Prairie Seeds Academy International Baccalaureate Middle Years Programme

Candidate School

Language

Policy

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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).

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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.

Page | 23

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.

Page | 26

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.

Page | 27

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.

Page | 28

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.