Language Instruction Educational Program (LIEP) Services
What is the LIEP?
The mission of the Language Instruction Educational Program is to provide support and instruction in the English language and academic areas for English Language Learners (ELLs), which will enable them to become successful in the mainstream classroom, the schools, and the community.
Who is eligible for LIEP Services?
All students in the Corry Area School District who first spoke, or speak, languages other than English, or come from homes where languages other than English are spoken, as determined by the Home Language Survey, will be given the WIDA screener to determine eligibility for LIEP instruction.
What are the goals and objectives of LIEP Services?
The goal of the LIEP is to demonstrate success in increasing English language proficiency and student academic achievement. The goals and objectives of LEIP Services are to provide appropriate instruction and support services to enable students to achieve English proficiency and the academic standards as established by the Commonwealth of Pennsylvania. This includes instruction in listening, speaking, reading, and writing. Cultural norms that support the learning of English as well as content relevant vocabulary and concepts are taught where appropriate. Students can then achieve proficient language development and academic skills.
What is the process for LIEP services?
When a new student enrolls with the Corry Area School District, in addition to other registration forms, the parent/guardian also completes the Home Language Survey. This form is required by the state of Pennsylvania for all newly enrolled students. The Home Language Survey includes four questions pertaining to a student’s language. All students whose first language is other than English, or who come from homes where languages other than English are spoken, are eligible for screening for LIEP services.
Northwest Tri-County Intermediate Unit 5, with whom LIEP services are contracted, then screen the student using the WIDA Screener within 14 days of the student’s start date. The four language domains of listening, speaking, reading, and writing are assessed in English. The results are used to determine a student’s English language proficiency level and to see if the student qualifies for ELD services. For more information regarding the WIDA Screener placement test, log on to https://www.wida.us/assessment/Screener/screener-online.aspx
Students who qualify for services will receive direct instruction individually or in small groups on a daily basis. Students at the entering or emerging levels are generally “pulled out” of the classroom for instruction while students at a higher level will be instructed/supported in the general education classroom. Students are not pulled out of the core content classes. The extent of direct services will depend upon the assessed student’s needs and state-established guidelines for LIEP instruction. Instruction will follow an available planned course for English as a Second Language, utilizing strategies and techniques appropriate for ELLs. LIEP instructors are knowledgeable in teaching students who are culturally and linguistically diverse. The LIEP instructor will collaborate with the student’s teacher(s) throughout the course of services to maximize student progress. In addition to communication with the student’s classroom teacher(S), progress is monitored on a regular basis using the following methods of daily instruction: student work, assessments, student/parent input, grades, quarterly progress report documents and progress in the four domains of listening, speaking, reading, and writing. LIEP students participate in Pennsylvania state mandated assessments such as the PSSA and Keystone exams, and local testing such as Study Island at various grade levels.
Each school year, the language proficiency of a LIEP student is determined using a standardized state assessment called the WIDA-ACCESS. This test, which assesses the four language domains, is taken by all ELLs in the Commonwealth of Pennsylvania at all proficiency levels. It is used to monitor a student’s English proficiency growth from one school year to the next, as well as to determine a student’s eligibility for exiting the program. The assessment is broken down into three tiers: A, B, and C. If a student scores a 5.0 on tier C of the WIDA-ACCESS, he/she is considered for possible exit from the LIEP program. The instructor then monitors the progress and evaluates the student’s program quarterly by using the post-exit ELL monitoring form. This form is designed to be used for the two-year monitoring period. Information is collected from multiple criteria including ACCESS, PSSA, special services, report card grades, and student performance. To learn more about the exit criteria for LIEP services, please visit http://www.pattan.net/files/Memos/Pennlink081707.pdf
Communication with parents/guardians of LIEP students is foremost in the provision of services. When a teacher needs to contact a parent/guardian who does not speak English, a translator/interpreter will be provided. The parent/guardian is encouraged to contact the ESL teacher as well as the classroom teacher(s) regularly for progress reports. If a recommendation to reclassify a student is going to be considered, the parent/guardian would be invited to a team meeting to discuss the data and documentation for why this reclassification is being considered.
Where can I get additional information about LIEP services?
Please contact Susan Bogert, Supervisor of Vocational Education at 814-664-4677, ext. 3134 or [email protected]
for additional information, including a pdf of Pennsylvania’s LIEP standards and state policy.
Additional websites include:
Pennsylvania Department of Education
Office of English Language Acquisition, U.S. Department of Education
Teachers of English to Speakers of Other Languages, Inc. (TESOL)
National Clearinghouse for English Language Acquisition (NCELA)
National Clearinghouse for English Language Acquisition (NCELA)
(A Glossary of terms related to the education of linguistically and culturally diverse students)
Ethnologue Languages of the World
(An encyclopedic reference work cataloging all of the world’s 6,912 known living languages)
National Association for Bilingual Education
The Corry Area School District is an equal opportunity education institution and does not discriminate in employment, educational programs or activities based on race, color, religion, ethnicity, national origin, sex, gender, gender identity and expression, sexual orientation, age or disability, because a person is a disabled veteran or veteran of the Vietnam Era or any other legally protected class, or for engaging in any other protected activities. The District does not discriminate on the basis of sex in the education programs or activities that it operates, as required by Title IX, including in admission and employment practices. Additionally, the District provides equal access to Boy Scouts and other designated youth groups. This policy of non-discrimination extends to all other legally protected classifications. Publication of this policy is in accordance with state and federal laws including Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act, Title II of the Americans with Disabilities Act and the Boy Scouts of America Equal Access Act. Inquiries pertaining to discrimination on the basis of disability or alleged violations of Section 504 may be made by contacting the District’s Section 504 Compliance Officer, Mrs. Amy Helsley, Director of Special Education, 540 East Pleasant Street, Corry PA 16407, [email protected], (814) 664-4677
. All other inquiries implicating the other protected classes and laws listed above should be directed to the District’s Title IX Coordinator, Mr. Bill West, Director of Secondary Education, 540 East Pleasant Street, Corry PA 16407, [email protected], (814) 664-4677
. Complaints of discrimination may also be referred to the Assistant Secretary of the U.S. Department of Education.
The grievance procedure for reporting incidents is outlined specifically in District Board Policies 103 “Discrimination/Title IX Sexual/Harassment Affecting Students” and 104 “Discrimination/Title IX Sexual Harassment Affecting Staff.”