1
ESL PROGRAM EVALUATION
GUILDERLAND CENTRAL SCHOOLS
JANUARY 2013
SUBMITTED BY: M. RANIERI, INSTRUCTIONAL ADMINISTRATOR
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Outline
Part 1:
1.
2.
Part 2:
1.
2.
3.
Part 3:
1.
2.
3.
Part 4:
1.
2.
3.
4.
Part 5:
1.
2.
3.
Background information ESL
Differences between beginner, intermediate, advanced, transitional
Demographics/Enrollment over time
Shifts in Free/Reduced Lunch
Shifts in Native Language
Instructional Highlights (Simon IMovie)
Goals and Objectives of the Program
What our Current ESL program entails (Staffing/Extravaganza)
Evaluative Piece
Student assessment (NYSESLAT results, graduation rates, NYS tests)
Perception (Surveys)
Parent videos
Next steps
Challenges
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
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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.
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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.
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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
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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
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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.
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Part 1: Section 2- Differences in service hours between Beginner, Intermediate, Advanced, and Transitional
English
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
Testing
accommodations
1
Testing
accommodations
1
Testing
accommodations
Transitional
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).
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Part 2: Section 1-Demographics/Enrollment over time
NAME OF
SCHOOL
2002-2003
AES
2
2003-2004
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
3
2
1
0
0
2
FMS
28
20
13
25
21
23
18
GES
26
30
38
45
48
45
77
36
18
20
20
14
19
22
GHS
21
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
94
89
128
119
128
173
Incomplete
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Part 2: Section 2-Shifts in Free/Reduced Lunch Numbers
Guilderland Central School District is at a level of 9.15% Free and Reduced Lunch Rate, up from 8% where it has been for years. The free and
reduced program, and its requirements have not changed at all. Therefore, more families than ever are qualifying for free and reduced lunches for
their children. The forms are now online so families can fill them out from home, work, or the library and submit online as well.
School Year
Number of ELL students receiving
Number of students classified as
% Of ELL students out of the
F/R lunch
LEP
total population of LEP students
receiving F/R lunch
2008-2009
18
123
15%
2009-2010
16
136
12%
2010-2011
31
120
26%
2011-2012
32
128
25%
2012-2013
33
134
25%
Part 2: Section 3-Shifts in Native Language
Current native languages represented in our schools are:
Chinese
Korean
Many Indian Dialects (Hindi, Urdu, Marathi, Telugu, Punjabi, Tamil, Malayalam,
Turkish
Russian
Arabic
French
Bengali
Vietnam
Hebrew
Prior to the past few years, the majority of our students came from Korea and China. This can be attributed to increased job possibilities here in
the Capital Region with TSMC, Nano Science Center, and Global Foundries. Many families are also coming to the US to be closer to their relatives
and escape dangerous conditions within their home countries.
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Part 3: Section 2- Goals and Objectives of the Program
Goals of the ESL Program for Guilderland Central Schools
1. Students will successfully test out of receiving ESL services between 2-4 years time
2. Students will equally improve their basic interpersonal communication skills (BICS) and cognitive academic language program skills (CALP)
3. ESL Students and their families will feel safe, appreciated, empowered, challenged, supported and welcome within the Guilderland Central
Schools
4. ESL students will have access to the same programs, services, and support as their native English speaking peers
5. ESL students will bring another perspective on language and culture that they can share with our other students to foster a greater
appreciation for Global Diversity as aligned with our District Priorities
Alignment of the District Priorities with Goals and Objectives of ESL Program
1. Students will develop the language, cultural technological and civic skills necessary to adapt and respond to a rapidly changing 21st Century
world
2. Strong and supportive school cultures will promote a sense of participation, safety and security for all students
3. Schools will embrace partnerships with parents and community to provide meaningful connections to support social and emotional
development
4. Students will be supported early and systematically via coordinated and specialized intervention systems and specialists
5. Students will acquire and utilize basic English literacy, language proficiency and numeracy to achieve goals and communicate effectively in
the digital age
Part 3: Section 3- Current ESL Program at Guilderland
Current Staffing within our buildings for ESL Specialists:
1.0 GHS Elizabeth Kelley
1.0 FMS Stephanie LInders
1.0 WES Jennifer Politano
1.0 LES/PBES Simon Levy
1.0 GES Nora Upton
1.0 GES Laura Reddington
1.0 GES Jeanne Lee (for Katherine Nelson who is on leave)
.75 from BOCES Ester Salasoo & Amanda Bucci who service students at LES, AES, and WES
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ESL Extravaganza
The annual ESL Extravaganza is a district-wide meeting and event for ALL parents of ELLs as well as district-wide teachers and administrators.
Transportation is provided for parents as necessary. The event is held every June at Farnsworth Middle School. Parents each bring a dish to pass
that is native to their cultural heritage. There are annually about 250 people in attendance, and students create performances, artwork, and
displays for their parents to see while in attendance. There is also a raffle for families and students with prizes donated from local establishments
such as Price Chopper, TGI Friday’s, Little Book House, stores in Crossgates Mall and many others which are appealing to students. Throughout the
night there is food, dancing, musical performances, video clips of students in their ESL classrooms, and a time for families to interact with one
another and make new friends.
Part 4: Section 1- Student assessment results
•
•
•
Most of our students who are serviced by ESL test out within 2-3 years. Only 9 of our students have been in ESL for longer than 2-3 years.
This is often due to other additional learning needs.
2010-2011 104 students were tested with the NYSESLAT exam
2011-2012 113 students were tested with the NYSESLAT exam
ESL Surveys
1) Elementary Survey for ESL
Please circle either the happy face or sad face and return to your teacher.
1.
I like ESL.


2. My ESL teacher helps me with reading. 

3. My ESL teacher helps me with writing. 

4. My ESL teacher listens to me.


5. I feel safe in the ESL classroom. 

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2) Middle School Survey for ESL
Directions: Please answer the following questions to the best of your ability.
(1 is strongly agree, 2 is agree, 3 is neutral, 4 is disagree, 5 is strongly disagree)
1. I like ESL. YES
NO
Why?
________________________________________________________________________________________________
2. My ESL teacher helps me with reading. YES
NO
[1
2
3
4
5]
3. My ESL teacher helps me with writing. YES
NO
[1
2
3
4
5]
4. My ESL teacher listens to me. YES
NO
[1
2
3
4
5]
5. I feel safe in the ESL classroom. YES
NO
[1
2
3
4
5]
6. Anything else you would like to add?
__________________________________________________________________________________________________
3) ESL SURVEY DECEMBER 2012 GUILDERLAND HIGH SCHOOL
1.
2.
3.
4.
5.
6.
Do you like ESL?
Yes
no
Why?
How does your participation in ESL help you prepare your Math, Science, English or Social Studies homework or classwork?
How does the ESL class improve your English abilities?
How does your ESL teacher advocate for your education?
Do you consider your ESL teacher a resource? Yes no why?
What kinds of questions do you ask your ESL teacher? (Choose a letter below-more than one choice is ok)
a. About life skills
b. About my schedule or courses to take
c. College prep type questions
d. About activities, sports, or clubs
e. How to get access to different things in Guilderland
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4) Alumni Survey for ESL
1. Did you like ESL? YES
NO
Why?
2. How did your ESL teacher help you with your Math, Science, English, Social Studies homework or classwork? YES NO
3. How did the ESL class improve your English abilities?
4. Did you consider your ESL teacher a resource? YES
NO
Why?
5. What kinds of questions did you ask your ESL teacher?
6. How do you feel your time in ESL affected your later success in life?
7. What do you remember most about ESL during your time at Guilderland?
8. Do you have any other information or comments related that you could share with us?
9. How long were you an ESL student in Guilderland Schools? ____________ How was your experience?
10. Are you currently enrolled in a 4 year school? YES
NO
11. Are you currently enrolled in a 2 year school? YES
NO
12. Are you or have you served in the Armed Forces (Military, Army, Marines, Air Force)? YES
13. Are you currently working full time? YES
NO
14. How many languages do you speak fluently?
1
2
3
4
5
15. Would you recommend the ESL program at Guilderland School to others? YES
NO
more than 5
NO
Why?
Why?
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5) PARENTS OF ESL STUDENTS
1.
The ESL program is helpful to my child (ren).
YES
NO
I DON’T KNOW
2.
My child has been in Guilderland schools for ________ years.
3.
The ESL program is helpful to me.
YES
NO
I DON’T KNOW
4.
What does the ESL program help your child with?
_________________________________________________________________________________
5.
My child’s English skills are better because of ESL.
YES
NO
I DON’T KNOW
6.
I would like there to be workshops related to English Language Learners. YES NO
I DON’T KNOW
7.
I would like to have more workshops about:
______________________________________________________________________________________
8.
Do you have any other information or comments that you could share with us?
_________________________________________________________
Thank you for your time. Please return in the envelope provided to your child’s ESL teacher as soon as possible. Have a great day! ☺
6) Teacher/Counselor/Staff/School Administrator Survey
1.
The ESL Teacher(s) in my building is flexible and accommodating. YES
NO
I DON’T KNOW
2.
The assistance provided by the ESL program enables our students to perform better in school. YES
NO
I DON’T KNOW
3.
Communication with the ESL program members is effective, professional and timely in nature. YES
NO
I DON’T KNOW
4.
I have attended Professional Development related to English Language Learner education.
YES
NO
I DON’T KNOW
5.
I would like there to be more professional development offerings related to English Language Learners. YES
NO
I DON’T KNOW
6.
The ESL program members are receptive to suggestions related to student’s performance.
YES
NO
I DON’T KNOW
7.
The ESL teacher in my building is available for parent conferences, IST meetings, and RTI meetings.
YES
NO
I DON’T KNOW
8.
Members of the ESL department play a strong advocacy role for our Guilderland families.
YES
NO
I DON’T KNOW
9.
I have had experience working with English Language Learners. YES
NO
I DON’T KNOW
10.
The ESL program provides resources as needed for professional knowledge related to second language acquisition and the unique demands
of English Language Learners.YES
NO
I DON’T KNOW
11.
How many years have you taught within the Guilderland School District? YES
NO
I DON’T KNOW
12.
Do you have any other information or comments related that would like to share with us? _______________________________________
Survey Results
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1. Elementary Survey Results
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2. Middle School Survey Results
Question
Comments
Yes No
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I like ESL
* Because it's fun and it helps me
with my English. I also like it
because I get help from my
homework.
* I feel safe in there and it helps me a lot.
*I like ESL because it helps kids from all over the world when they
come to speak better English.
* Because teachers help me with homework and making my English
better.
* I like ESL because I can come and ask questions and teachers in
ESL help me with homework. ESL teachers also teach me vocabulary
words and ESL is so helpful.
* I like ESL because our teacher helps us. And she talks slowly and
we understand better
* I can rest in ESL during tutorial period or access period
* Because ESL teacher help my homework
* I love ESL because I get to eat lunch here and have fun and learn
and I get to talk to friends here and watch movies and play games
and take tests, and get any help I need.
* It gives me some time to do some homework and time to
do/learn more reading
* Because I can play games
* I like ESL because ESL class is really funny and fun
* Ms. Linders are really nice. They have awesome teaching skills.
* Because when we have test we doing it in ESL and we understand
and people help us
* Because it is fun, sometimes we play game
* I like ESL because it is fun and the teachers are nice. ESL is number
one
* Have fun during lunch time and help us with our needs such as
writing, reading, science and math, social studies and French.
My ESL teacher helps me with
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1
2
15
2
3
4
5
18
reading?
My ESL teacher helps me with
writing?
My ESL teacher listens to me?
I feel safe in the ESL classroom?
Anything else you would like to
add?
17
16
4
1
17
17
17
15
1
1
* I like having student teachers.
I like access and tutorial in ESL.
* ESL helps me the most in homework
* ESL helps the kids socialize with other people/peers and learn more.
* I like to student teachers because when Ms. Linders is not here, the student teachers can help us. There
should be more teachers because all kids need help and only one teacher is not enough. I wish I could do ESL
more because I miss doing my work when I have chorus.
* I like coming to ESL because I feel comfortable in ESL. I also like it when we to ESL if we have test because
ESL teachers can explain what questions mean in the test and help me with vocabulary words.
* I like when my teacher (Ms. Linders) helps me at the test and she helps me a lot.
* I like that I can borrow any books in the ESL classroom.
* ESL is the best! I love it because I feel safe here and can relax. I love ESL.
* I would like to have more time with homework to check it back and she gives me some help that I need
* ESL is helpful and fun. I like lunch period
* I like to eat lunch in the ESL room
* I like the volunteer teachers. I like the help in the morning and when we come here in lunch
* I want Ms. B stay here
* I like all the ESL teachers. I like them because they help me with my homework
* Hanging out with friends during lunch and let us play a game. Other adults to help students of what they
need
19
3. High School Survey Results
Question
Do you like ESL?
How does your participation in ESL help
you prepare with you Math, Science,
English or Social Studies homework or
classwork?
Question
Yes
11
No
0
Unanswered
0
Why
* Fun and very helpful
* because I can meet my classmates who is also like me
(learning ESL)
* it helps me with English and I meet a lot of friends there.
* It helps me a lot and Mrs. Kelley helps me what I can't
understand
* It is funny and cool
* Because it's helpful
* because it's fun
* ESL is very fun and I have lots of friends. We can have many
group works
* because it’s very happy been a part of class
* it’s helpful
*Yes because we can learn what should we do and not in the class… culture
* It makes me confidence levels very high. It makes me understand English better and doing well in my
other classes
* The teacher will go to my classroom when I'm having a lab
* When I don't understand homework or classwork I usually ask to Mrs. Kelley. Then she helps me
happily.
* Not really
* Mrs. Kelley helps a lot
* sometimes we learn some things
* we can correct our homework and we can check grammar
* correct essay of English, check and help homework
* It helps a lot, we learn words from ESL
* it’s helpful
Yes
No
Unanswered
Why
20
How does the ESL class improve your
English abilities?
How does your ESL teacher advocate
for your education?
Question
* Yes speaking and grammar
* It makes me feel good and helps me to understand English better. Whenever I don't understand
something my teacher help me to understand it. I understand it better when the teachers explain it to
me personally or 2nd time or wrong common English.
* It's more emphasis on oral English
* grammar, listening, speaking
* grammar part is improved
* all the ways - speaking, writing and listening
* vocabs and writing skills
* speaking/listening
* homework, write and speak
* learn words and grammar
* listening skill
* When there is a problem like lost something
* By helping me to understand the concept of my assignments. Helping with my grades (giving advice
on what to do to improve my grades). Giving me an opportunity to take other class test here, which
makes me more comfortable.
* Teacher is my tutor when I'm studying. And when I have some trouble, my teachers will help me out.
* Grammar and check pronunciation
* really well
* they help us with homework
* for subjects and getting extra help
* Homework in class time. Mrs. Kelley takes a note for me and it was very great because my listening
and talking notes are very ______________
* pay attention on everything
* when I ask questions she answers it
Yes
No
Unanswered
Why
21
Do you consider your ESL teacher a
resource?
What kind of questions do you ask your
ESL teacher?
About life skills
About my schedule or course to take
College prep type questions
About activities, sports or clubs
How to get access to different things
in Guilderland
10
0
1
* My teacher always helps me in after school
* Whenever I have a problem with anything I get the solution
from her. She is the person who can make me happy in any
situation. I am in my element when I am with her.
* Yes because they help me study
* Yes because she helps me English and even personal things
* Because she helps me a lot
* Mrs. Kelley is so helpful
* She can give me a definition of English words
* Mrs. Kelley can give me definition of words and explain easily
* because it's important
6
7
4
7
8
4. Parent Survey Results
Question
The ESL program is helpful to my
child (ren)?
My child has been in Guilderland
Yes
56
No
I don't know
2
3-9 months
1 year
2 years
3 years
4 years
5 years
For_______ years.
The ESL program is helpful to me.
5
13
21
14
4
0
0
22
What does the ESL program help you
child with?
My child's English skills are better
because of ESL.
I would like for there to be workshops
related to ELL's.
Question
I would like to have more workshops
about:
* Reading and math.
* English getting better. He can read lots of words now.
Sometimes he can teach me English. I'm happy ESL help my
son.
* He can speak more than he did before.
* Pronunciation, reading, writing.
* Incorporate the meaning in English of the things she already
knows in Spanish.
* Learn more English
* She’s good reading and talking.
* Learn more about English
* His reading and writing skills, and English pronunciation have
improved.
* As far as I can see his speaking is better then before. He is
getting better recently. He just needs to make more practice
to improve himself.
* Better English
* It helps my child with writing skills especially how to write
critically. It also helps with reading fluency.
* Learn to write English
* Everything
55
37
8
3
Yes
No
I don't know
* How to help my children to read English at home.
* How to help my child to learn English.
* This is the first year of my child in ESL and she is very young
(grade K) she is making good progress in incorporate new
vocabulary, probably at this stage is to have more workshops
with vocabulary learning goals.
* Reading and writing.
* He needs more workshops, which are reading, speaking,
23
and listening practice to improve his English.
* Writing, reading and listening.
Do you have any other information or
comments that you could share with us?
* We are appreciative for the help that ESL have given to my
son.
* I only want you to spend more time with him to solve these
problems. The reason of this comment we always talk Turkish
to each other at home. Because we cannot speak English very
well. Please pay attention to this situation
5. Alumni Survey Results
Question
Do you like ESL?
Yes
25
How did your ESL teacher help you
with Math, Science, English, Social
Studies homework or classwork?
26
No
1
Why/Comment
* Yes, it helped me to get used to a new environment and improve my English.
* I like ESL class. I like my teacher and my classmates
* there are a lot of interesting books to read and people to talk with
* ESL made me feels comfortable living in America and going to an American
school. The ESL teacher was also kind and generous so she made me happy to go
to American school.
* Sometimes I couldn't understand what the teacher said in class. My
ESL teacher explained it to me using simpler English.
* Every time I have questions to ask my teacher, she always helps me patiently.
* They help me with my oral language and English writing by checking my papers,
correcting my pronunciation and giving me a further understanding of the
common words in daily lives.
* She helped me translate complicated English sentences or passages into Korean
by reading together so that I could understand the homework or classwork easily.
24
How did the ESL class improve your
English capabilities?
Did you consider your ESL teacher a
resource?
What kinds of questions did you ask
your ESL teacher?
How do you feel your time in ESL
affected your later success in life?
* In the ESL classroom we had to speak only in English. Even though all the conversations
weren't perfect English, it helped me to get rid of fear I had of speaking in English.
Also the teacher gave us team projects. I think this was the greatest help in improving
my English.
* Reading helps me to remember more words and writing helps me to put words together to make
sentences. I like read and write.
* They talk with me and encourage me, if needed; they give me a hard push to make a leap in my
English study.
* In ESL class I read many English books or played English board games so that I have a lot of
contacts with English. As I read and comprehended English passages a lot, my English abilities got
improved.
24
* Yes because she has watched many students with similar homework
every year, she gave me suggestions when I couldn't start my
homework. Also when I couldn't understand things related to cultural
differences, she gave me answers.
* My ESL teacher is a resource to me because I learn a lot from her.
* They are always responding my related emails and other demand; especially
they are doing their best to help me integrate into the new environment.
* Because she was always beside me, ready to help me anytime.
* Most of the time I asked her to correct grammar errors in writing. I also asked about
Americans' culture.
* My of my questions are related to my every day learning.
* What does this word mean? How to make others understand me.
* I asked lots of vocabularies or grammar rules so that I don't get lost while reading long English
sentences.
* I can say that I improved most of my English through the ESL program, which will
definitely help me when I have to communicate with foreigners later.
* I had a great time in ESL. I made up my mind that I will keep studying and get my English better
and better
* My time in ESL let me touch English, feel English and think in English, after that, I become to love
English and try my best to be a good speaker.
* Because of ESL I am now comfortable talking with English speaking people. It will make me
communicate and express my thoughts to other people easily and better in my life.
25
What do you remember most about
ESL during your time at Guilderland?
Do you have any other information
or comments related that you could
share with us?
How long were you an ESL student in
Guilderland schools and how was the
experience?
Are you currently enrolled in a 4 year
school?
Are you currently enrolled in a 2 year
school?
Question
Are you or have you served in the
Armed Forces (Military, Army, Navy, or Air
Force)?
Are you currently working full time?
How many languages do you speak
fluently?
* The last project I had to do was to prepare a presentation about flashback and
foreshadowing. I guess I remember this most clearly because I was the leader
of my team. I not only learned about what flashback and foreshadowing is
but also how to lead a group.
* I remember most about ESL are: my teacher is nice and helpful, my classmates and I are all good
friends. We study together and help with each other.
* Halloween party and my departing time at Guilderland is so unforgettable the smiling faces of Ms.
Linders, my teachers and my friends are storing in my head forever.
* The most memorable event I had about ESL is the ESL party that I had before I leave America. I
could remember my beautiful memories in ESL.
* ESL class helps child to get used to school life easily and smoothly no matter where the child came
from.
I really appreciate their help.
* I hope ESL would be there to help more students like me.
* It would be better ESL program if it has a lot of books or system for Korean too just like it has for
Chinese and Japanese.
* 2 years… I think it influenced me a lot in a good way even though the actual
time I spent there wasn't long.
* 5 months… I had been an ESL student in Guilderland and had a great time there with my teacher
and classmates.
* 1 year… it is great.
* 2 years... It was the most important and beautiful memory I had in my life in America. It helped
me learn a lot of things such as English and social skills.
18
2
Yes
3
In Korea there is only a 3 year school
No
4
Why/Comment
4
29 = 2 languages
26
Would you recommend the ESL
program at Guilderland Schools to others?
26
* Yes because it really helps students to get adapted to new
environment.
* I will recommend the ESL program at Guilderland to others because I want other
children get the help as much as I did. I really appreciate their help.
* It is good to the people with English learning problems.
* It will make students from other countries learn English fast and fun
6. Teacher/Staff/Counselor/Administrator Survey Results
Question
Yes
No
I don't
know
The ESL teacher(s) in my building is
flexible
and accommodating.
The assistance my ESL teacher provides
enables
my students to perform better in
school.
Communication with the ESL teacher is
effective, professional and timely in
nature.
I have attended professional
Development
related to ELL education.
I would like there to be more
professional
development offering related to ELL's.
The ESL teacher in my building is
receptive to
suggestions related to our shared
150
18
3
123
18
2
119
21
1
54
68
71
38
7
105
3
2
Sometimes
Years
teaching
for GCSD
0-5
Years
teaching
for
GCSD
6-10
Years
teaching
for GCSD
11-20
Years
teaching
for
GCSD
21-30
Years
teaching
for
GCSD
30 or
more
27
students'
performance.
The ESL teacher in my building is
available for
parent conferences, IST meetings and
RTI
meetings.
The ESL teacher in my building plays an
advocacy role for the families.
I have had experience working with
ELL's.
Question
95
1
8
108
1
2
108
12
Yes
No
I don't
know
The ESL teacher is a resource for
professional
knowledge related to second language
acquisition and the needs of ELL's.
How many years have you taught
within the
GCSD?
107
5
3
1
Sometimes
Years
teaching
for GCSD
0-5
Years
teaching
for GCSD
6-10
Years
teaching
for
GCSD
11-20
Years
teachi
ng for
GCSD
21-30
Years
teaching
for
GCSD
30 or
more
6
15
2
1
28
Do you have any other information or
* Stephanie is always readily available for the needs of the ESL students. She also offers us useful
comments related that you could share suggestions and strategies to make our lessons helpful for the ESL students. Excellent communication
with us?
and a pleasure to work with each day.
* Haven't worked with Simon Levy in a number of years but when I did it was fine. Not extremely
involved (pull out). That is the reason for the IDK above.
* Stephanie provides a welcoming and "safe" place for ESL kids, she goes above and beyond and the kids
respond beautifully to her approach. She creates almost like an ESL "family" to support her kids
social/emotional and behavioral and academic needs. She is also always willing to consult and
collaborate.
* Great instruction within the ESL department.
* It is amazing. I think this would be especially helpful in terms of teaching writing. Absolutely! Our ESL
department takes a whole child approach to learning... that includes what impacts students outside of
school.
* The ESL program is a great resource for me as an ESL classroom teacher.
* The students seem to be comfortable having a place to go for ESL support. Especially how it relates to
students who have speech/language disorders. Coordinating assessment and treatment with ESL needs
is always a challenge. The presentations at staff meetings were useful.
* With the increase of jobs in the area in the field of t3echnology, I believe our ELL population will only
continue to grow. Therefore, ELL professional development should be mandatory for all educators in the
district, as ELL students deserve the same quality instruction as our English-speaking students.
* Having only 1 ESL teacher prohibits communication at team meetings and the ability to share
pertinent resources to improve teaching strategies for these kids.
* When there is support in the classroom for students who are new to the country and do not speak
English.
* It's been very helpful to have Marcia Ranieri attend our meetings for ELL kids
29
ESL Survey Data Analysis: Important Points
•
•
•
•
•
•
Elementary Student Survey: Students who participated in the elementary surveys overwhelmingly felt that they like ESL; their teacher
helps him or her with reading and writing, listens to the students, and helps him or her to feel safe in the classroom.
Middle School Student Survey: Middle School students enjoy ESL, feel helped with reading and writing, safe in their ESL classroom and
enjoy being able to eat lunch with their ESL classmates and teacher in the ESL classroom each day.
High School Survey: All of the students (11) who responded to the High School ESL survey enjoy being in the ESL class, and feel that the
time they do spend in ESL helps them to be fully prepared for their other classes. In addition, students feel the ESL teacher advocates for
him or her when there is a problem, by helping with their assignments to improve their grades, by helping with homework as needed, and
answering sensitive questions when they are not sure who else to ask. Most students responded that they ask their ESL teacher questions
about how to gain access to different clubs, activities, and places around Guilderland. Students also felt it was very helpful when the ESL
teacher broke down words that they found troublesome or beyond their comprehension level.
Alumni Student Survey: Of the 22 Alumni students who were in ESL all responded positively about their participation in ESL and
improvement in their language abilities. 16 of the 22 students are currently enrolled in a 4 year college and feel their experience in ESL
helped prepared them to be successful in doing so. All of the 22 students feel comfortable saying they speak 2 languages fluently.
Parent Survey: The 41 Parents of ESL students feel that the ESL program helps their child feel welcome, improve their English skills and that
their child’s language skills are better because of ESL. The ESL program has also helped parents learn how to help their child at home with
reading, speaking, listening, writing and other language support. Most families have been here between 1-3 years in the Guilderland ESL
program. 64.3% of parents would like there to be more workshops for them related to the needs of their children as English Language
Learners.
Teacher/Administrator/Counselor/Staff Survey: 80% of staff feel that the ESL teacher is flexible and accommodating within their buildings
district wide, 70% of staff feel that communication is effective between ESL teachers and their respective buildings, 61% of staff would like
there to be more workshops related to ESL professional development, but only 42% of staff have attended workshops that have been
offered in the past. 98% of staff feel that the ESL teacher in their building is receptive to suggestions and feedback, 95% of staff feel that
the ESL teacher is available to communicate with parents and other teachers on an as needed basis, 99% of staff feel that the ESL teachers
are advocates for their students. Only 88% of staff that responded has had experience working with ESL students during their career here
at Guilderland. Lastly, 96% of staff feels that the ESL teacher is a valuable resource for professional knowledge related to ELLs.
30
Part 5: Next Steps, Challenges, Future Goals for the ESL program
•
Proposed implementation of an ESL/Reading Recovery Position (.5)
o This person would service students who fall into the range of needing ESL and Tier 2 and Tier 3 RtI intervention support.
o This individual would be certified in ESL and then go through the year long training to become certified in Reading Recovery.
o Reading Recovery is an appropriate intervention to support language and literacy development for English language learners.
Success is likely related to the 1:1 interactions designed for each individual learner and to the quality of the oral language exchanges
in Reading Recovery.
Supportive Research
•
•
•
•
•
•
•
Neal and Kelly (1999) examined outcomes for 3,992 ELLs in Reading Recovery and found that the success rate for these children compared
favorably with the total population of Reading Recovery Children in California. They also found that the children had scores within the
average range of a random sample of their grade-level peers.
Reading Recovery serves approximately 16,000 ELLs in the US each year, and about 15% of all Reading Recovery students.
Sufficient research has been amassed (Askew et al., 1988; The Ohio State University and Reading Recovery Council of North America, 1999;
Brown et al., 1999) to conclude that early intervention as a system innovation can work considerably to reduce early reading failure.
Reading Recovery, as a specific model of early intervention, achieves its stated goal to enable the lowest-performing children to accelerate
their progress in a relatively short period of time, thereby making it possible for them to “catch up” to their peers.
Shanahan and Barr (1995), in their independent evaluation of Reading Recovery, conclude that Reading Recovery attains its stated goal by
bringing the children’s learning up to that of their average-achieving peers. They report that many children leave the program with well
developed reading strategies, including phonemic awareness and spelling knowledge.
Fluent ESL children have a higher success rate with Reading Recovery (66.3%) compared to native English speakers (62.2%) or LEP students
(61.7%). However, it appears that limited English proficient children were just as successful as their native English speaking peers.
The longer we wait to help children who are behind, the greater the gap between them and their peers. Children who have difficulties in
the beginning stages of learning to read fall further and further behind their classmates (Stanovich, 1996).
Challenges
• Meet all the service hour requirements of our learners since beginner and intermediate students receive 6 hours per week. Our current
teachers on staff are servicing students during all periods of the day, at any time they can get time with the students. We need to look
at the increase in staff servicing English language learners with professionals that are dedicated to our Guilderland students and their
families.
31
Future Goals
• Investigate the possibility of offering more push-in services where students are given support within the general education classroom
• Implement a Reading Recovery ESL specialist
• Increase our number of certified ESL specialists
• Cluster students at the elementary grade levels so that students can be serviced in groups making it easier for the ESL teacher to service
those students who are in a particular grade level together
• Schedule the middle school ESL teacher so that this person can be available to team with the teams that the ESL students are a part of
to participate in meetings, and greater discussions about the students serviced
• Central ESL registration, enrollment, coordination, grant funding, translator acquisition, etc. so parents are comfortable finding the
access and help they need with a seamless process
• Educating the district as a whole about these new families that enter our schools each day so they are welcome, warm, accepting, and
patient.