English as a Second Language Program Evaluation - Guilderland ...

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2 Outline Part 1: 1. Background information ESL 2. Differences between beginner, intermediate, advanced, transitional Part 2: 1. Demographics/Enrollment over time 2. Shifts in Free/Reduced Lunch 3. Shifts in Native Language Part 3: 1. Instructional Highlights (Simon IMovie) 2. Goals and Objectives of the Program 3. What our Current ESL program entails (Staffing/Extravaganza) Part 4: 1. Evaluative Piece 2. Student assessment (NYSESLAT results, graduation rates, NYS tests) 3. Perception (Surveys) 4. Parent videos Part 5: 1. Next steps 2. Challenges 3. Needs ESL Program Evaluation Report January 2013 Background Information School District: Guilderland Central Schools Type of Program: Freestanding ESL A - The district’s philosophy for the education of LEP students – The ESL department came together three years ago to create a mission statement (philosophy) that reflected the practices and beliefs not only of the ESL department but of the District as well. It is: “The ESL Department of the Guilderland Central School District, based on our commitment to
cultural respect and understanding, seeks to increase the English language proficiency of English language learners and provide them with the tools to meet academic, personal, and social goals to effectively interact as productive member of the community.” Students are provided ESL instruction in a Sheltered English approach that allows for both push-in and pull-out classes. Guilderland recognizes the importance of grouping students by proficiency level as well as by age and as such, the elementary, middle and high school programs are created around the academic and socio-emotional needs of our children. LEP’s are provided access to any and all services, which are provided and available in the Guilderland Central School District. These may be academic or extra-curricular in nature but are made available to all. ALL school programs and facilities are made available to all students and parents. B - Administrative practices and procedures to screen, identify and annually assess LEP students – For the actual process of identification, see the attachment. The Guilderland Central School District strictly adheres to each of the steps for the LEP Identification Process as provided and outlined by the NYSED Office of Bilingual Education. The Home Language Questionnaire is administered to all new entrants to the district by the Central Registrar’s office. The Central Registrar has a full understanding of the nature and importance of the HLQ and is careful to make sure that it is completed accurately. Both the ESL Program Administrator as well as the District Office Team has trained her. If a question or concern arises, the Central Registrar is quick to inform the Program Administrator before proceeding further. When the HLQ is completed, an oral interview occurs with parents and student/s. The ESL teacher along with a translator, as needed, does this. If on the home language questionnaire there is mention of a language other than English, testing will occur. The teacher and the families may discuss LEP testing. Arrangements are then made by the ESL teacher to formally assess the student/s. ESL teachers send parents written notification that the LAB-R will be given. ELL’s are given the LAB-R within the first 10 days of the school year. The teacher will set the time/place/date of the test, and make sure the parents understand the nature and purpose of the test itself. Placement is determined by the NYS ESL criteria for placement for each grade level. ELLs must be at or below the determined cut off scores on the LAB-R to be in the ESL program. The results of this test, along with the teacher’s comments, are then passed along to the Supervisor of the program, along with a recommendation for placement or not. If placement is required, the ESL teacher then makes an appointment to speak with the parent/s and student to explain the ESL program to them. A schedule for each individual student is developed that provides for the required time/classes in ESL as per NYSED. Assessment of the ESL population is both formal and informal and is ongoing throughout the year. The ESL teachers, often in conjunction with their regular classroom teachers, administer these assessments. The ESL teachers are in frequent contact with their core academic teachers to evaluate both academic and social progress that in turn informs their teaching practice. The NYSESLAT is administered to ALL ESL students and the results of this test determine their level of services for the following year. The ESL teacher closely monitors the LEP students’ academic progress. This is done through frequent contact with the core teachers who work with the ESL. Students in K-8 also take a series of NYS assessments. These scores are also used by the ESL teacher to help determine the progress in the core subjects. A meeting with the core teachers is scheduled in order to review the overall performance of the ELL. The NYSESLAT is the culminating assessment used to determine progress in English that is used to determine placement for the following year. 3
Page 1: 1 ESL PROGRAM EVALUATION GUILDERLAN
Page 5 and 6: As appropriate, the ESL Administrat
Page 7 and 8: sent to NERIC where they are rated.
Page 9 and 10: 9 Part 2: Section 1-Demographics/En
Page 11 and 12: 11 Part 3: Section 2- Goals and Obj
Page 13 and 14: 13 2) Middle School Survey for ESL
Page 15 and 16: 15 5) PARENTS OF ESL STUDENTS 1. Th
Page 17 and 18: 17 2. Middle School Survey Results
Page 19 and 20: 3. High School Survey Results Quest
Page 21 and 22: 21 Do you consider your ESL teacher
Page 23 and 24: 23 and listening practice to improv
Page 25 and 26: What do you remember most about ESL
Page 27 and 28: 27 students' performance. The ESL t
Page 29 and 30: 29 ESL Survey Data Analysis: Import
Page 31: Future Goals • Investigate the po

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