The LIEP program in LCPS provides support to students working toward English proficiency in listening, speaking, reading, and writing. It is a multifaceted, structured program that offers students support in both social and academic English language development, as well as content area instruction.

Eligibility for LIEP services is determined through the state-approved WIDA screening tool which measures students’ English language development in four domains: listening, speaking, reading, and writing. For students found eligible for LIEP services, these assessments also assist teachers, students, and families with placement and scheduling decisions.

For students who are eligible for LIEP services, Kindergarten through Grade 12, teachers use a variety of specialized, age-appropriate, high-interest materials to facilitate student learning. Students are provided services in models that best fit the linguistic level of each student while not compromising the grade level content and rigor. Likewise, service models are differentiated to best meet individual student needs in the most inclusive environment. This combination of specialized language instruction and interactions with English dominant speakers is consistent with research in how a new language is best learned. The academic and linguistic needs of EL students differ widely. As such, specific LIEP services vary, but may include the following:

• Content Classes with Integrated ESL Support – ELs simultaneously develop core academic content knowledge and English proficiency through LIEP services provided to ELs individually or to small groups of ELs within the mainstream classroom. This model may include collaboration between the classroom and LIEP teachers.

• Dual Language – ELs and non-ELs are placed in the same classroom to develop academic proficiency in both the primary language and English as well as promote cultural competency. Both the primary language and English serve as the language of instruction.

• English Language Development (ELD) – LIEP services are typically provided outside of the mainstream classroom to individual ELs or ELs in small groups who may be clustered by proficiency level; may include Sheltered EL classes. 

• Newcomer Program – Designed for students who are newly arrived in the U.S. to acquire beginning English language skills as well as core academic content while acculturating to the U.S. school system. LIEP services are typically provided outside the mainstream classroom to individual ELs or ELs in small groups who may be clustered by proficiency level. This model may include Sheltered or Self-contained EL classes.

Parent(s)/guardian(s) have the right to:

1. “Opt-out” their student from LIEP services at any time during the school year;

2. Re-enroll their student in LIEP services at any time during the school year; and

3. Choose other LIEP models for their student with the assistance of their student’s school-based EL team

Parent(s)/Guardian(s) who would like to opt-out their student from LIEP services should request a meeting with the EL committee at their student’s school. The committee convenes to discuss the LIEP services available to the student, the family’s concerns, and ensure full disclosure of services and benefits of participation. 

It is important to note that if a family decides to opt-out their student, they are only opting the student out of direct services for that school year. Students are still required to participate in the ACCESS for ELLs assessment and may still receive any accommodations determined appropriate by the EL committee.

Students eligible for LIEP services may also be eligible to receive services from other LCPS programs, for example, Gifted and Talented, Title I, Athletics and/or Fine Arts.

If your student is determined to have a disability, LIEP services will be provided in coordination with your student’s Individualized Education Plan (IEP) or a 504 Plan.

Students found eligible for LIEP services participate in the ACCESS for ELLs assessment annually to measure the student’s English language progress. The results of this assessment will be available via ParentVUE at the end of the school year.  The four language domains of listening, speaking, reading, and writing are incorporated into the state’s definition of “proficient” in English through the WIDA ELD standards.

ELs will be considered proficient when they earn a composite score of 4.4 or above on the ACCESS for ELLs assessment. ELs who have met the proficiency criteria will be considered Monitor for two years, during which time their academic achievement will be monitored.

ESEA, as amended by ESSA requires schools, school divisions and states to make progress in high school graduation of their students. The Federal Graduation Indicator long-term goal for all students is 84%. For the 2023-2024 assessment year, the goal for the EL subgroup is 77%.

A general description of each English language proficiency level according to the WIDA Performance Definitions is listed below. Additional details can be found in the following two documents: WIDA Performance Definitions: Expressive and  WIDA Performance Definitions: Receptive.

• Words, phrases, or chunks of language;

• Single words used to represent ideas;

• General content-related words and everyday social or instructional phrases;

• Simple questions or declarative sentences; and 

• Simple grammatical constructions and single statements or questions

• Multiple related simple sentences or phrases; 

• Emerging expression of ideas;

• Compound/formulaic grammatical structures with repetitive sentence patterns across content areas;

• General content words and expressions, including cognates; and

• Social and instructional words and expressions across content areas

• Short and some expanded sentences with emerging complexity;

• Related ideas specific to particular content;

• Compound and some complex grammatical constructions;

• Specific content-area language and expressions; and

• Words and expressions with multiple meanings across content areas

• Short, expanded, and some complex sentences;

• Organized expression of ideas with emerging cohesion related to a particular content area;

• Compound and complex grammatical constructions;

• Specific and some technical content-area language; and

• Words and expressions with multiple meanings using collocations and idioms across content areas