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

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8 Part 1: Section 2- Differences in service hours between Beginner, Intermediate, Advanced, and Transitional <strong>English</strong> Proficiency Level Grades K-8 Number of ESL Units ELA units Grades 9-12 Number of ESL units ELA units Hours per school week Beginner 2 0 3 0 6 Intermediate 2 0 2 0 6 Advanced 1 1 1 1 3 Transitional Testing accommodations 1 Testing accommodations 1 Testing accommodations Beginner and Intermediate Students receive between 6 and 9 hours per week, Advanced students receive 3 hours per week and Transitional students have tested out of ESL but receive testing accommodations for up to 2 years after testing out of ESL. The only way to receive ESL services is to test in via the LAB-R exam, and the only way to stop ESL services is to test out of ESL with the NYSESLAT exam by testing Proficient in all four domains (listening, speaking, reading and writing).
9 Part 2: Section 1-Demographics/Enrollment over time NAME OF SCHOOL 2002-2003 2003-2004 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 AES 2 3 2 1 0 0 2 FMS 28 20 13 25 21 23 18 GES 26 30 38 45 48 45 77 GHS 21 36 18 20 20 14 19 22 LES 1 6 10 11 8 10 15 PBES 1 3 5 8 8 13 13 WES 6 14 16 20 20 20 26 TOTAL STUDENTS SERVICED Incomplete Incomplete 94 89 128 119 128 173
Page 1 and 2: 1 ESL PROGRAM EVALUATION GUILDERLAN
Page 3 and 4: cultural respect and understanding,
Page 5 and 6: As appropriate, the ESL Administrat
Page 7: sent to NERIC where they are rated.
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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