Adapting Instruction for English Language Learners

Overview FAQs about the ESL Program WIDA Standards and language proficiency tests NCCLAS information ESL testing accommodations Optional Q & A session

What is LEP? LEP stands for Limited English Proficient. It describes any student who has been tested either initially with the W-APT or annually with the ACCESS and scored at a level below 5-Bridging in one or more of the four domains (Listening, Speaking, Reading, and Writing). Once students have reached level 5-Bridging on the ACCESS in all four domains, they will exit the ESL program. Their EOG scores will continue to count toward the LEP subgroup for two years.

How is a student identified as LEP? When a student enrolls, the family fills out the home language survey on the application for enrollment. If they list a language other than English, the ESL teacher is notified. The student is then tested with the W-APT to determine LEP identification, unless a current WIDA score is already in the student’s record. The home language survey is intended to identify those students whose first language is not English. The ESL teacher confirms this conclusion before testing.

What is ESL? ESL stands for English as a Second Language. Related acronyms: – ESOL – English to Speakers of Other Languages – ELLs – English Language Learners – ELs – English Learners

What is Direct Status? Students who are directly served attend scheduled classes with the ESL teacher.

What is Consultative Status? Students placed on Consultative status do not attend ESL classes. Parents may request for their student to re-enter direct service. Students who are Consultative may receive testing accommodations and instructional modifications if they qualify based on W-APT or ACCESS scores. Consultative students are tested annually with the WIDA-ACCESS.

Can parents refuse ESL? Parents can refuse direct ESL instruction by requesting Waivered status. Waivered students will not have direct ESL instruction, but they are eligible for testing accommodations and must be administered the ACCESS proficiency test annually until they reach 5-Bridging in all four domains. Parents cannot refuse LEP identification by means of the state-mandated language proficiency test.

What is the ACCESS? ACCESS is the state-mandated language proficiency test which is administered annually to all LEP students (Direct, Consultative, and Waivered). ACCESS stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. It assesses social and academic language.

Why is this student still in ESL if she/he speaks English well? The purpose of the ESL program is to allow LEP students to succeed academically. The acquisition of academic language takes longer than the acquisition of social language. This explains why some students are still in the ESL program even though they speak English well with their peers.

What is NCCLAS? (North Carolina Checklist of Academic Standards) NCCLAS is an alternate assessment to the EOGs and EOCs. Reading, math, and science NCCLAS scores are included in the ABC and AYP accountability calculations. It gives students an alternate means to demonstrate their grade-level academic performance with modifications appropriate to their English proficiency levels.

Eligibility for NCCLAS LEP students who score below 4-Expanding on the language proficiency test in their first two calendar years in U.S. schools. (Refer to NCCLAS policies and procedures.) For eligible students, classroom teachers should begin collecting modified work samples on grade level at the beginning of the school year. These assignments should be dated and the modifications identified. The ESL teachers and the Testing Coordinator will provide information regarding NCCLAS participation as well as testing accommodations.

What happens when an ESL student is also identified as EC? EC testing accommodations listed on the student’s IEP take precedence over ESL accommodations. The ESL and EC teachers work collaboratively to ensure the student receives appropriate services, instructional modifications, and testing accommodations.

Can I fail an ESL student? It is illegal to give failing grades to or retain an LEP student if the student’s lack of mastery is due to limited English proficiency. The classroom teacher must document that content area materials and assignments have been modified to meet the needs of the ESL student. If, in spite of the classroom modifications for the student’s level of English, the student does not master the content concepts, then a failing grade may be justified. (Refer to the WIDA CAN DO Descriptors for appropriate modifications.)

How should I assign a grade to an ESL student? ESL students must be provided with numerous opportunities to complete assignments and demonstrate mastery based on instructional modifications and testing accommodations. The student receives appropriate grades for each of these assignments which contribute to a valid summative assessment and letter grade. In some cases, a grade of ‘P’ for Passing may be used when circumstances make it difficult to assign a specific grade. (E.g. A student enrolling at the end of the term or a student with limited educational background.)

Do ESL students take benchmarks? ESL students who will be taking the EOGs/EOCs will also participate in benchmark assessments using the testing accommodations listed on the PNCF. NCCLAS students do not have to take the benchmarks because these quarterly assessments have not been modified.

My ESL student is not making progress, what should I do? ESL teachers can assist classroom teachers with identifying the possible causes and suggesting appropriate ESL strategies. Collaborating with the ESL teacher can be helpful with understanding the reasons for student behaviors such as not completing class work or not turning in assignments.

How can I modify? break assignments into segments or shorter tasks reduce the number of concepts introduced at any one time monitor the rate at which you present material use graphic organizers consistently use visuals and manipulatives highlight, review, and repeat key points and vocabulary frequently use yes/no, either/or, and wh-questions for beginning students provide realia (real objects) use gestures to convey meaning non-verbally display word walls and charts involve your ESL teacher for additional ways to modify instruction

What is the role of the ESL teacher? The purpose of the ESL Department is to increase the English proficiency level of each English language learner. One main goal is to have all ELLs on grade level within five years. In order to accomplish this, all ESL teachers are responsible for teaching the WIDA English Language Proficiency Standards, using the assigned ESL textbook, testing all ESL students on the state-designated proficiency tests for initial and annual assessments, and meeting state expectations for AMAOs.

How do I have a parent conference and documents translated? An interpreter assigned to your school or region will be available to assist you in translating documents, how to proceed if there is a problem with written communications and adult native literacy, or when interpreting is needed for a parent conference. Additional assistance can also be provided through one of the interpreters from the ESL office ( ).

Some of my students have uncommon names, are they ESL? Not necessarily. The ESL teacher only teaches students who qualify for ESL services. ESL students are exited out of the ESL program based on scores from the state-designated proficiency test. Students who are not directly served may also be on Consultative or Waivered status. Please consult your ESL teacher for further clarification.

Available Online Resources: Transact – It is a website that has translated documents. Some of these documents will allow teachers to type on them. (field trip forms, parent conference invitations, head lice letters, etc.) – (if available for 09/10 school year) CultureGrams – It is an amazing reference tool to find information about the countries represented in the classroom. It has information on diet, gestures, greetings, etc. – Discovery Education – Whenever possible all teachers should provide visuals for ESL and EC learners. –

Questions – Suggestions? Thank you for your continued support to the ESL students in Guilford County Schools. If you have questions or need assistance, please contact the ESL teacher at your school or the ESL Department. V. Rivas Kouba, J. Kimsey, S. Lardies-Dunst, A. Serrano, S. Marcus, Bob Egan