ESOL INSPIRATIONS
March, 2009
In this issue:
Annual Measurable
Achievement Objectives
Through the Eyes of an ESOL Teacher
Strategies that are Effective for English Language Learners
Thank You for Your Support With the Access Testing.
New English Language Proficiency Levels
The Annual Measurable Achievement Objectives (AMAOs)
The No Child Left Behind Act (NCLB) of 2001 requires all states to set standards for the development of English language proficiency skills for children learning to speak English. State and federal statutes require the state to test students learning English each year. NCLB also requires the North Carolina Department of Public Instruction to annually review the performance of each school district that receives funds under Title III. The English language learners in these educational agencies must meet six targets each year as follows:
* Make progress in English language acquisition
* Attain English language proficiency within five years of entering the ESL program
* Meet the academic standard in Grade 3-8 End-of Grade Reading
* Meet the academic standard in Grade 10 Reading
* Meet the academic standard in Grades 3-8 End-of-Grade Math
* Meet the academic standard in Grade 10 Math
School districts that did not meet one or more of these six targets are required to notify the parents of English learners that not all targets were met.
Rowan-Salisbury ESOL students made wonderful progress in 2007-2008 but did not meet the following targets: grades 3-8 Reading proficiency, grades 3-8 Math proficiency and proficiency for students with five or more years in U.S. schools.
Not meeting the AMAOs proficiency or participation targets for two consecutive years in the same subject in the same grade span places a school district into Title III District Improvement. The district is required to develop an improvement plan that specifically addresses the factors that prevented the district from achieving the AMAOs. Based on the 2007-2008 AMAOs results, Rowan-Salisbury Schools was not identified for Title III District Improvement.
THROUGH THE EYES OF AN ESOL TEACHER
Have you ever wondered what requirements and responsibilities ESOL teachers have?
For one thing, you do not need to speak the varied languages of the students you teach. As a matter of fact, you don’t have to know any other language. However, to teach limited English proficient students, you must meet certain requirements and fulfill many responsibilities.
As an ESOL teacher, you must be certified in ESOL. The certification program requires coursework in language acquisition methodology and cross-cultural communication. It also trains candidates in tolerance, patience and sensibility to other cultures and backgrounds.
In addition to requirements, ESOL teachers have many responsibilities. For instance, they are responsible for the learning process that takes place during a student’s language acquisition.
Writing language and content objectives in their daily lesson plans is a must for ESOL teachers whose job is to teach the language through the five WIDA Consortium Standards - Social and Instructional Language, the Language of Language Arts, the Language of Math, the Language of Science, and the Language of Social Studies. They are to follow the LEP Standard Course of Study Guide for instruction, as well.
Another responsibility of the ESOL teacher is to ensure that LEP students receive instructional and testing modifications provided on the Student Educational Plan, which is completed jointly by the ESOL and classroom teachers. The SEP must be signed by both, ESOL and classroom teacher at the beginning of the year, or at the beginning of each semester in the case of high schools. LEP modifications is not an option. It is the LAW.
Parent involvement in the child’s education is another responsibility of ESOL teachers. There is constant communication between parents and these teachers, as they are the liaison between parents and the school.
Student accountability is an ESOL teacher’s responsibility as well. They must administer a yearly test to measure the student’s English language proficiency.
ESOL teachers need to plan and work collaboratively with classroom teachers to ensure success of our ESOL students.
These are a few of the many tasks and responsibilities of an ESOL teacher. A more detailed list of duties and responsibilities is located in the ESOL Teacher’s Handbook.
STRATEGIES THAT ARE EFFECTIVE FOR
ENGLISH LANGUAGE LEARNERS
The SIOP model incorporates instructional strategies pertinent to each of the eight components- Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, Review/ Assessment.
One way you can help English Language Learners to acquire language skills using the SIOP model is by writing language objectives- along with the content objectives, when planning your lessons. It will help any student who struggles with academic language needs.
Linking concepts to students’ background is another way, within the SIOP to help English Language Learners feel successful. When students have the opportunity to link concepts to past learning, they are eager to share their experiences bringing with them a whole new perspective to both- the teaching and the learning events.
SIOP strategies help teachers in mainstream classrooms scaffold content and language learning and will benefit all students, regardless of their level of English proficiency level or their learning skills.
The following strategies were taken from the resource book 99 Ideas and Activities for Teaching English Learners with the SIOP Mode1.
1. The Insert Method
2. SQPRS
3. T-Chart Graphic Organizer
4. Dinner (Tea) Party
For a full description of these and more activities, you can visit the ESOL website or you can ask ESOL teachers to help you understand how to adapt the content area curriculum to the language needs of the ESOL students using SIOP activities, strategies and lesson plans.
THANK YOU FOR YOUR SUPPORT WITH THE ACCESS TEST
The ESOL staff and director Mrs. Lillian Morgan, want to recognize the efforts made by School administration, classroom teachers and Testing Coordinators/Guidance Counselors during the annual testing of limited English proficient (LEP) students with the ACCESS test. Special thanks to Mr. Colby Cochran, Director of Assessments and Accountability Services, and Mrs. Denise McCorkle, Administrator’s Assistant, for the organization of the entire process It took all of us to ensure a smooth and successful test administration.
LANGUAGE PERFORMANCE DEFINITIONS
AND PROFICIENCY LEVELS
Following are the new English language proficiency levels and definitions. They replace the former terms: novice low, novice high, intermediate low, intermediate high, advanced and superior. DPI will develop new exit criteria for LEP students based on multiple criteria.
6-Reaching
specialized or technical language reflective of the content areas at grade level
a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
oral or written communication in English comparable to proficient English peers
5- Bridging
specialized or technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports
oral or written language approaching comparability to that of proficient English peers when presented with grade level material
4-Expanding
specific and some technical language of the content areas
a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support
3-Developing
general and some specific language of the content areas
expanded sentences in oral interaction or written paragraphs
oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2-Beginning
general language related to the content areas
phrases or short sentences
oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support
1-Entering
pictorial or graphic representation of the language of the content areas
words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support
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INSPIRATIONS
APRIL 2009
Promotion and Retention of Limited
English Proficient Students
When considering retaining students including limited English proficient (LEP) students, teachers should refer to Rowan-Salisbury Schools and North Carolina Student Promotion and Accountability Policy 6-17.
SECTION A - STUDENT PROMOTION STANDARDS
The Rowan-Salisbury Board of Education believes all students are capable of learning and should have an opportunity to learn based on their needs, interests, and abilities. The board believes that an effective educational program establishes high academic standards for all students, expects high levels of student achievement, and provides for continuous progress of students from one level of study to the next. The board also believes that accountability for effective public education must be shared with parents.
The school principal has ultimate responsibility for promotion/retention decisions in accordance with N.C. General Statute 115C-288. Teachers are responsible for early identification of students who are at risk of not meeting local or state promotion standards and for seeking assistance from appropriate resource personnel. If retention is a possibility, the teacher of the student shall inform the parent or guardian in writing before the end of the third grading period.
The decision on the promotion of a student in Grades K-8 shall be made by the professional educators, in collaboration with the parent or guardian of the student in question. A recommendation for retention should be based on consideration of the following factors: 1) classroom performance of the student in relationship to his/her academic ability and/or exceptionality; 2) chronological age and physical size; 3) attendance; 4) performance on state and local tests; and 5) potential success at the next grade level; 6) number of previous retentions.
Language cannot be the single factor that determines the retention of an LEP student. The law states that if any student does not achieve the established academic level due to the lack of English Language skills, he/she will not be retained. Retention of LEP students will not facilitate English language acquisition. The process of language acquisition should occur at all grade levels. There must be documentation that language is not the reason for the retention.
Suggested Discussion Questions to Guide
Promotion or Retention of LEP Students (WCPSS)
- What is the student’s birth date?
- How does his/her age compare with that of classmate’s ages?
- Has this student been retained in the past?
- What is the student’s attendance record?
- What is the student’s latest English Language proficiency scores? (IPT, W-APT, ACCESS) How does this compare with the student’s previous score?
- How long has the student lived in this country?
- What is the dominant language spoken at home?
- What are the subject areas in which the student is experiencing difficulty? Could any of these difficulties be related to second language issues?
- How has the student scored on the latest modified classroom assessments?
- Has the student made progress this year? What types of strategies have been used with this student? What strategies have worked?
- How would retention benefit this child? Would the advantages of another year outweigh the disadvantages cited in numerous studies on retention?
- Do we have sufficient evidence to conclude that the student’s academic difficulties are NOT related to language?. (Must document that language is not the single factor for retention.)
- Are there interventions that can be used next year or over the summer in place of retention?
- Do we have any other relevant information that would help us to make this decision?
Research Findings on Retention
- Retained students do poorly on follow-up measures of social adjustment, attitude toward school, and attendance.
- Children perceive retention as a punishment.
- Dropouts are 5 times more likely to have repeated a grade.
- Only 9 of 63 studies on retention showed positive results. Benefits diminish over time.
- Retention in the early elementary grades especially before second grade, is harmful.
- Repeating a grade does not comply with age-appropriate placement law.
- Each year that a student repeats, it costs the state and local government over $7,500.
- Rates of retention in K-3 has more than doubled in NC since 1992.
WHAT ARE SOME ALTERNATIVES
TO GRADE RETENTION?
Students who do not make adequate progress throughout the year towards English language proficiency may benefit from one of the following:
Remedial help
Before and After school programs
Summer school
Use of instructional aides within the mainstream classroom
Peer tutoring
Cross-age tutoring
Placement in next grade with “individualized” education plan
Building on what a student CAN do—challenge each student to go to the next level
WIDA ENGLISH LANGUAGE
PROFICIENCY LEVELS
1-Entering
2-Beginning
3-Developing
4-Expanding
5-Bridging
6-Reaching
English Speakers of Other Languages
Rowan-Salisbury School System
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