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

2. 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)

3. 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

4. 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. 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
ALT
179
2016
ALT
184
2017
ALT 23
2018
ALT 37
2019
1406 (TBD)
TBD

6. 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.

7. 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

8. 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.

9. English Language Proficiency Levels

10. 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

13. Identification Process