ESL Resources for Teachers
Resources for parents of ELs
The Scranton School District seeks to provide every child, regardless of national origin or native language an education that is meaningful and comprehensive. Students who are English Learners (ELs) are provided instructional services through an English Language Development (ELD) program which is designed to meet their unique needs. The program promotes future success through education, inspiration and empowerment.
The English Language Development (ELD) instruction is provided by a certified ELD teacher with the goal of increasing language development and proficiency. Content teachers deliver content-embedded ELD in structured collaboration with a certified ELD teacher providing helpful tips and advice to content teachers periodically. All content teachers are provided the ELD standards provided the ELD standards, which the teachers are to implement in their daily lesson plans.
Using a sheltered English immersion approach at the secondary level, the district provides instruction entirely in English, but in self-contained classrooms. ELD classes supplement core English courses and are aligned with state standards. ELD classes are aligned to the core English Language Arts (ELA) curriculum, and offer both intervention and supports for EL learners. A pull-out program at the elementary level provides instruction in small group settings. Elementary buildings use a push-in program to support the students in the ELA classes. All ELD instruction is aligned to the ELA curriculum. When not receiving ELD services, students are mainstreamed into regular education classrooms.
Title VI of the Civil Rights Act of 1964
Title VI, 42 U.S.C. § 2000d et seq., was enacted as part of the landmark Civil Rights Act of 1964. It prohibits discrimination on the basis of race, color, and national origin by 8 recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a student’s limited proficiency in English.
Lau v. Nichols (1974)
The U.S. Supreme Court affirmed the need for school districts to take steps to help limited-English proficient (LEP) students overcome language barriers and to ensure that they can participate meaningfully in the district's educational programs.
The Court ruled that school districts must provide special services to English Learners (ELs) so that they have equal educational opportunity. ELs need language programs that allow them to progress academically while they are acquiring English language skills. There are several different program models; however, all include both academic content and English language development.
Castañeda v. Pickard (1981)
Castañeda requires programs that educate children with limited English proficiency to be: i. Based on a sound educational theory;
iii. Periodically evaluated and, if necessary, revised
Plyler v. Doe (1982)
The U.S. Supreme Court ruled that the Equal Protection Clause of the Fourteenth Amendment prohibits states from denying a free public education to undocumented immigrant children. Public schools and school personnel are prohibited from adopting policies or taking actions that would deny students access to education based on their immigration status.
Every Student Succeeds Act (2017)
Acknowledges diversity within English Learner student population. Moves provisions related to ELs from Title III, Part A of the ESEA to Title I, Part A of the ESEA. Further information about ESSA 9 2. State