PUPIL SUPPORT SERVICES English for Speakers of Other Languages
HANDBOOK
2014-2015
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Table of Contents ESOL Mission and Program Overview
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ESOL Philosophy
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ESOL Program Goals
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The Sheltered Immersion Model
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The Role of the ESOL Staff
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ESOL Services by Division
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Criteria for ESOL Services
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WIDA Performance Definitions
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Glossary of Terms
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AAS Pupil Support Services English for Speakers of Other Languages (ESOL)
ESOL Mission Statement Our mission is to help students develop cultural awareness, English language skills, and learning strategies which will enable them to become successful learners and positive contributors to the wider community in which they live.
Program Overview The Anglo-American School of Moscow supports students whose mother tongue is not English. The program used to support English learners is ESOL – English for Speakers of Other Languages. Highly qualified ESOL teachers and staff, as well as classroom and content teachers provide support to students to help them acquire and develop language. Specific training for language acquisition and usage is part of our program across all division and subject areas. Based on best practices, our ESOL program is structured in the following way: Pre-Kindergarten: Students are immersed in a language rich classroom environment where instruction focuses on building and supporting English language for all students. Here, the classroom teacher delivers instruction using strategies to support students as they learn to effectively use language for a variety of purposes. Kindergarten: Similar to Pre-Kindergarten, students are immersed in a language rich classroom environment to support English language acquisition. The classroom teacher delivers instruction using a variety of language supporting strategies for ESOL learners. Beginning English learners have the opportunity to take World Language English (in lieu of Russian, Spanish or French) to support their language development. Grade 1 to 10: Service expands in these grade levels to reflect the increasing demands of the curriculum, as well as the need for more specific academic language. In grades 1 to 5 support is provided in the classroom whenever possible. The ESOL teacher collaborates and works closely with the classroom teacher to provide lessons that reflect the language proficiency levels of the student. This includes co-teaching, working in small groups, organizing flexible groups and providing pull-out instruction to beginner students instead of World Language. In grades 8 to 10, English Academic Program (EAP) elective classes are offered for students. EAP courses provide students with support across all four academic language domains: speaking, reading, writing and listening. The course covers learning strategies, techniques for building vocabulary, and support for content courses.
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Grade 11 and 12: The English for Speakers of Other Languages (ESOL) Program is offered to students through Grade 10. Students in Grades 11 and 12 must be proficient in English to be able to succeed in the rigorous program and to earn an AAS or International Baccalaureate (IB) diploma.
ESOL Program Philosophy AAS implements a sheltered immersion model of support for its English language learner (ELL) population. ESOL teachers and classroom teachers work together to ensure that students can develop language while learning the content of the curriculum and engaging in inquiry-based learning. This model provides language instruction and content support through both direct instruction in grade-level ESOL support classes and EAP (English for Academic Purposes) elective classes, and through indirect means such as team planning for differentiation, materials development, frontloading activities, parent education and curriculum development. Authentic language experiences are ensured by utilizing the Sheltered Immersion Model as it allows students to remain in the appropriate learning environment so that all students develop English language proficiency and learner autonomy for social and academic success. The ESOL Department perceives that high academic standards enhance language development for native and non-native English speakers. A culture of universal collaboration is adopted whereby teachers and students learn from one another. Classroom content, activities and engagements are made accessible and comprehensible for English language learners. Language acquisition occurs best when effective instructional strategies are utilized in authentic contexts and opportunities for student interaction occur regularly. This also applies to reading and writing strategies across the curriculum. ESOL teachers, together with classroom teachers, strive to facilitate differentiated instruction based on the individual needs of each English learner. ESOL teachers assist in planning a variety of formative and summative assessment measures and continue to evaluate the English language learner in the same content as native speakers—but with some differentiation in the process when needed (e.g. sheltered teaching approaches such as scaffolding, presentation of realia and other appropriate ESOL methodology). Students are strongly encouraged to maintain their mother tongue, enhancing both cognitive development and English language acquisition. Language and cultural diversity are assets for teaching and learning. The Department utilizes students’ multilingual and multicultural knowledge across the curriculum. Language learning draws on and adds to social, cultural, emotional, intellectual and aesthetic experiences. The overall program differs according to individual student need, level of English, personality, native-language proficiency and any additional factors that affect student learning. 4
ESOL Program Goals ●
To utilize and promote the sheltered immersion philosophy, educating faculty and parents in the structure of this program.
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To provide a quality program that offers appropriate support strategies for the English language learner through academic content while he or she is learning English.
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To forge effective, cooperative and integrated teaching strategies with the mainstream teachers.
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To access improved learning outcomes for students through teaching learning strategies needed to develop critical thinking and problem solving skills, and to help students apply new knowledge for meaningful cognitive and academic development.
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To provide a supportive and productive learning environment.
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To promote, assist and encourage the students with the use of technology to advance learning.
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To promote and encourage the continued use and development of the mother tongue language.
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To maintain regular and meaningful communication with parents.
The Sheltered Immersion Model (SIM) Definition “Sheltered” means English language learners (ELL) are supported by direct and indirect services. “Immersion” means that English language learners and their non-ELL peers are educated in the same classroom. This model allows equal access to all classes for students regardless of language proficiency.
Overview The Shelter Immersion Model (SIM) is implemented with the belief that English language learners are an integral part of the AAS community and student needs are most effectively addressed within the language-rich environment of the grade-level classroom. English language learners at all levels of English proficiency in grades PreK through 8 are therefore immersed in grade-level classes where in-class support is provided by direct and indirect means, including co-teaching between the ESOL teacher and class teacher when possible. Pull-out services are adopted depending on the 5
individual needs of the students. SIM is a collaborative model involving synergy among all teachers and students. Currently, AAS uses the Sheltered Instruction Observation Protocol (SIOP) model as an effective approach for teaching and learning. According to Echevarria, Vogt and Short, “the theoretical underpinning of the model is that language acquisition is enhanced through meaningful use and interaction. Through the study of content, students interact in English with meaningful material that is relevant to their schooling. Because language processes, such as listening, speaking, reading and writing, develop interdependently, SIOP lessons incorporate activities that integrate those skills” (Making Content Comprehensible for English Language Learners 2008).
Objectives of Sheltered Immersion Model ●
To facilitate and provide encouragement in the transition from home or the previous school into an English-speaking environment.
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To enable students to learn English in a manner that will best prepare them for academic success in an environment where English is the language of instruction.
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To provide continuity and progression within the grade-level content areas and to develop analytical skills necessary for academic success.
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To encourage fluency in the students’ mother tongues.
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To provide curricular and/or language support to teachers and English language learners in grade-level classes.
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To provide professional development opportunities, planning, differentiation and assessment support for classroom teachers.
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Role of the ESOL Teacher in Elementary and Middle School ESOL teachers work collaboratively with grade-level and subject-area teachers to plan a program for each child enrolled in the ESOL Program. Together, all teachers may utilize co-teaching approaches when possible, small group instruction, demonstration lessons, and other sheltered-instructional strategies. Sheltered practices are utilized whenever possible under the umbrella of the SIOP (Sheltered Instructional Observation Protocol). The role of the ESOL teacher may often be that of a coach with regards to strategies that will best benefit students from non-English-speaking backgrounds. The ESOL teacher is also the ELL student’s advocate and will do his or her best to help meet the child’s linguistic needs—in the target language or the student’s native language. Specialists also provide curricular support through frontloading assignments which include and encourage the child’s mother tongue to better facilitate understanding and English-language development.
Role of the ESOL Teacher in the High School The high school ESOL teacher provides direct instruction to students in the ESOL program through an English for Academic Purposes (EAP) course in grades 9 and 10. This course is tailor-made to support, and enhance, student success across all four academic language domains: speaking, reading, writing and listening. The course covers various learning strategies, in order to promote self-motivating and selfmonitoring techniques. In addition, support is provided for content area classes, for example: pre-teaching, background and vocabulary building, and through visual, audio and physical supports. Students enrolled in EAP receive individualized, personalized, instruction with regular teacher feedback in order to develop specific academic needs. The high school teacher also co-teaches an English course for grades 9 and 10, where additional support is given in the content area to English learners.
Role of the ESOL Teaching Assistant The ESOL teaching assistants in our elementary school program play an integral role in supporting ELL students at AAS. Under the guidance of an ESOL teacher, the teaching assistant’s primary role is to support the ELL students to which he or she has been assigned. Teaching assistants are full members of the ESOL team and take part in collaborative planning, professional development, and working directly with students.
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ESOL Services by Division Division
Direct Services ● ● ●
Elementary School
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Middle School
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Indirect Services
Classroom support Small group instruction Collaboration and team planning with classroom teachers After school support as part of the After School Activity program Administer assessments as needed to monitor progress and determine level of need
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Classroom support Small-group instruction Co-teaching After school support Administer assessments as needed to monitor progress and determine level of need Teach EAP support electives
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High School
Classroom support in co-taught English course in grades 9 and 10 Direct instruction through EAP course in grades 9 and 10
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Curricular support for students and families to utilize and make connections to mother tongue Teacher/parent workshops and support Administer testing for admissions placement Schedule and plan support for teaching assistants Monitor recently-exited students Support for staff on sheltered instruction (SIOP) practices
Collaboration/planning with mainstream teachers Curricular support for students and families to utilize and make connections to mother tongue Administer testing for admissions placement Monitor recently-exited students Support for staff on sheltered instruction (SIOP) practices Input in placing students in classrooms Monitor ESOL students’ progress in other classes Provide informal support for ESOL students in grades 11 and 12 Encourage the continued study of mother tongues by students Support content teachers in the use of SIOP
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Criteria for ESOL Services When an application for enrollment is accepted by the Admissions Department, a file review is conducted to determine the student’s level of English proficiency. Students without a sufficient history of English will take an entrance test to determine if services in our ESOL program are needed. The results of the assessment will determine if students are eligible for services within our ESOL department, or if they are proficient enough to be placed in a World Language course. Students who receive ESOL services are assessed throughout the year in their homeroom class, as well as through the ESOL program to monitor language proficiency. Program placement decisions are made in the spring for the following school year using multiple data sources including informal and formal testing, classroom performance, and parent and teacher input. The following table outlines the criteria used to determine initial placement into the ESOL program, as well as used to determine continued service delivery.
AAS ESOL Eligibility Criteria by Grade Level Grade Level
Entry Criteria
Monitored Criteria
Prekindergarten
PreLAS Form C score between 0 and 76
PreLAS Form D score of 82 or higher
Kindergarten
preLAS Form D between 0 and 81
In order to exit direct ESOL services and be placed on monitor status, all students must meet the criteria in item 1 and either criteria 2 or 3
score
of
1. WIDA K MODEL Test WIDA Overall Proficiency Score and Literacy Composite Score of 5.0 or higher 2. Meeting Kindergarten end of year benchmark on Fountas and Pinnell Reading Assessment 3. Teacher Recommendations based on the following: -Yearly progress on performance based assessments
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-Evidence of learning in a growth portfolio -Coping well with grade level demands Grades 1-5
W-APT Test WIDA Overall Proficiency Score or Literacy Composite Score less than 5.0
In order to exit direct ESOL services and be placed on monitor status, all students must meet the criteria in item 1 and either criteria 2 or 3 1. WIDA MODEL Test WIDA Overall Proficiency Score and Literacy Composite Score of 5.0 or higher 2. No less than ½ year below grade level in Fountas and Pinnell Benchmark Reading Assessment System 3. Teacher Recommendations based on the following: -Yearly progress on performance based assessments -Evidence of learning in a growth portfolio -Coping well with grade level demands and materials -Attaining norms (RIT values) in MAP reading and language usage scores (grades 2-5)
Grades 6-7
W-APT Test WIDA Overall Proficiency Score or Literacy Composite Score less than 5.0
In order to exit direct ESOL services and be placed on monitor status, all students must meet the criteria in item 1 and either criteria 2 or 3 1. WIDA 6-8 MODEL Test
It is strongly recommended that students be at a WIDA ELP level of 3.0 or higher
WIDA Overall Proficiency Score and Literacy Composite Score of 5.0 or higher
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2. Attaining norms in MAP reading and language usage scores 3. Recommendations from Humanities, Math, and Science teachers based on the following: a. Yearly progress on performance based assessments b. Evidence of learning in a growth portfolio c. Coping well with grade level demands and materials Grade 8
W-APT Test WIDA Overall Proficiency Score or Literacy Composite Score less than 5.0
In order to exit direct ESOL services and be placed on monitor status, all students must meet the criteria in item 1 and either criteria 2 or 3 1. WIDA MODEL Test
It is strongly recommended that students be at a WIDA ELP level of 3.0 or higher
WIDA Overall Proficiency Score and Literacy Composite Score of 5.0 or higher 2. Attaining norms in MAP reading and language usage scores 3. Recommendations from Humanities, Math, and Science teachers based on the following: a. Yearly progress on performance based assessments b. Evidence of learning in a growth portfolio c. Coping well with grade level demands and materials
Grade 9
W-APT Test WIDA Overall Proficiency Level of between 3.5 and 4.9 and Writing Proficiency Level of
In order to exit direct ESOL services and be placed on monitor status, all students must meet the criteria in item 1 and
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between 3.5 and 4.9
either criteria 2 or 3 1. WIDA MODEL Test WIDA Overall Proficiency Score of 5.0 or higher, Literacy Composite Score of 5.0 or higher and Reading and Writing Proficiency Scores of 4.5 or higher* 2. Coping well with grade level demands and materials 3. Maintaining at least a “C” average in all subjects*. * This requirement may be waived when the ESOL specialist and content area teachers agree students will be able to cope with the grade-level program.
Grade 10
W-APT Test WIDA Overall Proficiency Level of between 4.5 and 4.9 and Writing Proficiency Level of between 4.5 and 4.9
In order to exit direct ESOL services and be placed on monitor status, all students must meet the criteria in item 1 and either criteria 2 or 3 1. WIDA MODEL Test WIDA Overall Proficiency Score of 5.0 or higher, Literacy Composite Score of 5.0 and higher and Reading and Writing Scores of 5.0 or higher* 2. Coping well with grade level demands and materials 3. Maintaining at least a “C” average in all subjects*. * This requirement may be waived when the ESOL specialist and content area teachers agree students will be able to cope with the grade-level program.
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Glossary of Terms Academic Language--The specific language used within academic classes, including technical terms. BICS--Basic Interpersonal pronunciation, vocabulary and grammar.
Communication
Skills.
CALP--Cognitive/Academic Language Proficiency. schooling.
Conversational
ability
including
The linguistic ability associated with
EAP--English for Academic Purposes ELL--English Language Learner ESOL--English for Speakers of Other Languages Frontloading--Pre-teaching vocabulary and concepts that the students will be exposed to in the activities that will follow. LAS-- Language Assessment Scales LEP-- Limited English Proficient. The term used to describe an ELL student who still needs to develop further competency in English. MT--Mother Tongue - The language spoken at home by the family. MLP--Mother Language Program offered after school for students who wish to study their native language Monitor (M)--The status given a student once he or she exits the program. They are on the radar of the ESOL Specialist who works with monitored student’s grade level. They are not charged and may attend Friday pull-outs as needed. preLAS-- The preLAS Observational Assessment™ for 3-6 year olds, part of the preLAS Assessment System, measures the English language proficiency of early learners. Push-in—A service delivery model in which a member of the ESOL staff comes into the general education classroom to support, co-teach or work with small groups of students on targeted skills/tasks. Pull-out—A service delivery model in which a member of the ESOL staff takes small groups of children for targeted skill reinforcement, or for beginners to develop a basic proficiency in the English language. Scaffolding--Activities that provide support as a student is learning which can gradually be withdrawn as they become more autonomous. 14
SIOP--Sheltered Instruction Observation Protocol, a model used to plan lessons to make the content accessible for the ELL student. Scaffolding--Activities that provide support as a student is acquiring language which can gradually be withdrawn as they become more autonomous. WIDA—World Class Instructional Design and Assessment WIDA MODEL- Measure of Developing English Language, a series of English language proficiency assessments for students in Kindergarten through Grade 12. W-APT- WIDA Access Placement Test, an English language proficiency "screener" test given to incoming students who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs.
References
Echevarria, Jana, Deborah J. Short and Mary Ellen Vogt, Implementing the SIOP Model through Effective Professional Development and Coaching, Pearson Education, Inc., 2008. WIDA English Language Proficiency Standards and Resource Guide, 2007.
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