Language Instruction Educational Program

The Language Instruction Educational Program (LIEP) in the Avon Grove School District is built upon the Avon Grove School District vision and mission and is further defined by Avon Grove’s LIEP philosophy statement.

 

 

Mission

The purpose of the Avon Grove School District is to foster a learning environment for all students to be exceptionally well-prepared to succeed and lead full and meaningful lives.

 

Vision

All Avon Grove students are well prepared to create their futures.

 

Language Instruction Educational Program Philosophy

In the Avon Grove School District, the success of English Learners (ELs) is a responsibility shared by all. The Language Instruction Educational Program in the Avon Grove School District is comprised of two main components in accordance with federal and state legislative requirements (PDE, Educating English Learners):

  1. planned English language development instruction by a qualified ESL teacher, and
  2. adaptations/modifications in the delivery of content instruction and assessments by all teachers based on students' language proficiency levels and the Pennsylvania English Language Development Standards (PA ELDS) Framework for ELs as well as the Pennsylvania academic standards

All Avon Grove teachers strive to ensure that English Learners are able to be actively engaged in the acquisition and application of English in familiar and unfamiliar settings through the integration of the English Language Development (ELD) standards. The role of Avon Grove’s English as a Second Language (ESL) teachers is to facilitate equitable learning experiences that promote social and academic language proficiency. The ESL teachers educate the whole English Learner (EL) by also involving families in the educational process. The teachers are advocates for equitable opportunities for all English Learners, and model lifelong learning while being willing to evolve in times of educational change. An engaged EL will willingly participate and transfer their language skills across all levels of their academic and social lives. 

 

Avon Grove’s LIEP is grounded in the belief that English Learners should be immersed in meaningful and relevant experiences where the language is acquired and applied in all situations. Teaching methodologies deployed by ESL teachers include scaffolding and differentiation, based on English language proficiency levels, with a focus on language form and function. In addition, Language is continuously acquired and refined in all content areas through practices like the gradual release of responsibility, total participation techniques, and modeling. Avon Grove’s LIEP recognizes the diverse needs of English Learners and is therefore encompassed within safe, flexible, and responsive learning environments. Overall, Avon Grove’s Language Instruction Educational Program ensures that all English Learners are well prepared to create their own futures.

 


Instructional Models

Pull-Out ELD Instruction: EL is pulled from other class time for direct ELD instruction in a separate setting 

Self-Contained ELD Class: elective or extra class; not ELA replacement 

Push-in ELD instruction: ESL teacher provides direct ELD instruction to ELs within the general education classroom setting

Mixed content classes (ELs and non-ELs): ELD instruction is incorporated into content instruction

EL-Only Content Classes: self-contained content class with only ELs

 


LIEP Classifications

EL Bilingual 

  • Language Focus: Students should gain proficiency in both their native language and English with at least some instruction provided in the native language.
  • Class Composition: ELs share the same native language. 

Mixed Bilingual 

  • Language Focus: Approximately equal focus to English and a partner language, including content instruction in the partner language. 
  • Class Composition: ELs and non-ELs are placed together in the same classroom. 

EL-Specific Transitional Instruction 

  • Language Focus: The student’s native language is used to support English proficiency acquisition, but proficiency in a student’s native language is not a program goal. 
  • Class Composition: ELs only. 

Mixed Classes with Native Language Support 

  • Language Focus: The student’s native language is used to support English proficiency acquisition, but most instruction is provided in English. Support could be provided either inside or outside of the regular classroom. 
  • Class Composition: ELs and non-ELs are placed together in the same classroom. 

EL-Specific English-only Instruction 

  • Language Focus: English language skills and content are the focus of instruction. The student’s native language is not used in either instruction or support. 
  • Class Composition: ELs only. 

Mixed Classes with English-only Support 

  • Language Focus: English language skills and content are the focus of instruction. The student’s native language is not used in either instruction or support. Support could be provided either inside or outside of the regular classroom. 
  • Class Composition: ELs and non-ELs are placed together in the same classroom.

 

 

Pennsylvania Department of Education (PDE) Compliance Procedures

AGSD adheres to the following compliance procedures set forth by the Pennsylvania Department of Education:

Screening, Identification, and Placement

Reclassification, Monitoring, and Re-Designation

Parental Right to Refuse English Language Development Services

 

 

Title III Supplemental Program

The Avon Grove School District receives Title III federal funding annually. Title III, Language Instruction for English Learners and Immigrant Students, Part A provides supplemental funds to LEAs to improve the education of EL and immigrant children and youth, by assisting the children to learn English and meet challenging state academic content and student academic achievement standards. These funds may be used to supplement a wide array of educational services. The funds support activities that assist EL students in developing English language proficiency in comprehension, listening, speaking, reading and writing, and in meeting the same challenging state academic content and student academic achievement standards as all children are expected to meet.

 

 

Additional Resources

The Language Instruction Educational Program, PDE

Guidance on the Implementation of English Language Development within Language Instruction Educational Programs, PDE

Educating English Learners, PDE

Classifying Language Instruction Educational Programs, PDE