1. ESOL Overview 2006 By Yanira Alfonso, ESOL Teacher

2. Presentation Objectives ESOL Program Mission Students’ rights and our responsibilities Brief information about ESOL ESOL Modification Plans

3. State Rule 160- 4-5-02 Language Assistance For funding purposes – K - 3 students are counted for a maximum of one daily segment – 4 - 8 students are counted for a maximum of two daily segments daily

4. Aligning English Language Performance Standards to English Language Arts and Content Standards Making Connections: WIDA and ACCESS and AKS Student Achievement

5. Exit criteria is determined by: LAB score readiness for regular classroom instruction is determined by performance on norm- referenced achievement tests, criterion- referenced tests and classroom functioning One year follow-up & grace period

6. Testing of ESOL students ESOL students shall participate in all state assessments unless the school, parents, or guardians agree it is not in the best interest of the student to participate at the time. Decision must be stated in writing with justification.

7. Grading Policy Uniformity in the assignment of grades must be maintained for all courses/subjects taught in grades 4 - 12, including art, music, PE and health. The grading system does not have to be applied to limited English proficient students until the system is a meaningful measure of their learning.

8. Based on Research by Krashen: Students in the Intermediate fluency stage of language development acquire language best by participating in learner centered, project based instruction and activities.

9. READING If you have a struggling reader, who is or was ESOL, tell parents to read or have child read in his/her native language. The stronger the first language, the stronger the second language can become.

10. MODIFICATIONS HELP ALL STUDENTS ESOL students Struggling Students All students Sample modifications (Overheads)

12. Based on Schumann’s Acculturation Model of L2 Acquisition The most critical factors affecting L2 acquisition are the social factors. Social distance, permeability, sharing of social facilities, attitude, size, social equality, length of stay, contact between L1 & L2 groups (Ellis 39). Plant Illustration

13. What can you do? Set the tone for your class. Continually validate who students are and what they know. Recognize student progress and achievements, even if with just a smile. You can make a BIG difference!