ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL) PRINCIPALS MEETING SEPTEMBER 27, 2018

LET’S LEARN ANOTHER LANGUAGE… MAGANDANG HAPON PO! AKO PO AY SI _______ ANG GUAPA MO! ANG GUAPO MO! YVONNE MITCHELL TAGALOG

WHAT IS ESOL? A Federal and State Core Curriculum  LEA's must meet TITLE III laws and requirements Goal – for students to meet academic standards and achieve language and academic proficiency Students = ELs – English language learners

IF YOU WERE AN ENGLISH LEARNER IN YOUR SCHOOL, WHAT WOULD YOU LIKE ABOUT YOUR SCHOOL?

The Supreme Court Law: Plyler v. Doe, 457 U.S. 202 (1982), “…that a State may not deny access to a basic public education to any child residing in the State, whether present in the United States legally or otherwise.” We are here to teach all students.

OCSD 5 ESOL HISTORY… 1998 – 13 STUDENTS 2018 – 153 STUDENTS 1 TEACHER 6 languages 2018 – 153 STUDENTS 4 TEACHERS+ 1 INTERPRETER 6-9 languages

About 1 of every 10 students in the US public school is an ENGLISH LEARNER (EL)

FAST FACTS ABOUT ELS 42,480 = number of ELs in SC 6,466 = OCSD 5 SS 5.6% of total public school enrollment in SC 6,466 = OCSD 5 SS 153 = ELL students in OCSD 5 2.4% of total enrollment ELLs in 2015 was 9.5 percent, or 4.8 million students. FAST FACTS ABOUT ELS

LANGUAGES IN OCSD5: SPANISH GUJARATI CHINESE VIETNAMESE MICRONESIAN FRENCH RUSSIAN DOVER=5 MELL= 7

Participation in ESOL PROGRAMS helps ensure that ENGLISH LEARNERS attain English proficiency and meet the same academic content and achievement standards that all students are expected to meet.

Participation in ESOL Program can improve students' English language proficiency, which in turn has been associated with improved educational outcomes.

WE WILL HAVE THE TITLE III AUDIT THIS YEAR!

THE STATE OF THE ESOL PROGRAM IN OCSD 5 14 schools (INCLUDING HSHP) have ELS ELLS receive ESOL language development services from the ESOL TEAM, plus academic assistance PUSH IN AND PULL OUT Services Mainstream Teachers have received ACCOMMODATIONS for ELS (must match the needs of ELS)

1. All Students complete the hls – home language survey TITLE III MANDATES : Identify and assess EL students in need of language assistance in a timely, valid, and reliable manner. 1. All Students complete the hls – home language survey 2. Give ENGLISH LANGUAGE PROFICIENCY ASSESSMENT (WIDA SCREENER/WAPT) within 10 days 3. Place students in appropriate ESOL SERVICES

5. EL are included in STANDARDIZED TESTING – with ACCOMMODATIONS TITLE III MANDATES : Provide EL students with a language assistance program – ESOL - that is educationally sound and proven successful. 4. TEACHERS must be aware and apply WIDA STANDARDS – ESOL STATE STANDARDS 5. EL are included in STANDARDIZED TESTING – with ACCOMMODATIONS 6. ELLs are given ACCESS, an English proficiency assessment in the Spring. (EXIT SCORE = 4.4)

TITLE III MANDATES : PROFESSIONAL DEVELOPMENT, PARENT ENGAGEMENT, COMMUNICATION 7. ESOL PROFESSIONAL DEVELOPMENT MUST BE PROVIDED TO ALL STAFF 8. SCHOOLS MUST ENSURE PARENT ENGAGEMENT AND PARTICIPATION 9. ENSURE THAT COMMUNICATION TO FAMILIES ARE IN THE LANGUAGE THEY CAN UNDERSTAND (USE OF INTERPRETER)

Encourage teachers to use 1. USE OF VIDEOS 2. INCORPORATE GAMES IN LESSONS 3. GIVE LOTS OF ORAL COMMUNICATION PRACTICE 4. READ ALOUD, USE A VARIETY OF RESOURCES 5. TRANSLATE TEXTS IF POSSIBLE – GOOGLE TRANSLATE 6. USE COOPERATIVE LEARNING STRUCTURES 7. USE TECHNOLOGY 8. MODEL GOOD COMMUNICATION 9. TEACH ACADEMIC LANGUAGE 10. USE AUTHENTIC COMMUNICATION 11. SCAFFOLD, DIFFERENTIATE, MODIFY, AS NEEDED Encourage teachers to use RESEARCH BASED INSTRUCTIONAL STRATEGIES IN TEACHING ENGLISH LANGUAGE LEARNERS

Make sure you and your teachers …..…. 1. KNOW your students. 2. BE AWARE of their social and emotional needs. 3. INCREASE your understanding of L1 AND L2. 4. Students need to SWRL – SPEAK, WRITE, READ, and LISTEN EVERYDAY. 5. INCREASE your understanding of ENGLISH LANGUAGE PROFICIENCY – BICS VS. CALP 6. KNOW the language of the CONTENT being taught. 7. UNDERSTAND language assessments (ACCESS). 8. USE AUTHENTIC VISUALS AND MANIPULATIVES. 9. USE STRATEGIES that match LANGUAGE PROFICIENCY 10. COLLABORATE to CELEBRATE! Make sure you and your teachers …..….

KNOW THAT OCSD 5 ESOL PROGRAM Monitor and evaluate EL students to ensure their progress with respect to acquiring English proficiency and grade level core content; Exit EL students from ESOL when they are proficient in English, and monitor exited students to ensure they were not prematurely exited and that any academic deficits incurred in the language assistance program have been remedied; Exited students will be monitored for 4 years to ensure that they meet state standards and are academically successful.

Remember …. It takes the whole school, including administrators (not just ESOL TEACHERS) to address English language learners. English language learners are within the school and school system, not just in a “program”. It takes educators willing and able to give differentiated instruction to meet the needs of English language learners. English language learners are required to have content area instruction and are in regular classrooms. All students will succeed if kept to high expectations. English language learners are not necessarily limited in education.

Remember…. English language learners need structured opportunities based on assessment data in order to build their skills and create a foundation for future learning. Professional Development on best practices for English language instruction is key to a successful district ESOL program. Parents and the community are an integral part of the process of educating and serving the ESOL population.

REFLECT…..DO YOU… 1. really know WHO your English learners are? Their cultural/ethnicity background? Where they are from? 2. make the families of English learners welcome? How? What is the attitude of the staff? First Impression? 3. ensure that ELs receive English development instruction, as well as comprehensible academic instruction?

DO YOU… 4. provide ESOL focused professional development to ALL teachers, administrators and staff? 5. monitor students’ achievement and their English language development? 6. provide and protect the time for content area teachers and ESOL teachers to collaborate?

I hope your answer this year is

Went to SCAD – Savannah College of Art and Design SAYU – FROM THAILAND Non-English Speaker Came as a 10th Grader Graduated at OW HS Went to SCAD – Savannah College of Art and Design Now an Interior Designer in San Francisco

Maraming Salamat Po! Email: yvonne.Mitchell@ocsd5.net EXTENSION: 6852, OW RM F104