Peyton Forest Language Policy

Purpose  

Peyton Forest Elementary’s language policy is designed to provide a guiding framework for implementation of language instruction and acquisition for all students. This document represents Peyton Forest’s essential agreements on language learning, teaching and assessing. This policy was developed by the Pedagogical Leadership Team with contributions and input from staff, parents, and the community. This policy will be reviewed yearly to ensure alignment with school, district, state, federal regulations and the International Baccalaureate philosophy.   

Philosophy  

At Peyton Forest Elementary School we believe that it is through language that our students are able to think, learn, develop social skills and values and acquire knowledge. We are committed to the social-emotional and academic development of our students, which is best taught with a balanced literacy approach. We understand that since language is central to learning, all teachers are, in practice, language teachers with responsibilities to facilitate effective communication. We understand students are unique. Each one has their own knowledge and experiences that are intricate parts of our school community.  

Furthermore, We acknowledge the importance of exploring and appreciating different aspects of diverse cultures and languages. Therefore, Peyton Forest introduces a second language to students as early as Kindergarten. We offer Spanish as a second language to provide students a balanced and inquisitive lens into our greater society.    

Identification of Language Needs    

As required by federal and state guidelines, all students enrolled in Peyton Forest must complete a Home Language Survey indicating the language most often spoken in the home, as well as additional languages spoken. Students whose native language is one other than English are screened within thirty days of enrollment using the WIDA screener appropriate for their assigned grade level. If a child is identified as culturally and linguistically diverse and may need additional support, students receive support through the MTSS process or through the English to Speakers of Other Languages department (ESOL).    

Language Practices   

At Peyton Forest, English is the primary language of instruction. Teachers demonstrate and model effective listening, reading, writing, and speaking skills through their teaching practice. Additionally, we utilize the following materials to support language development:  

• Grades K- 2 - HMH IRead, Fundations  

• Grades 3-5 - HMH Read 180, Coach Digital, IReady  

• ESOL - Lexia Core 5  

• SST - IReady  

• DSE - TeachTown  

Our daily instruction focus is to explicitly dedicate 90-120 minutes for our language curriculum. The daily instruction block allows students opportunities to practice language in authentic ways:  

• Asking and answering questions throughout instruction Listening for purpose and understanding  
• Writing throughout curriculum  
• Use of technology and multimedia  
• Explicit instruction of phonemic awareness, phonics, vocabulary, fluency, and comprehension  
• Whole and small group reading and writing  
• Collaborative and independent practice  

 Support Staff and Services    

Peyton Forest has a broad range of ideas and initiatives to create learning environments that are safe, inclusive and equitable for as many identities as possible. This allows us to provide students with different support measures and push students towards enhancing their language skills and abilities. We aim to meet each student with support by providing the following programs:  

• Student Support Team (SST) -identifies strategies and programs in efforts to mitigate issues students demonstrate in the school environment.  
• Early Intervention Program (EIP)- serves students who need additional support to meet grade level expectations.  
• English Speakers of Other Languages (ESOL) Program  
• Gifted and Talented (GATE) Program- serves students by enhancing critical thinking, problem solving, and creativity.  
• Department of Special Education (DSE)- serves students by addressing specific learning targets or medical needs in the least restrictive environment.  

The language policy will be implemented, understood and supported by all through staff meetings, parent workshops, and school website.  

 

The policy will be reviewed annually.