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

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C - A description of the nature and scope of the English as a second language and/or bilingual instructional program and services available to LEP students – Please note that the number of students enrolled in ESL on any given year determines the actual number of classes. Fully certified and experienced ESL teachers teach the classes, which are both push-in and pull-out. The program is based on a free-standing sheltered English model. The program is managed by the 12 month ESL Administrator. The ESL Administrator holds NYS permanent certification as a District-wide Administrator. The Administrator frequently attends professional development in order to stay informed of regulations, teaching practices and other issues throughout the year. The ESL Administrator is kept informed of all issues regarding the students, families, the program, placement, and the teachers. The Supervisor gives new teachers to the district training on how to work with the ESL teachers. They also learn about the role of the ESL teacher as well as their roles in helping students to develop English skills. The ESL Administrator frequently meets with students and parents to help in the explanation of services or to help welcome new entrants to our school. The Administrator also closely supervises the testing of all ESL students. Families of new ELL students are given tours of the building during which time the ESL teacher will explain the specific protocols of the school to them. Important items such as start/ending times, lunches, after-school time and transportation are clearly explained to them by the ESL teacher. Translators are used as required. If the new entrants arrive during the summer, a Title 3 funded K-8 summer program is available for the students. In this program students have a chance to begin the socialization process and to begin on working on their English skills in a low stress environment. Usually the instruction is designed around a topic from the students’ core classes and then is developed by the ESL teacher. This gives the students an overview for the upcoming year. Parents are kept informed through the formal channels of report cards, open house meetings, conferences, and the district-wide web site and the big EXTRAVAGANZA in June of each year. The yearly EXTRAVAGANZA is a teacher organized event in which ALL the families of the ESL population are invited. A banquet is held, along with an awards ceremony. Also, student work is shared and some students perform. Teachers make frequent calls home to inform the parents of academic and social success as well as to explain any of the school-wide events, which might be new to them. Translators as well as translated documents (report cards, letters home etc.) are used freely, on an individual needs basis. Meetings with parents include the use of translators as needed. The ESL Administrator maintains a current list of people who are available for translating. The ESL Administrator provides staff development to all new teachers during a district-wide staff development session in the summer. Throughout the year, the Supervisor provides workshops to the regular staff in terms of helping them to understand the ESL learner and how they are expected to help them and in which ways. The Supervisor also helps, especially at the middle and high school levels, with the assessment piece for the regular classroom teachers and has set up a (temporary) Pass/Fail system (at the middle school) as a safety net for our very beginning learners in the core subjects, until they progress to such a point that they can be assimilated more fully into the assessment practices. This is always explained to the parents and is for a short period of time. ESL teachers also give presentations at staff meetings to update teachers on regulations, accommodations, and practices. In addition, there are ESL focus groups and collegial inquiry groups around ESL topics and address ways in which to best help all learners. 4
As appropriate, the ESL Administrator informs the other Academic Supervisors about the opportunities so that all may participate in regular professional development. The ESL teacher often works one-on-one with staff to help them to better understand the nature of the ESL learner and how they can best help them. Biographical information about the ESL students is shared with the regular classroom teachers. D - A description of the criteria used to place LEP students in appropriate bilingual or ESL instructional programs – The Home Language Questionnaire serves as the first step in placement. The results of the LAB-R, the informal interview and teacher input dictate the student’s placement in the age appropriate core classes and the appropriate proficiency level of ESL classes. In all cases, the ESL teachers to inform them about the student, their unique needs, and to set up a plan for communication contact the regular core teachers. The teachers collaborate about strategies that are most efficient and effective that the regular teacher can implement in order to help that student. Once the level of proficiency has been determined, the teacher creates a schedule that meets the NYS requirements for instruction, in conjunction with the core teachers. The parents are always notified of the results of the LAB-R and are also informed regarding the placement. Parents are also asked about the student’s prior educational experiences as well: what grade level, grade reports if possible, personal likes and dislikes, and academic areas which might normally be challenging to the student. They receive written communication with regards to the final placement and it is always followed up by a personal contact from the teacher to help answer questions and to further explain the program. If specialized services are required, parents are informed and a request is made to them to allow these services to be delivered to their child (speech therapy, physical therapy, etc.). E - A description by building of the curricular and extracurricular services provided to LEP students In the elementary school, the ESL student may participate in: Chorus Band Orchestra Reading Clubs Enrichment activities and clubs Intramurals Mini-courses At the middle and high school level, there are a plethora of clubs and activities. They can be found on our website at www.guilderlandschools.org NOTE: Each student is provided with all the academics available to that child at the specific grade level. Attention is given so that each child’s schedule is personalized so as to allow as much time in the regular classroom so that they may receive as much of the curriculum from the regular teachers as possible. Ancillary and support services are equally made available to them as well. F - A description of the district and school level procedures for the management of the program 5
Page 1 and 2: 1 ESL PROGRAM EVALUATION GUILDERLAN
Page 3: cultural respect and understanding,
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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