1. ESOL Overview for School Psychologists
Tema Encarnacion
ESOL Specialist

2. Find your group.
1.  The majority of refugees in BCPS are coming from:  Burma(Myanmar), Congo and Syria
2.  Many of the unaccompanied minors come from these Central American countries:  El Salvador, Guatemala and Honduras
3.  Students born in which country account for the majority of English Learners in BCPS?  United States
4.  This language is the most widely spoken first language among students in the BCPS:  Spanish
5.  These language are mutually intelligible:  Hindi and Urdu
6.  These are some of the languages spoken by BCPS students who are from  Africa:  Igbo,Hausa,Yoruba, Mandinka, Swahili, English,Tigrinya, Amharic 
7.  These are some of the languages spoken by BCPS students who are from India:  Hindi,Malayalam, Gujarati, Telegu,Kannada, Punjabi, Marati, Tamil, Bengali,Oriya 
8.  Students from these countries speak a non-standard dialect of English and qualify for ESOL services:  Cameroon, Ghana,Liberia, Trinidad and Tabago, St. Vincent,Nigeria, Barbados, Guyana,Jamaica,Kenya, Nigeria, Uganda 

3. Did you find your group?
The majority of refugees in BCPS are coming from:  Burma(Myanmar), Congo and Syria 
Many of the unaccompanied minors come from these Central American countries:  El Salvador, Guatemala and Honduras 
Students born in which country account for the majority of English Learners in BCPS?  United States 
This language is the most widely spoken first language among students in the BCPS:  Spanish 
These language are mutually intelligible:  Hindi and Urdu 
These are some of the languages spoken by BCPS students who are from  Africa:  Igbo, Hausa, Yoruba, Mandinka, Swahili, English, Tigrinya, Amharic  
These are some of the languages spoken by BCPS students who are from India:  Hindi, Malayalam, Gujarati, Telegu, Kannada, Punjabi, Marati, Tamil, Bengali, Oriya  
Students from these countries speak a non-standard dialect of English and qualify for ESOL services:  Cameroon, Ghana, Liberia, Trinidad and Tobago, St. Vincent, Nigeria, Barbados, Guyana, Jamaica, Kenya, Uganda
Influx of Syrian refugees. Crisis has been going on longer than some of the students have been alive. May be significant gaps in learning and significant trauma.
Unaccompanied youth – Guatemala – fleeing for economic and environmental reasons. El Salvador and Honduras – fleeing violence – gone back and forth between the highest murder rate. Honduras – murder rate was 6 times higher than in Afghanistan. Not considered refugees because of how they arrive but by any other standard would be.
Born in the U.S. but enter school and may be their first experience with English.
Highest language
Hindi and Urdu – spoken language is the same, but different writing system.
African languages – a lot of diversity among those who come from Africa
Indian languages
World English
DACA – put in place 2012, for certain young people – granted work permits for two years at a time and may be renewed, does not grant legal status, completely discretionary and can be revoked at any time.
DACA – Deferred Action for Childhood Arrivals
Most growth since 1993
21% increase in school year
Lau – have to have an ELD program, Castaneda – defined that it had to be research based, Plyer – access to education

4. Did you find your group?
What are criteria for DACA. Enter the US before 16th birthday, high school graduate, under the age of 31 as of 6/15/15, enter the US before June 2007,
DACA – Deferred action for childhood arrivals
IN 2016 BCPS ESOL had the largest growth since 1993.
21% increase in SY
In these years, these court cases established equitable access to public education for Els. Lau v. Nichols, 1974, Castaneda v. Pickard, 1978, Plyer v. Doe, 1982
These are top 10 languages spoken among English Learners in BCPS. Spanish, Burmese, Urdu, Arabic, Chinese, Nepali, French, Vietnamese, Russian, Yoruba
These are the top 10 countries represented among English Learners in BCPS. The United States, El Salvador, Honduras, Myanmar, Guatemala, Mexico, Kenya, Syria, Eritrea
These are the components of the Maryland Dream Act. Provides undocumented students with access to in-state tuition.
These individuals qualify for the Maryland Dream Act. The individual or his/her parents have paid state income taxes. The individual has attended a Maryland high school for at least three years after the school year. Graduated from a Maryland High School or received a diploma from another state after the school year. Enrolls in college within four years of graduating high school. Signs an affidavit stating that the individual will apply for permanent residency upon becoming eligible. Registered for the selective service (males only).

5. ESOL Overview ~6200 Active English Learners
~1200 Reclassified English Learners
Represent over 100 countries of origin 
Speak 90 languages 
Most represented language?  
Most represented country? 
Language – Spanish
Country – United States

6. What is ESOL? English for Speakers of Other Languages
Language instruction across domains and content areas
WIDA-APT determines placement
Evaluated annually
6 levels of proficiency
Accommodations

7. Role of the ESOL teacher
Direct English Instruction
Push-in and co-teaching
Identify and document accommodations
Communicate with content/classroom teachers
Provide professional development around second language acquisition

8. Bilingual Family School Liaisons
Connect international families with resources
Provide workshops for international families
Arrange for interpretation services
Training for schools and families
Arranging for interpretation services is a role that will be transitioned away from them.

9. English learner plans Documents the students' English proficiency
Documents the instructional and assessment accommodations
Developed with the ESOL teacher and content/classroom teachers
Often include:
Bilingual word-to-word dictionaries
Extended time
Verbatim reading of text
Scribe

10. If you really knew me...
Based on the video, what do you think are some of the needs of ESOL students?
How are these needs different/similar to other students?
What can we do as a system to help meet the needs of these students?  

11. Protections For immigrant students
Read one of the articles
Share the information from your article with your group
As a group determine:  
What are the needs of the immigrant students?
How can we address the needs of immigrant students?
Share out
25 minutes
What are students rights?  What are their protections?  
Refugee Toolkit for Schools  
Separation
Plyler v. Doe – 30 years later  
Chilling Effect 
Addressing the needs of unaccompanied immigrant minors
How three schools creatively face the challenge of educating immigrant students

12. Students’ Rights
School districts must provide all children with equal access to public education at the elementary and secondary levels regardless of immigration status.
Districts may not request information with the purpose or result of denying access to public schools on the basis of race, color or national origin.
School districts may not prohibit children from enrolling in schools based on their or their parents or guardians' immigration status.
Undocumented students have the same right to public education as U.S. citizens and therefore if they meet the criteria the McKinney-Vento Act applies to them
Students can attend school from the ages of 5-21 regardless of whether they will meet graduation requirements by their 21st birthday. 
Titles IV and VI of the Civil Rights Act of 1964
Title IV – prohibits discrimination on the basis of race, color and national origin
Title VI – prohibits districts from unjustifiably utilizing criteria or methods of administration that have the effect of subjecting individuals to discrimination or that have the effect of defeating or substantially impairting accomplishment of the objectives of a program
Plyler v. Doe –
Martinez v. Bynum – a district may require documents to establish residency such as lease, bills, etc, but may not inquire about a students’ or his/her parents’ citizenship or immigration status

13. Who goes to the Welcome Center?
The following students/families should be referred to the Welcome Center for initiating the enrollment process: 
Students enrolling from a school from another country in grades   
New students to BCPS whose family has indicated that a language other than English is spoken at home. 
The following students/families should enroll directly at their school/ESOL center: 
Kindergarten students enroll directly at their local elementary school.  These students will be screened by the ESOL teacher assigned to the school.  
Students enrolling from a Maryland school system when ESOL services are indicated on the transfer records.   
Unaccompanied youth who cannot get to the Welcome Center within 48 hours may enroll directly at the school.  They will be screened by an ESOL representative within 30 days.  

14. the Welcome Center
Verify the student’s address within Baltimore County
Educational background interview
English language proficiency test   
Evaluate high school transcripts
Complete some of the required paperwork for enrollment at the school (school registration forms)  
Be referred to a health clinic for immunizations  
Complete the meal benefit form  
Be given the opportunity to complete the privacy opt-out form   

15. What happens after a family goes to the Welcome Center?
Family returns to the school with:
Grade placement
Transcript evaluation for high school students
ESOL screening score
Completed school registration forms
Copies of proofs of address
Copies of academic records
ESOL Parent Notification Letter

16. Requesting an Interpreter
Attempt initial contact with the family
If it becomes clear that an interpreter is necessary after initial contact is made reach out to the Family School Liaison to request interpretation.
Check our Wiki for updates on requesting an interpreter as the process changes.

17. Working with Interpreters
Allow enough time for the interpreting session.   Interpreted meetings will take longer than a meeting that does not require an interpreter.
Arrange seating so that the interpreter is close to the parent but can also see and hear other participants at the meeting.
Have only one person speak at a time and avoid side conversations.
If you suspect mis-translation, rephrase your idea.
Avoid excessive use of jargon, slang or idioms.
Speak clearly and pause for interpretation after every 3 or 4 sentences.
Speak directly to the parents in the first person.
Make eye contact with the parents. 

18. More Information
ESOL Wiki

19. Readings Refugee Toolkit for Schools
Fearing Deportation, Families Plan For the Worst
Plyler v. Doe – 30 years later  
Critics See ‘Chilling Effect’ in Alabama Immigration Law
Understanding and addressing the needs of unaccompanied immigrant minors
How three schools creatively face the challenge of educating immigrant students
‘Your child is safe’: Schools address deportation fears among immigrant families
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Immigrant and Refugee Children: A Guide for Educators and School Support Staff