ESOL Overview

ESOL Overview

Fall 2013

Terminology

ESOL - English to Speakers of Other Languagesthis term is used to describe the

program

EL – English Learnerthis term is used to describe the

students

ELP – English Language Proficiency

Terminology Continued

EL-Y – currently in ESOL program

EL-M1 – monitored first yearexited <1 full year

EL-M2 – monitored second yearexited <2 full years

EL-F – formerexited more than 2 years

Home Language Survey

Upon enrollmentUsing the 3 questions :

What is the first language this child learned to speak?

What language does this child speak most often of school?

What language do people usually speak in the child’s home?

How are ELs identified?

• Students who answer "English" to all three questions regarding home/native/first language are labeled as native English speakers and are not eligible for Georgia's ESOL program.

• Students who state a language other than English to any of the three language questions must be assessed for ESOL services.

English Language Placement Assessment W-APT

• Assess and place within 30 days of enrollment if enrolled at the beginning of the school year

• Assess and place within 10 days of enrollment if after school begins

• Children need to begin ESOL services within that first week if at all possible

Assess to Full Curriculum

• Students need to be included in academic study that fits their needs

• Students need to be included in music, art, and physical education

• Modifications are to be made in all classes for active ELs and for the students whose parents have waived services

• ELs should be included in Special Education , Quest, and enrichment as appropriate

Parent Communication

• Some parents need interpreters to help them communicate with the school. These parents will be identified by a NESP (Non-English Speaking Parent)flag in Infinite Campus.

• We have many NESP parents whose children are not in the ESOL program, so please check your rosters on Infinite Campus before scheduling meetings.

• If you notice parents who need assistance that we have not identified, please let us know as soon as possible so that we can make the appropriate corrections.

Parent Conferences

• Always invite the ESOL teacher.• If the parents are identified as NESP,

schedule an interpreter to attend the meeting, too.

• If this is a general parent conference, the interpreter can be a friend of the family, another teacher, etc.

• If it is an IEP, SST, RtI, or retention meeting, an official interpreter needs to be there. Your principal or designee is responsible for scheduling the interpreter..

Our ESOL Program

• Collaborative – schools with < 7 students or high school students with scheduling conflicts

• Pull out – Elementary School• Sheltered content – High School• Scheduled ESOL classes - Middle

/ High School• ESOL has it’s own curricula and

program goals in addition to the state’s ELA CCGPS.

Establishing an Effective Classroom for ELs• Make classroom activities

structured and predictable• Focus on communication, not

errors• Give students responsibility

for their own learning• Make learning relevant to the

students' experience

Effective Instruction Continued

• Provide opportunities to work with peers

• Use native language when practical

• Monitor and adapt speech to ELL students

• Combine your expertise with that of other teachers

Effective Instruction Continued

• Use facial expressions, gestures, body language

• Speak slowly and clearly• Use longer pauses between

phrases• Use shorter sentences with simple

syntax• Stress high frequency vocabulary;

repeat and review• Watch for comprehension and be

ready to repeat or restate

Language in the Classroom• Use word wall and visual support• Preread word problems or questions

to identify possible difficult vocabulary terms to preteach• i.e. acre, yield, bushel, convert, etc.

• Encourage EL students to use bilingual dictionaries

• Remember, a strong vocabulary is essential to success in school. No student—native speaker of English or English learner—will be able to reach high state standards without it.

English Language Proficiency

• Students must be assessed annually

• Georgia uses the ACCESS for ELLs

• The ACCESS is given to all active ELs (EL-Y)

• Used to figure AMAOs• Not to be given to Monitored or

Former EL students

Standardized Tests

• ELs in their first year in a US school are exempt from the English language arts/writing assessment, but they must take the math and science portion of the CRCT. This is a one time exemption.

• High school ELs who are enrolled in a course with an EOCT must take the EOCT, with no exceptions.

Testing Continued• ESOL students and those students

exited from ESOL for less than two years may have testing accommodations.

• An EL Testing Participation Committee decides what accommodations each individual student needs. This is updated annually.

• These testing accommodations must available for all tests in all classes.

Infinite Campus

• Current ESOL, EL-M1, and EL-M2 students have the EL flag. The flag also includes the most recent testing and instructional accommodations.

• The Assessment tab has all of the ACCESS scores for our continuing and former ESOL students.

How do I know if I have ELs?

ESOL Information on IC

Testing Accommodations

• Accommodations for standardized tests may include:

• Using a bilingual dictionary• Extended time• Reading the test in English

including all prompts and instructions

• Small group administration

But what if…• The child has been here, but …• He/she speaks English really well, but…• He/she was born here, but …• He/she doesn’t speak any Spanish, but…• Refer them to us he or she…• May need to re-enter the program• May need RtI scrutiny• May have had interrupted schooling• May need other services

This year (SY 2014) at least 53% of the students must have a positive movement from one performance band to the next performance band.

Factors for Success

Performance Band

ACCESS-Composite Score

Performance Point Range

I 1.0 – 2.2 1.3

II 2.3 – 3.3 1.1

III 3.4 – 3.9 0.6

IV 4.0 – 4.3 0.4

V 4.4 – 4.6 0.3

VI 4.7 – 4.9 0.3

VII 5.0 – 5.2 0.3

VIII 5.3 – 5.5 0.3

IX 5.6 + N/A

Monitoring

• They may ask:• How have you used the ACCESS

scores of your students to differentiate your instruction?

• How do you use the CRCT, EOCT, GKIDS, and/ or GHSGT of your students to differentiate your instruction?

• What instructional resources and supplementary materials have you used with your ELs?

Monitoring Continued

During the observation they will be looking for evidence that the teacher has:• A clear understanding of CCGPS

by appropriately planning what the students are expected to know, understand, and do in the grade level and content area.

Monitoring• A clear understanding of the WIDA

ELP standards by appropriately planning for what students can do based on English proficiency levels and instruction clearly supports language development.

• Lesson plan indicates inclusion of instructional strategies and differentiated activities for ELs in general education setting.

• Teacher effectively communicates content and language objectives that reflect a standards-based classroom.

ELP Standards

Can Do Descriptors

ACCESS Scores

No Time to Lose

Migrants most at-risk of the at-risk

All ELs and Hispanics at-riskLess than 50% chance of

graduating if ever retainedBehind in academicsNeed academic vocabularyNeed to experience success

We may be able to help.

• Are there certain standards, key concepts, vocabulary or skills, that your ELs just don't get, no matter what you have tried, so they score lower on the state tests than their native-English speaking classmates?

• Because if there are, we can focus on those areas.

Contact Information

Karen PateDirector of Federal Programs/ESOL

[email protected]

Erin OrtizESOL Lead [email protected]

ESOL TeachersAdrian Stewart

[email protected] Ingram

[email protected] Mullins

[email protected] McClendon

[email protected]

ESOL Teachers Continued

Lisa [email protected]

Kim [email protected]

mRachel Herman

[email protected]

Questions

Documents

ESOL Overview