was created by a committee which consisted of the Academic Assistant
Director of the Secondary (who is also in charge of the English Learning Department), two
Language A teachers, a Language B Spanish teacher, a Language B Hmong teacher, two Language
B EL teachers, the IB MYP Coordinator, and a parent. The work of the committee was informed by
publications from the IBO, example Language Policies from IB World Schools, as well as the
training received at the IB workshop The Power of Language to Transform a School Culture:
Developing a School Language Policy. The committee met seven times, following an agenda
aligned with the MYP Standards and Practices tied to language. Staff members were made aware of
the policymaking process through regular updates of the meeting agenda items.
XVII. COMMUNICATION OF LANGUAGE POLICY TO THE PSA COMMUNITY
The Language Policy is shared with staff, families, and students in a variety of modes of
communication. The policy is available on our website in written English form. Staff members
learn about the Language Policy during specific collaboration times set aside for policy study. We
have an informational table set up during conferences, in the fall and spring, to inform families and
students of the details of the policy. In addition, the Language Policy is highlighted during the IB
MYP Informational Night. Within the next few years, we will translate the policy into Hmong and
Spanish (the most predominant mother tongues of our student body) and place it on our website as
audio files. This will allow our Language Policy to be accessed by all families, including those who
are not proficient in English and those who are not literate in their mother tongue.
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XVIII. REVIEW PROCESS
Every three years a committee will be assembled to perform a complete examination of the
Language Policy. The committee will include, but is not limited to, a representative from the
Language A department, a representative from the Language B Spanish department, a
representative from the Language B Hmong department, a representative from the Language B EL
department, the IB MYP Coordinator, a member of the Academic Administrative Team, and a
parent. The purpose of the committee will be to study the current document to ensure its accuracy
and to provide continued support to meet the needs of all of our learners. Our first full review will
take place during the 2015-2016 school year.
Each year the Language Policy committee will be responsible for updating the language profile
section of the document. The members of this committee will deliver the language surveys and
tabulate results to gain an accurate picture of students’ language needs. If there are significant
changes in the profile, requiring changes to our programs and practices, the committee will also
update the necessary sections of the Language Policy.
The implementation of the Language Policy, in all MYP classrooms at PSA, will be reviewed by
the MYP Pedagogical Leadership Team (which consists of the Principal, the Academic Assistant
Director of the Secondary, the Secondary Lead Teacher, the High School Chairperson, the Middle
School Chairperson, and the IB MYP Coordinator), as part of the teacher observation process.
Page | 29
XIX. BIBLIOGRAPHY
Church, Mark, Karin Morrison , and Ron Ritchhart. Making Thinking Visible; How to Promote
Engagement, Understanding, and Independence for All Learners. San Francisco: Jossey-
Bass, 2011. Print.
Crawford, Linda. The Advisory Book. Minneapolis: The Origins Program, 2008. Print.
Echevarría, Jana, Deborah Short, and MaryEllen Vogt. Making Content Comprehensible for English
Learners: The SIOP Model. Pearson: New York, 2008. Print.
Heacox, Diane, Ed. D. Differentiating Instruction in the Regular Classroom: How to Reach and
Teach All Learners. Minneapolis: Free Spirit Publishing, 2012. Print.
Heacox, Diane, Ed. D. Making Differentiation a Habit: How to Ensure Success in Academically
Diverse Classrooms. Minneapolis: Free Spirit Publishing, 2009. Print.
International Baccalaureate Organization. Guidelines for developing a school language policy.
Cardiff: International Baccalaureate Organization, 2008.
International Baccalaureate Organization. Language and learning in IB programmes.
Cardiff: International Baccalaureate Organization, 2011.
International Baccalaureate Organization. Learning a language other than the mother tongue in IB
programmes. Cardiff: International Baccalaureate Organization, 2008.
International Baccalaureate Organization. Programme Standards and Practices. Cardiff:
International Baccalaureate Organization, 2010.
Oczkus, Lori. Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension.
Delware: International Reading Association, 2003. Print.
Wisconsin Center for Education Research. World-Class Instructional Design and Assessment. The
Board of Regents of the University of Wisconsin System, 2011. Web. 25 May 2013.
Page | 30
XX. APPENDICES
APPENDIX A: Glossary of terms
Abbreviation
or Term
Brief explanation Further information
Collaboration Two or more teachers working together to plan
instructional lessons and /or units. pages 18,26
Co-teaching Two teachers implementing a lesson within a
classroom. pages 18,26
Differentiation Adjusting instruction based on students’ needs. page 25
EL
English learner
English Learning (class)
English Language (teacher)
pages 13, 16, 17-20
IB International Baccalaureate page 3
Language of
instruction
The language used to deliver instruction (with the
exception of Language B classes). The language of
instruction at Prairie Seeds Academy is Standard
American English.
page 14, 17
MCA Minnesota Comprehensive Assessment pages 18, 19
Mother tongue
Mother tongue may be identified as the language
learned first, the language in which the student is
considered a “native” speaker, the language known
best, or the language used most.
page 21
MYP Middle Years Programme page 3
NWEA MAP Northwest Evaluation Association’s Measure of
Academic Progress pages 18, 19
PLC Professional Learning Community Page 13
PSA Prairie Seeds Academy pages 3-4
SAE Standard American English, the language of
instruction at Prairie Seeds Academy pages 14, 17
Scaffolding
Providing support during instruction, with a gradual
release of responsibilities so students can become
more independent learners.
pages 11-12
SIOP Sheltered Instruction Observational Protocol pages 10-11, 13, 18, 25
W-APT WIDA-ACCESS Placement Test page 17
WIDA World-Class Instructional Design and Assessment pages 14, 17
Page | 31
APPENDIX B: Language survey 2012-2013
Prairie Seeds Academy
Language Survey The International Baccalaureate Programme (IB) values all cultures and encourages the learning of
many languages. As an IB Candidate School, we need to create a language policy for PSA. In
order to write our IB Language Policy, we need to better understand the language backgrounds of
each student in our learning community so that we can provide the best education and support for
each learner. Please complete this survey to the best of your knowledge. Thank you for your help.
Name (first and last):_______________________________________________________________________
Grade: __________ Birthday: ______________________________________________________________
1. Where were you born? (state and country)
2. Have you attended school in a country other than the United States?
Yes
No
If you answered “yes”, in what country did you attend school?
What level of schooling did you have in that country? (Please check all that apply).
Kindergarten
5th grade
9th grade
1st grade
6th grade
10th grade
2nd grade
7th grade
11th grade
3rd grade
8th grade
12th grade
4th grade
3. What language(s) did you first speak as a child?
Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
_________________
4. What language(s) do you use at home?
Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
_________________
5. In which language(s) do you feel most comfortable learning (receiving instruction from a teacher)?
Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
_______________
Page | 32
6. In which language(s) do you feel most comfortable speaking?
Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
__________________
7. In which language(s) do you feel most comfortable reading?
Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
__________________
8. In which language(s) do you feel most comfortable writing?
Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
__________________
9. How did you learn the languages you checked in questions 3-8? If you checked more than one
language, please give a separate answer for each language. (ex. I learned Hmong by speaking the language
at home as a young child. I learned Thai by living in a country where that language was spoken. I learned Khmer by taking special
language classes in my community. I learned Spanish by attending a language immersion school in the U.S. I learned French
because it was the language used to teach all classes in the Ivory Coast.)
10. Do you attend any programs to continue improving the languages you know and use (ex.
Spanish conversation hour, Hmong literacy class, etc)? If so, please explain.
11. Where did you first learn English?
At home/ from family
At school in another country (it was a foreign language/ world language class)
At school in the United States (it was the language spoken all day by staff)
Other _____________________________________________________________________________
12. How many years have you used the English language to communicate?
13. In which language would you prefer to receive school information (flyers, letters mailed home, etc)? Afrikaans
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Laotian
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other _____________
Page | 33
APPENDIX C: Language survey 2013-2014
Prairie Seeds Academy
Language Survey
The International Baccalaureate Programme (IB) values all cultures and encourages the learning of many languages. As an
IB Candidate School, we need to create a language policy for PSA. In order to write our IB Language Policy, we need to
better understand the language backgrounds of each student in our learning community so that we can provide the best
education and support for each learner. Please complete this survey to the best of your knowledge. This information will be
protected and will only be shared with the staff members writing the policy. Thank you for your help.
Name (first and last):_________________________________________Grade: ________ Birthday: _________________
1. Have you attended school in a country other than the United States? Yes No
If you answered “yes”, in what country did you attend school? _______________________________
How many years of school did you receive in that other country? _____________________________
2. What language(s) did you first speak as a child? (You can check more than one language, if needed.)
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other
_______________
3. What language(s) do you and your family use at home to communicate with one another? (You can check more than one language, if needed.)
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other ____________
4. In which language(s) do you feel most comfortable speaking in a social setting (ex. in the hallway or
at lunch with friends, outside of school with friends and family)? (You can check more than one language, if needed.)
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other ____________
5. In which language(s) do you feel most comfortable speaking in an academic setting (ex. at school
with teachers, when raising your hand to answer to questions in class)? (You can check more than one language, if
needed.)
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other _____________
6. In which language(s) do you feel most comfortable reading? (You can check more than one language, if needed.)
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other____________
Page | 34
7. In which language(s) do you feel most comfortable writing. (You can check more than one language, if needed.)
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other _________
8. Do you attend any programs to continue improving the languages you know and use?
Yes No
If you answered “yes”, check the program you have used from the list below.
Hmong Literacy
Spanish class
Hmong conversation hour
Spanish conversation hour
Reading Hmong books from the PSA Library
Reading Spanish books from the PSA library
Programs outside of PSA _____________________________________________________________
9. Where did you first learn English?
At home/ from family
At school in another country (it was a foreign language/ world language class)
At school in the United States (it was the language spoken all day by staff)
Other _____________________________________________________________________________
10. How many years have you used the English language to communicate? __________________
11. Rate your English skills from 1-4, by checking the box that best describes your current skill level.
1 beginner
2 developing
3 meets
standards
4 expert
Reading
Writing
Listening
Speaking
12. Choose the statement(s) that best describes your language learning at school. You can choose
more than one, if needed.
I get the help and support I need to understand the English used by the teacher in the classroom.
I sometimes struggle to understand what I read in English
I sometimes struggle to understand what I hear in English.
I get the help and support I need to express myself in English.
I sometimes struggle to speak in English.
I sometimes struggle to write in English.
13. Thinking about the language your parents read, what language should PSA use when sending home
school news (letters, flyers, forms, etc) so that your family can stay informed?
Amharic
Arabic
Creole English
English
French
Hmong
Karen
Khmer
Lao
Liberian English
Oromo
Somali
Spanish
Swahili
Thai
Vietnamese
Other _____________
APPENDIX D: Flow chart for determining each student’s Language B class
Student registers at Prairie
Seeds Academy
Student indicate another
language as the mother
tongues
Student and family
complete language survey
Surveys indicate that
English is the mother
tongue
Student takes
Language B Spanish
or
Language B Hmong
Student takes the W-APT
Students requires
indirect EL services
Student requires
direct EL services
Student takes
Language B EL
Student reaches 4.6 EL level (phase 5
Language B
English level)
and ACCESS,
MCA
and qualitative data
from teachers
supports move to
indirect services
Student reaches a
5.5-6 EL level (phase
6 Language B
English level)
and
passes MCAs to exit
EL program
WIDA Proficiency Levels
1 = entering
2 = beginning
3 = developing
4 = expanding
5 = bridging
6 = reaching
Page | 36
APPENDIX E: Standards and Practices
IB MYP Standard Page(s) and section(s) in which the standard is
addressed in PSA’s Language Policy
A. 7
The school places importance on
language learning, including mother tongue, host country language and other languages.
pages 3-4- Mission and Beliefs page 4- Language Philosophy
B1.5a The school has developed and
implements a language policy that is consistent with IB expectations.
whole document
B2.11
The school utilizes the resources and expertise of the community to
enhance learning within the programme(s).
pages 22-23- Other Support Services
C1.8
Collaborative planning and reflection
recognizes that all teachers are responsible for language development of students.
page 18- Support for Students Not Proficient in the Language of Instruction: Co-teaching and Collaboration
page 26- Continued Education for Staff on Core Practices at PSA: Co-teaching page 26- Continued Education for Staff on Core Practices at
PSA: Collaboration
C2. 10 The written curriculum integrates the policies developed by the school to
support the programme(s).
page 15- Language A pages 15-16- Language B page 17-20- Support for Students Not Proficient in the
Language of Instruction
C3.7
Teaching and learning addresses the
diversity of student language needs, including those for students learning in a language(s) other than mother
tongue.
page 4- Mission and Beliefs pages 5-8- Language Profile pages 9-12- The Four Principles of Good Practice
page 14- Language Use Around School pages 17-20 - Support for Students Not Proficient in the Language of Instruction
page 21- Support for Mother Tongue Languages pages 24-26 - Continued Education for Staff on Core Practices
at PSA
C3.8 Teaching and learning demonstrates that all teachers are responsible for
language development of students.
page 3- Mission and Beliefs
pages 9-12- The Four Principles of Good Practice page 13- Learning Language Across All Subject Areas
page 25- Continued Education for Staff on Core Practices at PSA: SIOP
C3.10
Teaching and learning differentiates instruction to meet students’ learning
needs and styles.
pages 10-12 – The Four Principles of Good Practice: Valuing Prior Knowledge, Scaffolding, Extending
Learning page 14- Language Use Around School pages 17-20 -Support for Students Not Proficient in the
Language of Instruction page 25- Continued Education for Staff on Core Practices at PSA: SIOP
page 25- Continued Education for Staff on Core Practices at PSA: Differentiation
C3.14 Teaching and learning fosters a
stimulating learning environment based on understanding and respect.
pages 3-4- Mission and Beliefs page 4- Language Philosophy
pages 9- The Four Principles of Good Practice: Affirming Identity and Building Self-esteem
Page | 37
Prairie Seeds Academy is a candidate school* for the Middle Years Program. This school is pursuing
authorization as an IB World School. IB World Schools share a common philosophy—a commitment to high-
quality, challenging, international education—that we believe is important for our students.
* Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary
Years Programme (PYP), the Middle Years Programme (MYP) or the Diploma Programme (and in addition
the IB Career-related Certificate). Candidate status gives no guarantee that authorization will be granted.
For further information about the IB and its programmes visit http://www.ibo.org.