Thomas County ESOL Program
Did You Know?
Home Languages used by Thomas County students
include: Spanish, Kazakh, Chinese, Gujarati, Q’anjob’al,
Russian, Bengali, Arabic, Pilipino, and Vietnamese?
What is the ESOL Program?
• ESOL stands for English to Speakers of Other Languages. It is a
state funded instructional program for eligible English Learners
(ELs) in grades K-12 (Georgia School Law Section 20-2-156 Code
1981, Sec. 20-2-156, enacted in 1985).
• The ESOL Program is a standards-based curriculum emphasizing
social and academic language proficiency.
• The curriculum is based on the integration of the WIDA
Consortium English Language Proficiency Standards with the
Common Core Georgia Performance Standards.
• This integration will enable English Learners (ELs) to use
English to communicate and demonstrate academic,
social, and cultural proficiency.
• It is critical that instructional approaches, both in ESOL
and general education classes, accommodate the needs
of Georgia’s ELs.
• Each EL will receive instructional and testing
accommodations for the classroom, as appropriate.
• It is appropriate to use the home language as a means of
facilitating instruction for English language learners and
parental notification.
• The program is instructed by a state certified teacher with
the ESOL endorsement.
Ms. Amy Lacher
ESOL
• Vision Statement:
We will lead Georgia in improving the academic
achievement of English Learners.
• Mission Statement:
The ESOL Program will ensure the equal worth and
dignity of all English Learners making available the
opportunity to fully gain access to programs and services
provided by the State and Local Education Agencies so
that English Learners can achieve to high standards, in
both English language proficiency and content mastery,
as needed to be successful at the postsecondary level
and/or when entering the workforce.
ESOL vs. Migrant Ed
The Migrant Education Program (MEP) is a federally funded supplemental education program for children of
migrant farm workers. The MEP personnel work as a liaison between home and school, as well as offer
tutorial assistance.
•
To qualify for the MEP, a student must meet all three eligibility requirements:
1. Is one who is a migratory worker, or whose parent, spouse, or guardian is a migratory worker.
2. Has moved from one school district to another to seek or obtain agricultural or fishing work within the
last 36 months
3. Depends on agricultural work as an important part of providing a living for his or her family.
•
•
•
Language is NOT a factor for MEP eligibility.
Serves children and out of school youth from ages 3-21.
Any further questions, please contact Dr. Bob Dechman or
Thomas County MEP personnel-Erika Franklin and Karen Paulino
229-225-4380 ext 135 or efranklin@thomas.k12.ga.us
kpaulino@thomas.k12.ga.us
REMEMBER- ALL ESOL students are not Migrant, and
not all Migrant students are ESOL!
Who is identified as an ESOL/ELL student?
• An EL (English Learner) student is classified as one:
(A.) who identifies a language other than English on the
Home Language Survey/Student Application, which is
maintained in the permanent file
And
(B.) who scores below a 5.0 on the W-APT Language
Screener
What is the W-APT?
• W-APT stands for the WIDA-ACCESS Placement Test. It is the
English language screener used by the state of Georgia.
• It is administered to students in grades K through 12. It is used
to identify, for placement purposes, those non-native speakers
whose limited English proficiency may interfere with their
classroom instruction.
• Used as a guideline to let the general ed. teacher know what
that student can do in the classroom and their proficiency level.
The WIDA Levels of English
Language Proficiency
6
R
5
A
4
C
3
BRIDGING
2
EXPANDING
DEVELOPING
1
E
BEGINNING
ENTERING
Performance Definitions for Language Proficiency Levels
appear in the WIDA ELP Standards Resource Guide
H
I
N
G
Can Do Descriptors
• This information is used as a guide as to how
the EL will perform in your classroom.
• These “Can Do” descriptors are WITH
SUPPORT.
• Cognitive development, age, educational
experiences should be considered with these
guidelines.
Language Domains
Listening
Process, understand, interpret and evaluate spoken
language in a variety of situations
Speaking
Engage in oral communication in a variety of
situations for a variety of purposes and audiences
Reading
Process, understand, interpret and evaluate written
language, symbols and text with understanding and
fluency
Writing
Engage in written communication in a variety of
situations for a variety of purposes and audiences
Language Domains
Support Examples
Specific Examples of Sensory Supports
Example Use of Graphic
Organizers
State Approved ESOL Instructional
Models
The following are instructional models used in
Thomas County Schools. Models depend on
student needs, teacher needs, and schedules.
• Inclusion
• Pull-Out
• Monitor/ Consult
• Class Period
This year the Thomas County ESOL Program will be
serving: Hand-in-Hand, Garrison-Pilcher, Cross
Creek, TCMS, TCCHS, and Bishop Hall.
Cross Creek’s ESOL Instructors
• Ms. Jackson
Mrs. Aracri
The ESOL teacher will consult and
provide…
• A variety of techniques, accommodations, and
activities designed to teach ELs the appropriate
grade level standards, making learning
comprehensible and accessible.
• Language objectives to incorporate with the CCGPS
in the classroom
• Assistance in parent involvement and conferences
• Provide resources for student, teacher, and family
• Assistance in building a culturally supportive
classroom
The general education teacher will
provide….
•
•
•
•
•
•
Content area and grade level knowledge
A language enriched environment
A cultural supportive classroom
Opportunities for ELs to use the language
Instruction in written and oral language
Testing and instructional accommodations as
decided on each EL’s plan
Academic Language
Proficiency
• Language-based
Academic Achievement
• Content-based
• Reflective of the varying
stages of second
language acquisition
• Reflective of conceptual
development
• Representative of social
and academic language
contexts
• Representative of the
school’s academic
curriculum
• Tied to the WIDA
language proficiency
standards
• Tied to Common Core
Georgia Performance
Standards
• Ex: describe
• Ex: photosynthesis
QUIZ:
Successful Practices for ELLs
1.
Get to know your student- Have informal conversations with
your EL
2. Use visuals, gestures, graphs, charts
3. Modify the complexity of content using simplified material
4. Encourage interaction among students
5. Have meaningful communication with students daily
6. Cooperative learning
7. Allow students to use their native language to facilitate
learning as needed
8. Repetition, Repetition, Repetition
9. Hands-on manipulative
10. Frequent comprehension checks
ACCESS for ELLs
• ACCESS for ELLs™ stands for Assessing
Comprehension and Communication in English
State-to-State for English Language Learners.
• It is a standards-based, criterion referenced English
language proficiency test designed to measure
English language learners’ social and academic
proficiency in English.
• It assesses social and instructional English as well as
the language associated with language arts,
mathematics, science, and social studies within the
school context across the four language domains.
•
•
•
•
•
The four language domains are: speaking, listening, reading, and writing.
The ACCESS for ELLs™ test is given during a specific window each year.
ELs who register during the testing window must take the ACCESS.
Those ELs who are monitored do not take the ACCESS test.
A student may exit ESOL after scoring a 5.0 composite score on Tier B or C of
the ACCESS
OR
A student may exit ESOL after scoring a 4.0 composite score AND a 4.5 or
higher literacy score of the ACCESS for ELLs test AND pass the English
Language Arts portion of the Georgia Criterion Referenced Competency Test
(CRCT). At which point a LAC (Language Assessment Committee) form would
be completed and approved by the LAC team.
• Each grade cluster has three tiers (A,B,C):
K, 1-2, 3-5, 6-8, 9-12
What language do students need
to be able to participate in your
class?
•In social contexts ?
•In Language Arts ?
•In Math ?
•In Science?
•In Social Studies?
WIDA’s ELD Standards
Social &
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Language of
Social Studies
Academic Language
Standard 1
Standard 5
Standard 2
Standard 3
Standard 4
English Language Proficiency Standard 4:
English language learners communicate information, ideas, and concepts necessary for
academic success in the content area of SCIENCE.
Grade Level Cluster: 1-2
Language
Domain
Level 1
Entering
Listening
identify scientific facts
about weather or
environment depicted
in pictures or
photographs (such as
temperature, seasons,
precipitation) from oral
statements
find examples of
scientific hypotheses
about weather or
environment from
pictures or photographs
and oral descriptions
use words or phrases
related to weather or
environment from
pictures/photographs
(such as temperatures,
seasons, or
precipitation)
locate scientific words
about weather or
environment from
pictures or photographs
Speaking
Reading
(such as seasons,
temperature, precipitation)
Writing
produce scientific
words or diagrams
about weather or
environment from
pictures or photographs
(such as seasons,
temperature, precipitation)
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
respond to oral questions
about weather or
environment using pictures
or photographs
predict results related to
scientific hypotheses
about weather or
environment from
pictures or photographs
and oral scenarios
interpret results, along
with reasons, based on
scientific hypotheses
about weather or
environment from
pictures or photographs
and oral reading of
grade level materials
restate scientific
hypotheses about
weather or environment
from pictures or
photographs
ask WH- questions about
weather or environment
from pictures or
photographs
predict results and
provide reasons based
on scientific
hypotheses about
weather or
environment from
oral or written
information
evaluate and weigh
options related to
scientific hypotheses
about weather or
environment from
oral or written
information
select scientific
hypotheses about weather
or environment from
pictures or photographs
with text
respond to scientific
questions about weather or
environment from visually
supported text
match predictions and
reasons related to
scientific hypotheses
about weather or
environment to written
text
infer results and
reasons based on
scientific hypotheses
about weather or
environment based on
grade level text
(re)state scientific
hypotheses about weather
or environment from
pictures or photographs
answer scientific questions
about weather or
environment from pictures
or photographs
make predictions and/or
give reasons based on
scientific hypotheses
about weather or
environment
explain results and
provide reasons based
on scientific hypotheses
about weather or
environment
What happens after an EL exits the
program?
• When an EL meets the criteria for exiting the
ESOL program, they are monitored for two
consecutive years.
• A student may re-enter ESOL when the classroom
teacher feels a student is falling behind
academically due to language and has gone
through the RTI process.
• A EL who is monitored may still need
accommodations in the classroom!
Resources
Mrs. Ross’ ESOL Website:
www.RossESOL.weebly.com
How to Create a Welcoming Classroom Environment:
www.colorincolorado.org/educators/reachingout/welcoming
CREDE- Center for Research on Education, Diversity, and Excellence:
www.crede.ucsc.edu
Resources about Language and Culture:
www.cal.org/resources
WIDA:
www.wida.us
Department of Education:
www.doe.k12.ga.us
Help! They Don’t Speak English Starter Kit:
www.edvantia.org/products/pdf/HelpKit.pdf
Math Support- includes a Spanish glossary and parent guide in Spanish
www.keymath.com
"Doing What Works" site offers a user-friendly interface to quickly locate teaching practices that have been found
effective by the department's research arm, the Institute of Education Sciences, and similar organizations.
http://dww.ed.gov/
Parent Communication
• TransAct- free web-based program with
templates that can be translated in many
languages.
www.transact.com
• Translation services
www.translate.google.com
• Language Line
Who is TransACT?
TransACT provides parent notices in
multiple languages to help school
districts comply with complex federal
parent communication mandates.
GenEd Collection: Available Languages*
TransAct Tool Kit
• Each School has a login:
– Hand in Hand:
– Garrison:
– Cross Creek:
– TCMS:
– TCCHS:
– Bishop Hall:
The Elements of the MPI
The Language Function
The Content
Stem/Example Topic
The Support
Think…
Language
Function
Content
Stem/Example Topic
Follow oral directions to design area
maps using manipulatives and
illustrated examples in small groups
Instructional
Support
I AM HERE TO HELP!
What’s the ACCESS again?
1.Practice looking at an ACCESS
Score Report
-What’s important?
-What do I compare?
2. Look at your student’s scores as a
group and analyze
3. Plot your scores on the Can Do
Descriptors chart
Let’s plot Jose
Carlos’ ACCESS for
ELLs results on the
CAN DO
Descriptors:
 Listening 4.1
 Speaking 6.0
 Reading 5.0
 Writing 3.8
4.1
6.0
5.0
3.8
ESOL Endorsement
•
•
•
•
Annual cohorts through CaseNex
Free for Title III Consortium members
3 courses, online
Course titles:
ESOL and Multicultural Education Issues
ESOL Applied Linguistics
Methods and Materials for Teaching ESOL
The “key” to our success with EL
students is
planning, flexibility, and
communication with parents and
co-teachers!