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

2. 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

3. 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

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

5. 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

6. 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)

7. 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

8. 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

9. 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

10. 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

11. 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