It is the goal of all school personnel, including regular classroom teachers, special education teachers, gifted education teachers, after-school staff, summer school staff, at-risk instructors, counselors, and administrators, to help each student make yearly progress on standardized evaluations and reach the highest possible levels of English language and academic proficiency in the shortest time possible.
In the Monroe County School (MCBOE) System, regular teachers are the primary instructors, and the EL staff is supplemental. WIDA/SDAIE Strategies will focus on key concepts and key vocabulary while using visual and organizational support to ensure second language acquisition in the core curriculum.
Who are ELs in Monroe County?
ELs can be immigrants, refugees, migrant, children of military families, international adopted children and U.S. citizens. They come from various countries, but many are U.S. citizens with Alabama as their only home.
What languages do ELs in MCS speak?
During the 2015 -2016 School Year, the students in Monroe County spoke four different languages in their homes. Those four languages spoken by EL students were Spanish, Vietnamese, Chinese, and Arabic.
What are our legal obligations to ELs?
The legal obligation to provide services to ELs can be found in the Equal Education Opportunities Act, Lau v. Nichols, Title VI or the Civil Rights Act of 1964, Plyler v. Doe, Castaneda v. Pickard, No Child Left Behind and more. ELs have the same rights to Advanced Placement courses, Special Education services, extracurricular activities, etc. as any student.
What is an Individualized English Language Learner Plan (I-ELP)?
It is the legal documented plan created for each EL that is updated yearly to meet the academic and language acquisition needs of the EL until the student achieves FLEP status. The plan includes, but is not limited to, testing accommodations, classroom accommodations, and other relevant information. The I-ELP should be created by and agreed upon by the EL committee which must include the parent, EL teacher, administrator, content teachers, and other professionals who might impact the I-ELP.
How are ELs identified in Alabama?
Every student (K-12) enrolled in Alabama schools is administered a Home Language Survey (HLS). If the HLS indicates a language other than English is spoken by the student or to the student in the home, the student's English language proficiency is assessed using the WIDA ACCESS placement Test (W-APT). This screening tool is used to determine whether a student is eligible for supplemental English language instructional services (Title III).
ACCESS for ELs
ACCESS for ELs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure large-scale English language proficiency assessment given to Kindergarten through 12th grade students who have been identified as English learners (ELs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring social and academic English.Students must achieve a score of 4.8 to exit ESL.
What is the CORE English language program in MCS?
The core English language instruction program in MCS isSpecially Designed Academic Instruction in English (SDAIE). Content teachers provide instruction that simultaneously introduces both language and content, using specialized techniques to accommodate EL's linguistic needs. Instruction focuses on the teaching of academic content rather than the English language itself, even though the acquisition of English may be one of the instructional goals. Students can waive supplemental services provided by an ESL teacher but cannot waive the core program.WIDA/SDAIE Strategies will focus on key concepts and key vocabulary presented using visual and organizational support to ensure second language acquisition in the core curriculum.
How do we serve ELs in Monroe County?
Alabama has a standards-based curriculum emphasizing academic and social language proficiency. The EL coursework is based upon WIDA Consortium English Language Proficiency (ELP) standards. Classroom teachers integrate those ELP standards with Alabama State Content Standards and College and Career Standards to enable ELs to both communicate in English and demonstrate their academic, social, and cultural proficiency. Instructional approaches, both in EL and general education classes, ensure that Alabama ELs are accommodated. To the extent practicable, it is appropriate to use the EL's home language as a means of facilitating instruction and providing parents with school-related information. For supplemental instruction, ESL teachers may provide instruction in a variety of settings that will best meet the needs of the student. ELs may be in pull out small groups, general education classes with inclusion, a resource class or a combination of these types.
ACCESS- Assessing Comprehension and Communication in English State-to-State (the test)
ESL- English as a Second Language (the class/program)
EL- English Learner (the student)
FLEP- Former Limited English Proficient
HLS- Home Language Survey (for identification)
I-ELP- Individualized English Language Plan
LEP- Limited English Proficient
W-APT- WIDA ACCESS Placement Test (the screener)
WIDA- World Class Instruction Design and Assessment (the standards)
What is WIDA?
Alabama is a member of the WIDA Consortium.www.wida.usThe Alabama English Language Development Standard Course of Study is the World-Class Instructional Design and Assessment WIDA English Language Proficiency Standards. These standards are the instructional framework for content and ESL teachers. ELs should communicate information, ideas and concepts necessary for academic success in:
Standard 1:SOCIAL AND INSTRUCTIONAL language
Standard 2: The language of LANGUAGE ARTS
Standard 3: The language of MATHEMATICS
Standard 4: The language of SCIENCE
Standard 5: The language of SOCIAL STUDIES
Each standard should be addressed in the four language domains of LISTENING,SPEAKING,READING and WRITING.
What happens when ELs exit the ESL program?
When a student meets the 4.8 benchmark on the ACCESS they are considered Former Limited English Proficient (FLEP). At this time they do not receive supplemental services, however their academic progress is monitored quarterly for two years to ensure successful transition.
What is the purpose of Title III?
The purpose of the Title III is to ensure that ELs, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet, and to assist State and local educational agencies to develop and enhance their capacity to provide high-quality instructional programs.