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

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The program is directly managed by a district wide Administrator who is shared between ESL and World Languages K-12. This person provides the direct link between the teachers and the district office regarding the ESL program, its needs, and program status. The Administrator moves throughout the district to observe the program at all levels and to meet with ESL teachers, building administrators, and core area and support personnel. Often, the Administrator is called upon to meet with parents alongside the ESL teacher in order to help explain the program as well as to provide other ESL related information to them. An ESL program is currently housed in each school. The teachers make constant use of staff development opportunities. Each of them regularly collaborates with our district ESL administrator who has ties to local universities for up to date research and best practices. In the elementary schools, they work closely with the core teachers (reading teachers, etc.) to stay informed regarding research and practices. They have monthly meetings with the Supervisor where information is exchanged, new ideas and strategies surface, and issues are discussed. They also attend the annual NYSTESOL meeting as well as the many other opportunities provided by NYSUT. The Program Administrator helps to make sure that all test accommodations are made available to ALL ELLs at both the State and local level. The ESL teacher notifies parents in advance of the State Assessments. The teacher and the Administrator explain these tests and their importance to the parents. The Instructional Administrator for the ESL program coordinates the district’s funds for the LEP students with the support of the District Office Team. The Title III funds are most frequently used to provide after school and summer ESL programs focused on a specific topic/theme or are used for the purchase of readers, books, dictionaries and technology as appropriate. After school programs are taught by the regular ESL teacher and are designed to provide an additional support to the LEP. Many times, after school programs provide extra help in preparation for a State Assessment. This is especially important in the area of social studies where the background knowledge required to be successful on this test is lacking for all the ELLs. Individual teachers may request materials through their building or through the ESL department. Title III funds are frequently used to help with the purchase of materials and technology for student use. G- Procedures for the distribution of school-related information to parents of LEP students in the language they understand. • Phone calls, emails or letters home are made by the ESL teachers, program Administrator and by building principals. Translators may be used depending on the degree of English proficiency. • Written letters by the school, regular classroom teacher or ESL teacher may be translated first before sending home. This is depending on the degree of English proficiency of the parent/s. • Email communications by all parties help to inform parents. These may be translated. • Accessing the school web-site also provides school-wide information to the parents. This is not translated. • Home visits, with or without a translator, occur frequently. H - Procedures for the submission of the results of the annual evaluation of LEP students Once the tests are completed and rated (speaking done by the certified and trained ESL teacher and writing done by 2 certified and trained teachers) the answer sheets are sent to the district office. When the district office data information officer verifies the answer sheets, they are then 6
sent to NERIC where they are rated. The test materials are then returned to the distributor. When the results are returned to the district they are given directly to the Administrator and to the District Data Collector in the District Office. From this point the individual school results are given to the teachers. Once they have the results, they send home the required letter to the parents informing them of their child’s score, what level they will be in and a description of the ESL program for their child for the upcoming school year. I - Procedures for the referral of LEP students who are suspected of having a disability The evaluation of an LEP student is done as follows. 1. The teacher, who notes a problem, speaks directly with the counselor and supervisor. The ESL teacher is informed and discusses this with the regular teacher. The program Administrator is immediately informed. 2. Other teachers of core subjects are contacted in order to collect any pertinent date that will help to inform the ESL teacher and counselor. 3. This information, along with any other anecdotal yet pertinent data, is then sent to the IST: Individual study team who then has a preliminary meeting regarding the relevancy of the disability. 4. A parent is contacted in order to see if they perceive any problems at home or if they have any additional information about the child that might help in determining whether or not the student is SPED. 5. The Supervisor of the appropriate SPED program is also contacted and discusses the case with the ESL teacher. A referral for evaluation by the IST may be made at this time. 6. The parent is called an informed about the need to assess the student. A letter is also sent home. This letter is most frequently translated. The ESL teacher is involved so as to help the parent understand the process. A meeting with the parent is held to also explain this in person. 7. The appropriate testing will take place with a translator if needed. Results are then collected and the IST then makes a decision to recommend services or not. The parent is informed of the results as well as the ESL teacher. 8. If a program change is required, the parent is also notified so that they may provide input and so that any questions they have may be answered. The ESL teacher may be involved in explaining the program change to the student. NOTE: Parent contacts are done with a translator as needed. 7
Page 1 and 2: 1 ESL PROGRAM EVALUATION GUILDERLAN
Page 3 and 4: cultural respect and understanding,
Page 5: As appropriate, the ESL Administrat
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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