Language Policy

I. Purpose

At Franklin Middle School (FMS), we believe :

a.  Language development is a part of every aspect of a student’s day and every person at FMS contributes to the development of language learning. 

b. Language learning includes reading, writing, speaking, and listening. 

c. The importance of learning additional languages helps develop the whole student. 

d. FMS honors and understands the value represent in our community and staff diversity

II. Language Profile

a. English is the language of instruction.

b. Language B students in French or Spanish are placed in accordance with district policy 342.9

c. English, Spanish and Hmong tend to be the primary languages fluently spoken in the home..  

III. Definitions

a. Mother-Tongue/Home Language 

i. Student’ first language learned

ii. Student’s prominent language used outside the school.

b. Second Language or Language Acquisition 

i. Language Acquisition describes the language learned subsequent to a first language

ii. The  goal of  language acquisition is accessing the language with competency outside of the classroom.

c. Multi-Langauge Learners (MLL) 

i. MLL  instruction is provided to those students for whom English is not the student’s first language. An assessment by MLL teachers will determine proper placement

V. International Baccalaureate: Middle Years Programme (MYP)

a. Primary Language Instruction 

i. English is the language of instruction.

ii. FMS  provides a balanced literacy program for all our students in accordance with Common Core State Standards

iii. All students have a goal to  develop English fluency.

b. Language Acquisition (LA) Instruction 

i. Language Acquisition in Spanish and French is offered to students based available state certified staff.

ii. Language Acquisition celebrates the cultural diversity of our student body and community. 

iii. Language Acquisition supports students as they achieve bilingual proficiency. 

iv. Language Acquisition is sustained in the same language for all three years of the programme. 

v. Student placement in Language Acquisition courses is determined on an individual basis, teacher recommendations and availability of state-certified staff. 

vi.  Students required to enroll in Literacy Remediation courses will not take a Language B in accordance to state standards.

vii. Transfer students to FMS during the school year will be placed into LA appropriate 

viii. MYP 1 transfer students are enrolled in Introduction to Spanish and Culture or Introduction to French and Culture courses unless individual assessment of language skills suggests higher placement.

c. Language Acquisition Continuum

i. FMS Language Acquisition programme is a continuation of the curriculum that begins at our Primary Years Programme (PYP) that supports the long-term goal of language B fluency.

ii. Students continue in the Diploma Programme School to further their knowledge, skills, and cultural awareness of Language Acquisition.

V. Mother-Tongue/Home Language Support

a. FMS supports students and families whose primary language is other than English. 

b. FMS encourages the development of their mother tongue and culture both at home and at school. 

c. FMS encourages students and families to share their language and cultures during the school day. 

d. Materials are available in the Library Media Center and on the school website in multiple languages.

e. All documents and report card comments are provided in English and Spanish to our school community. 

f. Signage throughout the school is in multiple languages.

g. FMS uses various resources to communicate with families in their language of choice. (e.g. Talking points, Language Line)

h. Translators are provided for all teachers and parents/guardian  interactions.

VI. Constructed Responses:

a.  All teachers promote language development within their curriculum.

b. All teachers use academic language and vocabulary  in conversations and constructed response writing to aid students in learning content.

VII. Professional Learning on Language Policy

a.  All teachers will receive yearly training and review on our language policy.

b. All new teachers receive additional professional learning on our language policy.

c. All literacy professional learning will be documented by our literacy coach.

VIII. Informing community

a. Parents and guardians will be informed about our language policy at our fall open house, Community Network meetings, and it will be addressed in our school newsletter. 

b. Parents are invited at open house and IB information sessions to participate on the language policy team.

c. Student council members are updated yearly and are invited to participate on the language policy team.

d. FMS language policy is available on the school's website.

IX. Review Committee

The Language Policy committee:

a.  reviews, supports, and adapts the FMS Language Policy.

b. Ensures FMS Language policy meets the needs of all our students. 

c. provides an annual report to the staff and community.

X. Green Bay Area School District Board Policies

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 based best practices in literacy instruction 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.