English for Speakers of Other Languages - Program Update Ann Marie Batista ESOL Coordinator December 2018

Quick Stats & Program Terms ELs % of enrollment (23,105 in K-12) FEL Years 1-4 (monitored) ELs and FELs (monitored) % of enrollment (23,105 in K-12) 1,406 6.09% 172 1,578 6.83% EL – English Learner FEL – Former English Learner (attained English proficiency on ACCESS for ELLs) NomPhlote – Home Language Other than English and did not qualify for ESOL. Total EL, FEL (monitored & complete), NomPhlote is 2,538 Students (11/26/2018)

Distribution By Grade Level (EL Only) Grade 00 01 02 03 04 05 06 07 08 9-12 EL Count 130 176 189 168 179 131 90 71 65 207 By District (EL and FEL Year 1-4) District District 1 District 2 District 3 District 4 District 5 EL and FEL (monitor) Count 278 130 254 715 201 Languages Spoken by ELs Language Spanish Arabic Chinese Marshallese Vietnamese Central Amer. Lang. 34 other lang. Count 1,210 (86%) 22 19 18 14 11 112

Country of Origin of English Learners Other Countries Represented: USA (70% of ELs), Yemen, Marshall Islands, China, India, Philippines, Nigeria, Vietnam, Ukraine, Brazil, Micronesia, Nepal, Cameroon, Haiti, Germany, Saudi Arabia, Rep. of Korea, Poland, Russia, Ghana, Belgium, Jordan, South Africa, Dominica, Denmark, Jamaica, Belize, Japan, Iran, Italy, Burkina Faso Spanish Speakers: USA (73%) Mexico Puerto Rico Guatemala Honduras Dominican Republic Venezuela Cuba Chile Columbia Nicaragua El Salvador

5 Year Growth – Why More ELs? ACCESS for ELLs History Jan 2017 ACCESS for ELLs assessment updated and fewer students exited Aug 2017 new WIDA Screener and more students qualify Increased number of ELs enrolling in middle & high school Long Term ELs including dual identified Special Education / EL students may not exit within 5 years Testing Year # Tested ALT=Alternate #Exited 2015 1049 + 18 ALT 179 2016 1057 + 23 ALT 184 2017 1097 + 31 ALT 23 2018 1269 + 31 ALT 37 2019 1406 (TBD) TBD

Core Program for English Learners The educational goals of the English for Speakers of Other Languages (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 The core program in Huntsville City Schools is English Language Development (ELD) beginning in kindergarten through high school. ELD can be described as an evidence-based “program of techniques, methodology, and special curriculum designed to teach ELs explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency” in listening, speaking, reading, and writing.

Classroom & ESOL Teachers Classroom Teachers: Implement CCRS Standards Implement CCRS Instructional Objectives Provide Tiered Instruction and Assessments Integrate WIDA Language Objectives Provide Classroom Implementation of Identified Accommodations at EL Students’ English Language Proficiency Levels ESOL Teachers : Implement WIDA English Language Development Standards Implement WIDA Language Objectives Administer WIDA Language Assessments Provide English Language Acquisition Instruction at the Students’ Proficiency Levels Provide Professional Development for Administrators, Classroom and Content Area 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 Ref: State Assistance Meeting, 2015

Assessments All ELs must participate in the ACCESS for ELLs annual assessment until they attain a 4.8 or better. ELs participate in most State assessments but may be exempt from Scantron Reading if they are within their first 12 months of a US school.

English Language Proficiency Levels

ESOL Program Support State/General Fund: Twelve full-time ESOL teachers; one part-time bilingual interpreter; one specialist; translation services contract Title I and Title III Funds: additional staff in Title I schools, summer enrichment, professional development, supplemental materials Recently given the At-Risk Grant

Identification Process