ESOL Advisory Committee Annual Report

VISION Statement  To be an exemplar for ESOL programs in small public school systems across the country by ensuring that: Our students are effectively integrated into a diverse mainstream program. Our students are learning to learn and becoming contributing members of society. Our ESOL and other teachers work collaboratively to nurture and improve instruction for all students. Our parents increase their involvement in the school and community and our community increases its support for the ESOL program.

VALUES statement  WE VALUE: Academic excellence. Making full use of, and respecting each individual student and his or her culture. Parent and community involvement in designing and supporting the ESOL program. A holistic approach to serving the personal and academic needs of the students and their families. A K-12 program of instructional and support services that is based on collaboration and integration.

VALUES statement  WE VALUE: High quality and adequate numbers of ESOL-trained staff to mentor each student. Small class size. Appropriate and effective mainstreaming of ESOL students. Promoting diversity in the school system. Continuous monitoring, evaluation, and improvement of the ESOL program by all stakeholders.

MISSION statement  The Falls Church City Schools ESOL Program provides a caring and nurturing environment that challenges its students both academically and socially to exceed mandated state and national goals and prepares them to become productive members of the local and global societies, while serving as a bridge between the multicultural community and the school system.

Why is ESOL important?  Because ESOL services help students and schools meet specific goals established by federal and state laws (NCLB).  Because FCCPS honors all students.  Because the ESOL program includes more than TEN PERCENT of the FCCPS student population.

Sustainability and Trends  ESOL students now represent more than 10% of the FCCPS student body.  June 2006 student count, 1861; ESOL student count, 181.  Last year, ESOL students (K-12) represented 36 countries and 26 different languages.

No Child Left Behind The No Child Left Behind Act mandates that all LEP (Limited English Proficient) students must be identified and provided with additional services until they develop and attain English proficiency and meet state standards.

The impact of ESOL services  ESOL Students: are provided with the opportunity to pursue a state-mandated school curriculum.  ESOL Parents: are provided with the opportunity to increase their involvement with the schools and their sense of participation in their child’s education.  The Falls Church community: is supported in meeting the educational needs of a multiculturally rich and diverse city.

ESOL student accomplishments  In June of 2006, twelve current or former ESOL students graduated from George Mason High School; five are attending 4-year colleges, six are attending 2-year colleges.  Six former ESOL students graduated from the GMU/EIP Program; 1 student won a $5000 scholarship to GMU for four years, 1 student won a $5000 scholarship to GMU for one year.

ESOL student accomplishments  Ten high school ESOL students took IB courses during the school year; 4 students earned the IB Language B Standard Level Certificate; 1 student earned the IB Language B Higher Level Certificate.  Fifteen current or former ESOL students earned IB Certificates.

ESOL student accomplishments  One ESOL student took and passed the TOEFL Exam.  Five middle school ESOL students took the Math Olympiad exam offered through the MEH TAAP Program.

ESOL teacher accomplishments  Continued to maintain the GMU/EIP program; provided weekly tutoring for participants and a 3-week Summer Academy at GMU.  Piloted the Parents as Educational Partners (PEP) Program at Thomas Jefferson; will expand the program division-wide during the academic year.  Applied for and received a grant from the Greater Washington Reading Council to establish an ESOL Audio Books Library/Lending Program at Mount Daniel Elementary.

ESOL program accomplishments  Maintenance of an Even Start-style program.  Increased translation of school documents into families’ native languages; increased interpretation services at school events  Increased content-area ESOL support.  Effective and accurate administration of the Stanford English Language Proficiency (SELP) test in compliance with NCLB.  Creation of the Wilden Program : an after school program designed to support ESOL students with academics and computer skills, and close the technology gap by awarding each participant a laptop at the completion of the program.

FCCPS ESOL Staff  5 full time teachers, 1 full-time program specialist  Two part-time teachers  One part-time family liaison  Three paraprofessionals

THANK YOU FCCPS ESOL ADVISORY COMMITTEE