Language Policy


Language Profile

Practices of Teaching Language

We believe in providing a balanced literacy program in which students are actively engaged.

        Practices for Reading include:

Practices for writing include:

Practices for Speaking and Listening include:

Practices for Viewing include:

Practices to support Language Learners Second Language Acquisition include:

Mother Tongue Support

Language Policy Review Cycle

        We will review our policy on a yearly basis along with all other policies.  We will make sure that the policy continues to link to relevant PYP policies and documents and is shared with the school community.  We will gather input from the school community during our review process.  We will collect feedback using such things as:  surveys, discussions and through the use of technology and social media.

May, 2012; revised October, 2016

Green Bay Area School District

Board Policy 341.1

Reading Instruction Goals

Reading is a communication process integrated with other language processes such as listening, speaking, writing, and reasoning. As a language process, it must be grounded in the communication of meaning. The program design for comprehensive literacy encompassing these elements shall create a learning environment that encourages, recognizes, and values individual differences, respects individual needs, capabilities, and interests so that students reach proficiency and become contributing members of society.

A planned, comprehensive literacy program will provide authentic reading, writing, listening and speaking* experiences in which students will learn and apply skills, as well as gain pleasure from reading, thereby developing lifelong reading habits.

The District shall:

  1. maintain and update a language arts curriculum based on current standards, benchmarks, and best instructional practices;
  2. place primary responsibility for instruction with the classroom teacher  and will be systemic and occur at all academic levels and in all content areas ;
  3. set expectations for student progress and establish the methods to monitor such progress;
  4. provide supportive services, including remedial reading assistance, through appropriate staff;
  5. provide programs for staff development through the auspices of the Staff Development Office and the Literacy Development and Support Office;
  6. review instructional offerings and provide appropriate programming through an overall development program that encompasses phonemic awareness, phonics, word identification skills, vocabulary development, study and research skills, comprehension, and reading appreciation;
  7. involve parents/guardians in home-school partnership efforts to help students reach their reading potential;
  8. report the status of District achievement annually and work with individual schools to document building level programs; and
  9. evaluate and report on the District reading program through School Board reports.

*added per best practices in literacy instruction

Green Bay Area School District

Board Policy 342.4

Programs for Children at Risk

The Green Bay Area Public School District will make every reasonable effort to help each student learn the necessary skills, concepts, and content of the courses in which he/she is enrolled. Staff members are expected to employ personalized instructional methods and utilize a variety of resources in providing assistance to help students attain the District curricular benchmarks.

For those children experiencing more severe difficulties and identified as “at risk,” the Board shall establish supportive programs to turn them into children of promise. Programs designed to prevent the development of difficulties and to remediate identified obstacles to school success shall be emphasized.

Current Wisconsin Administrative Code (PI 25) defines children at risk as pupils in grades 5 to 12 who are at risk of not graduating from high school because they are dropouts, or are two or more of the following:

School staff shall be alert for any student who is experiencing or has a history of excessive absenteeism; underachievement or poor classroom performance; behavior, social, emotional, or psychological problems; or who has experienced a traumatic event that may adversely affect him/her.

All programs developed for children at risk shall be designed to

  1. improve and expand educational opportunities for these children on an individualized basis;
  2. provide alternative courses or program modifications which satisfactorily meet the school district graduation requirements;
  3. encourage parental involvement;
  4. encourage cooperation with community support service agencies.

Students shall be identified and referred to these programs in accordance with state regulations and guidelines established by the administration. An annual report concerning children at risk shall be made to the Department of Public Instruction as required.

Green Bay Area School District

Board Policy 342.9

Programs for English Language Learners

The District shall provide appropriate programs and services for students enrolled in District schools who possess limited or no command of the English language. The purpose of these programs and services will be to help students acquire English language skills that will enable them to function successfully in an all English classroom and to meet established learning standards and benchmarks.

English Language Learner (ELL) students shall be identified as part of the school enrollment process. Once identified, their English proficiency shall be assessed, they shall be classified according to their English proficiency level and they will be placed in an appropriate educational program. Specialized instructional materials and techniques designed to teach English to speakers of other languages shall be used in the District. The degree of curricular and instructional modification, type of supportive services and their duration shall be determined individually and be based on the student needs. ELL students shall be provided with full access to supportive services available to other students in the District.

If a sufficient number of the ELL students identified are of the same language group to meet statutory requirements, the Board shall establish and implement a bilingual-bicultural education program as required by state law. The program shall reflect the cultural background of the ELL students and may include instruction intended to improve the skills of such students in the use of their native language for the purpose of enabling them to become proficient or advanced in all subject areas.

The District shall assess the English proficiency and academic progress of ELL students in accordance with legal requirements and established District procedures. Decisions regarding the administration of state-required tests to ELL students shall be made on a case-by-case basis. The District shall administer state-required tests to an ELL student unless a determination has been made that the results of the test, with allowable accommodations made for the student as needed, will not be valid and reliable indicator of the student’s academic knowledge and skills. Any ELL student exempted from taking a state-required test shall be administered an alternative assessment approved by the Department of Public Instruction. The results of both state-required tests and alternative assessments shall be used consistent with District policies in making instructional, promotion and graduation decisions. Test results may not be used as the sole criterion in re-classifying an ELL student from a bilingual-bicultural education program or in determining grade promotion, eligibility for courses or programs, eligibility for graduation or eligibility for participation in postsecondary education opportunities. Exemption of an ELL student from taking a state-required test may also not be used as a sole criterion for making such a determination.

Parents/guardians of ELL students shall be notified of student testing arrangements and of educational programs and services available to help their children improve their English language skills and academic achievement. These notifications shall be made consistent with legal requirements and in such a manner as to ensure that the student’s parent/guardian understands them.