1. Thomas County ESOL Program

2. Did You Know?
Home Languages used by Thomas County students include: Spanish, Kazakh, Chinese, Gujarati, Q’anjob’al, Russian, Bengali, Arabic, Pilipino, and Vietnamese?
65 total students, 20 monitored----last year, 80 total students, 18 monitored

3. What is the ESOL Program?
ESOL stands for English to Speakers of Other Languages.  It is a state funded instructional program for eligible English Learners (ELs) in grades K-12 (Georgia School Law Section Code 1981, Sec , enacted in 1985).
The ESOL Program is a standards-based curriculum emphasizing social and academic language proficiency.
The curriculum is based on the integration of the WIDA Consortium English Language Proficiency Standards with the Common Core Georgia Performance Standards.

4. This integration will enable English Learners (ELs) to use English to communicate and demonstrate academic, social, and cultural proficiency.
It is critical that instructional approaches, both in ESOL and general education classes, accommodate the needs of Georgia’s ELs.
Each EL will receive instructional and testing accommodations for the classroom, as appropriate.
It is appropriate to use the home language as a means of facilitating instruction for English language learners and parental notification.
The program is instructed by a state certified teacher with the ESOL endorsement.

5. Ms. Amy Lacher

6. ESOL Vision Statement:
We will lead Georgia in improving the academic achievement of English Learners.
Mission Statement:
The ESOL Program will ensure the equal worth and dignity of all English Learners making available the opportunity to fully gain access to programs and services provided by the State and Local Education Agencies so that English Learners can achieve to high standards, in both English language proficiency and content mastery, as needed to be successful at the postsecondary level and/or when entering the workforce.

7. ESOL vs. Migrant Ed REMEMBER- ALL ESOL students are not Migrant, and
The Migrant Education Program (MEP) is a federally funded supplemental education program for children of migrant farm workers. The MEP personnel work as a liaison between home and school, as well as offer tutorial assistance.
To qualify for the MEP, a student must meet all three eligibility requirements: 
1.  Is one who is a migratory worker, or whose parent, spouse, or guardian is a migratory worker.
    Has moved from one school district to another to seek or obtain agricultural or fishing work within the
last 36 months
3.  Depends on agricultural work as an important part of providing a living for his or her family.
Language is NOT a factor for MEP eligibility.
Serves children and out of school youth from ages 3-21.
Any further questions, please contact Dr. Bob Dechman or
Thomas County MEP personnel-Erika Franklin and Karen Paulino
ext 135 or
REMEMBER- ALL ESOL students are not Migrant, and
not all Migrant students are ESOL!

8. Who is identified as an ESOL/ELL student?
An EL (English Learner) student is classified as one:
(A.) who identifies a language other than English on the Home Language Survey/Student Application, which is maintained in the permanent file
And
(B.) who scores below a 5.0 on the W-APT Language Screener

9. What is the W-APT?
W-APT stands for the WIDA-ACCESS Placement Test.  It is the English language screener used by the state of Georgia.
It is administered to students in grades K through 12.  It is used to identify, for placement purposes, those non-native speakers whose limited English proficiency may interfere with their classroom instruction.
Used as a guideline to let the general ed. teacher know what that student can do in the classroom and their proficiency level.

10. The WIDA Levels of English Language Proficiency6 R E A C H I N G 5 4 3
BRIDGING
EXPANDING 2
DEVELOPING 1
BEGINNING
Must score below a 5 to qualify for ESOL.
ENTERING
Performance Definitions for Language Proficiency Levels appear in the WIDA ELP Standards Resource Guide

11. Can Do Descriptors
This information is used as a guide as to how the EL will perform in your classroom.
These “Can Do” descriptors are WITH SUPPORT.
Cognitive development, age, educational experiences should be considered with these guidelines.

12. 4 language domains listed in gray

13. Language Domains Listening Speaking Reading Writing
Process, understand, interpret and evaluate spoken language in a variety of situations
Speaking
Engage in oral communication in a variety of
situations for a variety of purposes and audiences
Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Reading
Each standards matrix is organized around one of these four language domains.
Writing
Engage in written communication in a variety of situations for a variety of purposes and audiences

14. Language Domains
How are the four language domains similar and unique? This slide illustrates how we often talk about domains as productive (Speaking/Writing) or Receptive (Listening/Reading). This means that our students are either producing or receiving language, which requires a different set of skills.
Do all language domains develop at the same rate for students?
Is there a typical order in which domains are developed?

15. Support Examples
Instructional supports illustrate the importance of scaffolding language development for ELLs, at least through level 4.
WIDA categorizes supports as sensory, graphic, or interactive, with some examples of each provided in the table. These can be found the in the 2007 Edition of the WIDA ELP Standards.

16. Specific Examples of Sensory Supports
Here are specific examples of the supports used in different content areas. These lists are not exhaustive. This graphic can be found in the 2007 Edition of the WIDA ELP Standards.

17. Example Use of Graphic Organizers
Students might refer to graphic organizers as they read to remind them of key language related to each narrative point of view. This graphic can be found in the 2007 Edition of the WIDA ELP Standards.

18. State Approved ESOL Instructional Models
The following are instructional models used in Thomas County Schools. Models depend on student needs, teacher needs, and schedules.
Inclusion
Pull-Out
Monitor/ Consult
Class Period
This year the Thomas County ESOL Program will be serving: Hand-in-Hand, Garrison-Pilcher, Cross Creek, TCMS, TCCHS, and Bishop Hall.

19. Cross Creek’s ESOL Instructors
Ms. Jackson Mrs. Aracri

20. The ESOL teacher will consult and provide…
A variety of techniques, accommodations, and activities designed to teach ELs the appropriate grade level standards, making learning comprehensible and accessible.
Language objectives to incorporate with the CCGPS in the classroom
Assistance in parent involvement and conferences
Provide resources for student, teacher, and family
Assistance in building a culturally supportive classroom

21. The general education teacher will provide….
Content area and grade level knowledge
A language enriched environment
A cultural supportive classroom
Opportunities for ELs to use the language
Instruction in written and oral language
Testing and instructional accommodations as decided on each EL’s plan

22. Academic Language Proficiency
Language-based
Reflective of the varying stages of second language acquisition
Representative of social and academic language contexts   
Tied to the WIDA language proficiency standards
Ex: describe
Academic Achievement
Content-based
Reflective of conceptual development
Representative of the school’s academic curriculum
Tied to Common Core Georgia Performance Standards
Ex: photosynthesis
       

23. QUIZ:
Do this activity? Share

24. Successful Practices for ELLs
Get to know your student- Have informal conversations with your EL
Use visuals, gestures, graphs, charts
Modify the complexity of content using simplified material
Encourage interaction among students
Have meaningful communication with students daily
Cooperative learning
Allow students to use their native language to facilitate learning as needed
Repetition, Repetition, Repetition
Hands-on manipulative
Frequent comprehension checks
Everything you do with your ELs will work well with your other students, but not everything that works for your other students will work for your ELs.

25. ACCESS for ELLs
ACCESS for ELLs™ stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. 
It is a standards-based, criterion referenced English language proficiency test designed to measure English language learners’ social and academic proficiency in English.
It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains.

26. The four language domains are: speaking, listening, reading, and writing.
The ACCESS for ELLs™ test is given during a specific window each year. 
ELs who register during the testing window must take the ACCESS.
Those ELs who are monitored do not take the ACCESS test.
A student may exit ESOL after scoring a 5.0 composite score on Tier B or C of the ACCESS OR
A student may exit ESOL after scoring a 4.0 composite score AND a 4.5 or higher literacy score of the ACCESS for ELLs test AND pass the English Language Arts portion of the Georgia Criterion Referenced Competency Test (CRCT).  At which point a LAC (Language Assessment Committee) form would be completed and approved by the LAC team.
Each grade cluster has three tiers (A,B,C):
K, 1-2, 3-5, 6-8, 9-12

27. What language do students need to be able to participate in your class?
In social contexts ?
In Language Arts ?
In Math ?
In Science?
In Social Studies?

28. WIDA’s ELD Standards Academic Language Social & Instructional Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
WIDA’s five English Language Development Standards represent the social, instructional, and academic language that ELLs need to engage with peers, educators, and the curriculum in schools. Standard 1 represents the language needed and used by ELLs for social and instructional purposes within the school setting. Standards 2-5 address the language necessary for ELLs’ academic success in the content areas of Language Arts, Mathematics, Science, and Social Studies. While other features of the Standards Framework have been updated, the five English Language Development Standards have NOT changed.
Academic Language
Standard 1 Standard Standard Standard Standard 5

29. The Features of Academic Language in WIDA's Standards :
First, we divided the performance criteria into three different levels. You can see in this chart that the discourse level is associated with linguistic complexity, the sentence level is associated with language forms and conventions and the word/phrase level is associated with vocabulary usage.
- The second modification is the addition of the socio-cultural context, which impacts all three criteria by defining students' identities and social roles within a particular task or situation. Some important aspects of the sociocultural context related to language include register, genre, and text type. It is important for educators to intentionally engage students in both formal and informal communication and give them opportunities to interact with a wide range of instructional materials in the classroom. The sociocultural context emphasizes that building on the richness of students' background experiences motivates them and makes language learning more relevant.

30. English Language Proficiency Standard 4:
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Grade Level Cluster: 1-2
Language Domain
Level 1
Entering
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Listening
identify scientific facts about weather or environment depicted in pictures or photographs (such as temperature, seasons, precipitation) from oral statements
find examples of scientific hypotheses about weather or environment from pictures or photographs and oral descriptions
respond to oral questions about weather or environment using pictures or photographs
predict results related to scientific hypotheses about weather or environment from pictures or photographs and oral scenarios
interpret results, along with reasons, based on scientific hypotheses about weather or environment from pictures or photographs and oral reading of grade level materials
Speaking
use words or phrases related to weather or environment from pictures/photographs (such as temperatures, seasons, or precipitation)
restate scientific hypotheses about weather or environment from pictures or photographs
ask WH- questions about weather or environment from pictures or photographs
predict results and provide reasons based on scientific hypotheses about weather or environment from oral or written information
evaluate and weigh options related to scientific hypotheses about weather or environment from oral or written information
Reading
locate scientific words about weather or environment from pictures or photographs (such as seasons, temperature, precipitation)
select scientific hypotheses about weather or environment from pictures or photographs with text
respond to scientific questions about weather or environment from visually supported text
match predictions and reasons related to scientific hypotheses about weather or environment to written text
infer results and reasons based on scientific hypotheses about weather or environment based on grade level text
Writing
produce scientific words or diagrams about weather or environment from pictures or photographs (such as seasons, temperature, precipitation)
(re)state scientific hypotheses about weather or environment from pictures or photographs
answer scientific questions about weather or environment from pictures or photographs
make predictions and/or give reasons based on scientific hypotheses about weather or environment
explain results and provide reasons based on scientific hypotheses about weather or environment

31. What happens after an EL exits the program?
When an EL meets the criteria for exiting the ESOL program, they are monitored for two consecutive years.
A student may re-enter ESOL when the classroom teacher feels a student is falling behind academically due to language and has gone through the RTI process.
A EL who is monitored may still need accommodations in the classroom!

32. Mrs. Ross’ ESOL Website:
Resources
Mrs. Ross’ ESOL Website:
How to Create a Welcoming Classroom Environment:
CREDE- Center for Research on Education, Diversity, and Excellence:
Resources about Language and Culture:
WIDA:
Department of Education:
Help! They Don’t Speak English Starter Kit:
Math Support- includes a Spanish glossary and parent guide in Spanish
"Doing What Works" site offers a user-friendly interface to quickly locate teaching practices that have been found effective by the department's research arm, the Institute of Education Sciences, and similar organizations.

33. Parent Communication
TransAct- free web-based program with templates that can be translated in many languages.
Translation services
Language Line

34. Who is TransACT?
TransACT provides parent notices in multiple languages to help school districts comply with complex federal parent communication mandates.

35. GenEd Collection: Available Languages*

36. TransAct Tool Kit Each School has a login: Hand in Hand: Garrison:
Cross Creek:
TCMS:
TCCHS:
Bishop Hall:

37. The Content Stem/Example Topic
The Elements of the MPI
The Language Function
The Content Stem/Example Topic
The Support
Each MPI consists of three main elements: language function, content stem/example topic, and type of support.
Language function: describes how students use language to demonstrate their proficiency
Content stem/example topic: specifies context for language instruction; derived from state content standards
Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content

38. Content Stem/Example Topic Instructional Support
Think…
Content Stem/Example Topic
Language Function
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
An example MPI from
Grade: 3
Standard 3: The Language of Mathematics
Proficiency Level: 3
Instructional Support

39. I am here to help!

40. What’s the ACCESS again?
Practice looking at an ACCESS Score Report
-What’s important?
-What do I compare?
2. Look at your student’s scores as a group and analyze
3. Plot your scores on the Can Do Descriptors chart

41. Let’s plot Jose Carlos’ ACCESS for ELLs results on the
CAN DO Descriptors:
Listening 4.1
Speaking 6.0
Reading 5.0
Writing 3.8
Here’s an example of how we might use the CAN DO Descriptors to understand a score report for an example student (Jose Carlos).

42. 4.1
These are the bullet points within the CAN DO Descriptors showing what Jose Carlos can do in Listening and Speaking, based on what was listed on his score report.
6.0

43. 5.0
These are the bullet points within the CAN DO Descriptors showing what Jose Carlos can do in Reading and Writing, based on what was listed on his score report.
3.8

44. ESOL Endorsement Annual cohorts through CaseNex
Free for Title III Consortium members
3 courses, online
Course titles:
ESOL and Multicultural Education Issues  
ESOL Applied Linguistics  
Methods and Materials for Teaching ESOL  

45. The “key” to our success with EL students is planning, flexibility, and communication with parents and co-teachers!
Going into the classroom and finding out what the teacher will be teaching and when something is going on let the students take part. This is part of the socialization.