English for Speakers of Other Languages (ESOL) in Huntsville City Schools October 1, 2015

Approximately 8% of Our Students Have a Home Language Other Than English Over 2,000 students in Huntsville City Schools have a home language other than English 1,035 are identified as English language learners (ELL or LEP); 4.5% of total enrollment iNOW 9/28/2015   LEP Code Total LEP 1 (or ELL) 226 First 12 months in US Schools LEP 2 (or ELL) 808 Two years or more FLEP Year 1 Monitor 166 Attained English proficiency FLEP Year 2 Monitor 164 FLEP Complete 455 Monitoring is complete Primary Home Language not English 233 Not an English learner Grand Total 2052

English Language Learners Are Culturally And Linguistically Diverse ELLs are U.S. born, immigrant, and refugees in grades Kindergarten through 12th (We do not have any identified migrant students) English learners are on a continuum of language acquisition from entering to reaching English proficiency in listening, reading, speaking, and writing Over 30 languages represented in our school system Top eight languages among ELL subgroup: Spanish , Marshallese, Gujarati, Arabic, Korean, Russian, Vietnamese, Chinese Spanish is 86% of total languages representing different Spanish speaking locations including Puerto Rico, Mexico, El Salvador, Dominican Republic, Guatemala, Honduras, Panama, and so forth

Understanding ELP Levels Helps Teachers Differentiate Instruction WIDA Levels of English Language Proficiency paragraph simple paragraph simple sentence words

Distribution of ELLs by Grade Level And Schools # of ELLs (LEP 1 and 2) K 169 1 184 2 161 3 135 4 83 5 57 6 45 7 36 8 33 9 10 46 11 23 12 17 1034 School LEP Total McDonnell 194 Ridgecrest 133 Whitesburg P8 87 University Pl 72 Morris Elem 53 Chaffee 45 Columbia High 44 Grissom 39 Providence 37 Lakewood 30 Chal Elem 27 Rolling Hills 23 HSV High 22 Williams Elem 21 Johnson High 16 Montview Jones Valley 15 M.L.K. Westlawn HSV Jr High 14 ASFL 12 Dawson Williams Mid Chapman P8 11 Highlands 10 Lee High 8 Weatherly Farley 7 Goldsmith Blossomwood 5 McNair Jr Mtn Gap P8 AAA 3 Chal Mid H. Cove Elem H. Cove Mid New Century 2 Monte Sano

ELL Students Consistently Make Growth in Language Acquisition ACCESS for ELLs is the required State assessment that measures social and academic English proficiency in listening, speaking, reading, and writing ALSDE State targets will continue to increase each year : 2016 Target Goals: AMAO Part A= 55% ; AMAO Part B = 21%; AMAO Part C=TBD Year Tested Total LEP/ELL Tested AMAO Part A (Compares students w/ two data pts) % making progress .5 gain or better AMAO Part B: % attaining English proficiency with 4.8 overall 2007 843 67.5% 11.2% (94) 2008 930 48.5% 10.8% (100) 2009 934 49.3% 17% (160) 2010 958 61.9% 22% (211) 2011 919 60.7% 16.3% (150) 2012 887 60.4% 16% (144) 2013 927 63.5%  19.3% (179) 2014 949 62.9% 16.95% Did not meet 2015 1049 62% estimated 17% Did not meet state target (179 students)

The educational goals of the ESOL program are: ESOL Program Goals Are Based on Established Principles of Language Development The educational goals of the ESOL program are: Equal access to understandable instruction in all academic areas Meaningful participation in all district programs Increased English proficiency Mastery of subject matter content Reference WIDA’s document “The Cornerstone of WIDA’s Standards: Guiding Principles of Language Development” and WIDA English Language Development Standards https://www.wida.us/

ESOL Program And Services Informed by Dept ESOL Program And Services Informed by Dept. of Ed ELL Toolkit And English Language Development Needs Core program is delivered by the classroom teacher; Teachers need to understand ELL proficiency levels to differentiate instruction Additional English language development is provided at 38 schools by ten itinerant ESOL teachers, two school-based ESOL teachers, and several part-time hourly contracts Three high schools offer ESL elective courses utilizing existing staff: Columbia, Grissom, and Huntsville High

Classroom Teachers: Implement Standards and objectives Provide differentiated Tier 1 Instruction and assessments Integrate WIDA Language Objectives Implement individual English learner plan ESL Teachers : Implement WIDA English Language Development Standards and Language Objectives Administer WIDA Language Assessments Provide ELD Instruction at the Students’ Proficiency Levels Provide Professional Development for Administrators and Classroom Teachers Collaboration between Classroom and ESL Teachers: Integrate CCRS and WIDA English Language Development Standards Build Academic Language in the Content Areas Develop Effective Classroom Instructional and Assessment Strategies for EL Students Build Effective Classroom Materials Supporting Instruction and Assessment at the EL Students’ English Language Proficiency Levels

Title III After School And Summer Activities Summer reading camp for high school ELLs to support required reading project Summer parent activity to teach ways to develop literacy at home for parents of children in primary grades Before or after school tutoring as funding is available Supplemental materials and software resources

ELL Subgroup Is Steady And Growing Need to increase and strengthen professional development opportunities for ALL classroom teachers with English language learners Newcomers arriving in upper grades with interrupted schooling pose significant challenges that need to be considered Parent education and language assistance remains an important aspect for building relationships and developing students