281—60.2(280) School district responsibilities.
	60.2(1) Student identification and assessment. A school district shall use the following criteria in determining a student’s eligibility:
	a. 	To determine the necessity of conducting an English language assessment, the district includes a home language survey as part of the registration process. If the answers to the home language survey indicate the prominent use of another language in the home, the student is assessed by the district using the state-approved English language proficiency screener assessment to determine eligibility for language development services. A student scoring proficient is not eligible for services. If a student does not score proficient on the screener assessment, the student is determined to be an English learner.
	b. 	The student is assessed annually on the state’s approved summative English language proficiency assessment aligned to the state’s English language proficiency standards in order to determine progress and attainment of English. A consistent plan of evaluation that includes ongoing evaluation of student progress will be developed and implemented by the district for each student so identified.
	60.2(2) Staffing. Teachers in an English as a second language (ESL) program will possess a valid Iowa teaching license and an ESL endorsement.
	60.2(3) English learner placement. Placement of students identified as English learners will be in accordance with the following:
	a. 	Content classes. Students will be placed in classes with age-appropriate peers. Students will be provided instructional strategies to support content learning at all levels of language proficiency.
	b. 	English learner program placement.
	(1)	Students enrolled in a program for English learners receive systematic English language instruction designed to allow meaningful access to the district’s educational programs.
	(2)	When students of different age groups or educational levels are combined in the same class, the school ensures that the instruction given is appropriate to each student’s level of educational attainment. Programs will be research-based and grounded in sound language acquisition theory.
	(3)	A program of bilingual instruction may include the participation of students whose native language is English.
	(4)	A student exits the English language development program upon scoring proficient on the state-approved annual summative English language proficiency assessment.
	(5)	All district instructional staff and area education agency (AEA) staff responsible for implementing the educational and instructional models defined in rule 281—60.1(280) receive such professional development as may be necessary to implement those educational and instructional models. Such professional development is delivered in accordance with 281—Chapter 83, including qualification of providers. In determining whether providers meet the standards in 281—Chapter 83, the following nonexhaustive factors may be considered, as they are relevant to the particular professional development to be provided:
	1.	ESL endorsement or equivalent;
	2.	Five years of ESL teaching experience; or
	3.	A graduate degree in teaching English to speakers of other languages or in a related field.
	60.2(4) Research-based educational and instructional models. Districts will utilize research-based educational and instructional models as defined in rule 281—60.1(280) with English learners so that such students may acquire English proficiency and meet high academic standards.
[ARC 7424C, IAB 12/27/23, effective 1/31/24]