Mrs. Lillian L. Morgan

                                      Director of ESOL

                 Rowan-Salisbury School System

                      Salisbury, N C 28144

        Welcome to the ESOL Education Program's Web Page.

           Parents and students will be able to access pertinent

                     school and community information.

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                   Rowan-Salisbury Schools

                  ESOL Program Overview

                     Program Philosophy

 The Rowan-Salisbury School System offers an educational program to meet the

needs of students who are English Language Learners in grades K-12. 

This program addresses two areas:  language acquisition and cultural adjustment.

The goal of the English as a Second Language (ESL) Program is to provide

students with the opportunity to develop communication skills in speaking,

listening, reading and writing, thereby enabling students to be successful within

the academic mainstream classroom.  North Carolina has adopted new English

Language Proficiency (ELP) Standards that are designed to address the needs

of ESL students to become fully proficient in both social and academic English. 

These standards are aligned to the newly adopted English Language Proficiency test. 

The ELP standards will provide a framework for teaching English language learners

in grades K-12.

The program will assist students through their cultural adjustment by helping

them develop an understanding of American Culture.  At the same time,

students will be encouraged to share their cultural backgrounds and realize the

importance of their role in a multicultural society.

The involvement of ESOL parents is strongly encouraged to provide support for

English language learners.  It is our belief, that parental support will impact

student academic achievement.  An ESOL Parent Resource Center was established

to provide parent training opportunities, educational instructional materials for use

at home, and access to computer technology.  A bilingual Parent Facilitator is available

to assist parents during the regular school term and in the summer as needed.

                            ESOL PROCEDURAL GUIDELINES

The following procedures have been established to meet the federal, state and

local requirements and to ensure consistent program operations that result in

high student achievement.

                                          PROGRAM PLACEMENT

The U.S. Office for Civil Rights, as well as, North Carolina State Board of Education

policy HSP-K000 (16NCAC 6D.0106) requires that a Home Language Survey (HLS)

be administered to all students upon initial enrollment.  The home language survey is

used to determine if the student is a language minority student.  If the answer to any

question on the HLS is “other than English,” the student is considered a language

minority student.  It is the responsibility of the principal/designee to make sure that

a home language survey be administered to all students K-12, regardless of the

language spoken, at the time the student is registered or is enrolled in school.

The SIMS manager will provide the ESOL teachers with a copy of the HLS and/or

a copy of the 804 report indicating students whose parent answered “other than

English.”  The ESOL teacher will meet with the new students to administer the

state adopted English language proficiency test, which is currently the WIDA-

ACCESS Placement Test (W-APT).  This test is a screener and assesses the

student’s English language ability in the areas of listening, speaking, reading,

and writing.  The ESOL teacher will check the student’s record for evidence of

participation in a previous ESL program before administering the test.  If the

student has a recent W-APT or ACCESS score, the student will not have to be

retested.  Teachers should contact the ESOL office if there is a question about

testing a new student.  Students who are identified as limited English proficient

(LEP) are eligible for ESOL program services and accommodations on the state

test.  Parents must be notified concerning their child’s test scores and participation

in ESOL.  If a parent refuses ESOL services, the student is still eligible for

accommodations on the state test.  Parents may not refuse testing to determine

English language proficiency.

                               INSTRUCTIONAL PROGRAM SERVICES

As mandated by law, public school student identified as Limited English

Proficient (LEP) should be placed in instructional programs designed to assist

them in becoming proficient in the English language and academic content

subject matter. 

ESOL students will receive daily English language instruction from an ESOL

teacher.  The daily ESOL instruction varies according to the level of English

language proficiency with the lowest level of English proficiency receiving the

most intensive instruction.  The goal of ESOL instruction is the development of

language proficiency through speaking, listening, reading and writing.

The ESOL curriculum is based on the NC WIDA English Language Proficiency

(ELP) Standards for ESL instruction.  The ELP Standards provide a framework

for instructing English language learners.  These standards are:

Standard 1 – English language learners communicate for Social and Instructional

purposes within the school setting

Standard 2 – English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Language Arts

Standard 3 – English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Mathematics

Standard 4 – English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Science

Standard 5 – English language learners communicate information, ideas and concepts

necessary for academic success in the content area of Social Studies

ESOL teachers will utilize the adopted level text to support daily instruction of

English language learners.  The ESL textbooks by level are Avenues –

Elementary, High Point – Middle School and Shining Star – High School. 

A pacing guide has been developed for use with each level.  The Pacing Guide

includes information on the five (5) WIDA Standards, ELP proficiency levels,

sample lesson plans and instructional strategies.

The ESOL and classroom teachers will determine the appropriate instructional

modifications for each student.  Modifications will be documented on the ESOL

Student Education Plan.

Instructional models will vary from school to school and from class to class. 

The instructional model depends on the student’s proficiency levels, the number

and distribution of students, staffing, and the school schedule.

The following models are used most often in Rowan-Salisbury Schools.

Pull-out (Elementary Schools) – The ESOL teacher instructs students outside the regular

classroom in an ESOL classroom.  Students may be pulled from the literacy block.  When

possible, avoid pulling students from math or physical education.  Time allotted for pull-out

varies.  Entering students should be seen more frequently in the pull-out model

Pull-out (Middle Schools) – ESOL students are pulled from the exploratory rotation for

ESOL service.

Inclass/Inclusion/Co-Teaching – The ESOL teacher instructs students in the classroom. 

This may include co-teaching the whole class, instructing small groups of students, or

modeling/guiding instruction for the classroom teacher.

Secondary ESOL (ESOL Elective) – ESOL instruction is provided within the student’s

regular class schedule.  One or more class periods each day are designated as ESOL. 

Classes may be arranged according to the student’s performance level.

Consultative – The student is instructed in the regular classroom and indirect ESOL

instruction/support occurs through other specialists; such as, Exceptional Children

teachers.  ESOL teachers will evaluate the progress of consultative students

quarterly using the ESOL Consultative Form.

                         GUIDELINES FOR SCHEDULING ESOL CLASSES

• Group students by English proficiency and literacy levels, not just by grade levels. 
• Combine students within age-appropriate groups, or mixed performance level groups.
• Try to avoid students from math, PE, or guided reading
• Use data to choose the instructioal model that best meets the needs of students and teachers schedules
• Schedule more time for newcomers during the day or week
• Schedule groups of students, not individual student classes
• Visit classrooms to identify students on the ESOL roster and new students who need to be tested.       
• This helps ESOL teachers to establish a relationship with classroom teachers.
• Have principal to approve the ESOL teacher’s schedule. 

                 DELIVERY OF SERVICES

The ESOL teacher will serve students on a regular consistent schedule.  ESOL services

may be delivered through pullout, ESOL Elective (High School), or inclusion (co-teaching). 

In the pullout program the ESOL teacher instructs students outside the general education

classroom in an ESOL classroom. The ESOL teacher and classroom teacher decide on the

best time to pull students for ESOL instruction.  Students may be pulled during the literacy

block when they are assigned to centers or other independent work time.  It is not

recommended to pull students from math instruction.  Time allotted for pullout instruction

varies and is based on individual student needs.  As an example, a beginning student may

spend a larger portion of the school day in ESOL.  Service delivery models in the middle

and high schools vary according to the school’s scheduling philosophy.  Some middle

schools have ESOL as part of the exploratory rotation and others implement a pullout model. 

In the exploratory model, a kind of pullout, the teacher may be responsible for giving the

student a grade.  At the high school level, ESOL is an elective course.  Students are assigned

to the class on a semester basis.  In some cases, lower proficiency students may take the ESOL

class for two semesters.  High school teachers may have a consultative period for students who

need services, but because of scheduling, are not assigned to ESOL.  Students who are assigned

to the ESOL class may also be served again during the consultative period.  In the co-teaching

model, both the ESOL teacher and regular classroom teacher share equal responsibility and

co-ownership of the classroom.  The ESOL teacher teaches the entire class, as does the classroom

teacher at regular intervals.  (See detailed description of Co-teaching in Section 10, page 97.) 

The co-teaching model may be implemented at the elementary, middle or high school levels. 

Training for teachers should occur before implementing the co-teaching model.  The school

administrator and ESOL teacher should be involved in assigning students to the ESOL program. 

The ESOL director and lead teacher will also have input in assigning students.  When possible,

students should be grouped according to proficiency levels in all program delivery models.

(See Section 10, page 98 for the LEP approaches in North Carolina)

School administrators and ESOL teachers will be provided an ESOL Eligibility list from the

ESOL office to assist with scheduling.  Questions concerning the eligibility list should be

expressed to the ESOL secretary or Lead teacher.

                       CONSULTATIVE STUDENTS

Some LEP students may be designated as consultative.  These students have

acquired enough language to remain in the mainstream classroom for instruction. 

The ESOL teacher and classroom teacher must review and consider the students

grades, language proficiency scores and other state tests such as, K-2 Assessment,

EOG & EOCs before identifying a student as consultative.  A Student Education

Plan is to be completed on consultative student, jointly by the ESOL and classroom

teachers.  The ESOL lead teacher must approve consultative students.  Consultative

students are to be monitored quarterly, by the ESOL teacher to ensure that the student

is making academic progress and modifications are being used.  If the student is

failing in the mainstream classrooms and it is determined by the ESOL and classroom

teacher that the problem is language related the student can be assigned to the ESOL

program.  The ESOL teacher uses the ESOL Consultative Form to document the student’s

progress each quarter.  This form and the Student Education Plan are to be placed in the

student’s manilla ESOL folder for reference.  If the student’s status changes from

consultative to served, the teacher will assign the student a red folder, indicating the

student is receiving direct ESOL services.  Consultative students will be assessed annually

with the state adopted English language proficiency test.

                       MONITORING EXITED STUDENTS

As required by federal law, exited students will be monitoring for two years.  The ESOL

teacher is responsible for providing the classroom teacher a list of exited students and the ESOL

Monitoring Checklist for Exited Students form.  The classroom teacher will complete this form

on exited students each semester.  Exited students who are experiencing difficulty may be considered

for ESOL services if language assistance is needed to help the student achieve academically. 

The ESOL teacher should also provide the classroom teacher strategies and materials to assist

with the instruction of exited students who are experiencing difficulty.  The monitoring forms

should be returned to the ESOL teacher at the end of the second semester.  These forms are to be

filed for future reference.

                                   STUDENT EDUCATION PLAN

A Student Education Plan (SEP) will be developed for all limited English proficiency students

including students who are consultative.  The ESOL and classroom teacher will jointly develop the SEP. 

The plan will identify the student’s instructional, environmental time, material modification, as well as,

state testing accommodations.  The SEP remains with the classroom teacher during the school year. 

The ESOL and classroom teacher should review and revise the SEP on a regular basis.  The SEP

should be placed in the student’s red or manilla folder at the end of the school year. 

                                                            EXIT CRITERIA

Exit criteria will be determined by the Department of Public Instruction based

on student performances on the WIDA ACCESS test.

                                     CLASSROOM TEACHER SUPPORT

The ESOL teacher and Lead ESOL Teacher will provide support for the regular

classroom teacher.  They will provide on-going training on such topics as, the

English language proficiency standards, classroom modifications, cultural awareness,

best practices, and student assessment data.  ESOL teachers should share information

at regular staff meetings, in grade level/department meetings or individually with teachers. 

Training and workshops are to be documented on the ESOL Classroom Training Form. 

ESOL teachers are expected to meet with classroom teachers on a regular basis.  They must

maintain a documentation file of teacher contacts.

ESOL teachers should attend the training provided by the curriculum coach at their school

to become familiar with the Systemwide Curriculum Focus areas.  The ESOL program will

provide systemwide training, Sheltered Instruction and WIDA English Language Proficiency

standards for ESOL and classroom teachers.

                                       TESTING GUIDELINES

All initially enrolled students whose Home Language Survey indicates another language

“other than English” will be assessed with the WIDA ACCESS Placement Test (W-APT)

within the first thirty (30) days of enrollment.  Limited English proficient (LEP) students will

be assessed annually with the ACCESS Test to determine progress in learning the English

language.  The Department of Public Instruction sets the testing window for the ACCESS.  

The Director of Testing and Accountability and ESOL Director will determine the testing

schedule, procedures for dissemination of testing materials and provide training on the

administration of the W-APT and ACCESS tests.

                                      RECORD KEEPING

The ESOL Teacher will maintain a RED folder or a Manilla folder on students identified

as Limited English proficient.  Students who receive direct services from the ESOL teacher

will have a red folder. A manilla folder will be maintained on consultative students and

students whose parents refuse services.

The following information is required to be included in the ESOL folder:  demographic sheet,

W-APT and ACCESS data, Student Education Plan, Parent Notification Letter, LEP consultative

form (consultative students only), informal student assessments, sample student work and progress

reports.

The red and manilla student folders are to be sent to the ESOL office when the student moves

within the Rowan-Salisbury School system or if the student leaves the district.

The ESOL teacher should maintain one folder for the forms of students who have exited the

program.   

                                           ELIGIBILITY LISTS

A central database of limited English proficient students will be maintained by the ESOL Secretary. 

The ESOL teacher will be provided an eligibility list for their school.  The list is to be updated monthly

by the ESOL teacher and submitted to the ESOL Secretary.  An eligibility list will be provided to the school

administrator to assist with scheduling ESOL classes.

                                          PARENT INVOLVEMENT

ESOL teachers are required to provide at a minimum two parent activities annually.  Parent involvement

activities should provide parents with information about ESOL program services, school routines and

training on how to support the education of their children at home.  Teachers must submit their parent

involvement activities to the ESOL Parent Facilitator.  The parent facilitator will assist teachers with

planning their parent activities and with securing materials.  A Parent Resource Center is available for

parents to check out instructional materials for use at home. The center offers a variety of parent

workshops throughout the year.

                                            PROGRAM  EVALUATION

The ESOL program will be evaluated annually by principals, teachers and parents to

ensure program effectiveness.  The ESOL program is expected to meet the Annual

Measurable Achievement Objectives (AMAOs) adopted by the State Board of

Education as required by the No Child Left Behind Act.  These AMAOs determine

the school district’s progress in helping LEP students learn English and reading and

math skills.

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In compliance with federal law, the Rowan-Salisbury School System administers

all educational programs, emploment activities and admissions without discrimintion

because of race, color, age, military service, disability, or gender, except where exemption is

appropriate and allowed by law.