Examining the ICCSD Lau Plan Summary/Critique by Christy Weitz

Program Models

2025-09-09 22:31:32 UTC

ICCSD provides ESL & Sheltered Instruction services

Home Language Survey

2025-09-09 22:34:05 UTC

All students that register within the ICCSD completes the survey that determines whether or not students receive ESL support. If marked that a different language other than English is selected, then the student(s) will be assessed based on their knowledge.

LIEP Goals

2025-09-09 22:36:11 UTC

Language Goals include reading, writing, listening, speaking.

Academic Goals include literacy screener, English Language Arts on ISASP

Assessments

2025-09-09 22:37:58 UTC

Staff who administrate the assessment must have proper training through Iowa DOE.
There is a collection of the ELL coordinator, ELL assessment supervisor, ICCSD administrators, ELL teachers and then communicate with the EL staff/teachers to provide the best support and guidance for the student's success.
After the assessment has been reviewed the parents/guardians get a handheld copy of the results and plan.
Constant analyzing of data a progress of the student to determine how to continue further.

VII: LIEP Exit Criteria and Procedures

mairenthompson98 — 2025-09-09 22:39:10 UTC

outlines the criteria for exiting LIEP program: students must have a proficient score on the ELPA21, and must exit after doing so. Parents are notified, and student begins a two year monitoring period.

Three key takeaways

2025-09-09 22:40:07 UTC

Students cannot be placed more than a year different from their same-age peers and grade level placement is based upon proficiency level in English.

No placement is permanent and proficiency is continuously being evaluated for level changes.

Placement is determined through collaboration with parents/administrators/student (depending on age), state testing, and prior schooling.

Proficiency Measurements

2025-09-09 22:40:54 UTC

Literacy Screeners: Goal of 10% to be considered proficient from beginning of the school year to end of school year. Found a 9% increase in the most recent data findings of 2021-2022

Language Arts: 16% of students in 2022

Monitoring

tcslector — 2025-09-09 22:41:51 UTC

Once ML students are exited, ELL teachers consult classroom teachers on supporting them.

Data is collected and acted upon using an MTSS process

Parents are included in the this process, especially if a students requalifies for ELL services

Questions

2025-09-09 22:42:16 UTC

Our section said that "The student’s progress should be evaluated

frequently, and any appropriate language level placement change should be made as soon as a need is determined." Is there a set timeframe for these evaluations to take place? How is a need for change determined?

Description of Frequency and Intensity

2025-09-09 22:43:37 UTC

"LIEP services focus on English language development and include support through collaboration with ELL teachers, content teachers, instructional design strategists, and other staff to support access to district core curriculum"

Required minutes vary by grade and English proficiency level.

Supporting students' needs

2025-09-09 22:46:09 UTC

LIEP Services can be adjusted to meet students' specific needs

Question

2025-09-09 22:47:05 UTC

In the refusal request for parents to waive their child's services, there is a form issued that they are required to sign discussing the impact waiving this service may have. Is this sent in the spoken home language or English?

Parent Communication

2025-09-09 22:47:27 UTC

ELL teachers notify parents of continuing placement in ELL every year in the language best understood by the family when the ELPA21 results are received or within 30 days of enrollment for new students.

If parents choose to waive services, they must do so every year and this is kept in the student's file.