ESL Program

ESL Program ESL is a language assistance service . Students must have English Learner (EL) status to qualify for ESL services . Status is given when the student is identified as an EL . This is a two-step process that occurs when a student enters the district . First, the parent/guardian is asked to complete the Home Language Survey that requests the primary home language . If the primary language is other than English, then the district proceeds with the second step . The second step is a language proficiency test . A test is given to students to determine a level of English proficiency . There is a range of proficiency that are based on levels 1 .0 to 4 .9 . According to the test: ] A student who performs at a level 1 .2 would be considered a newcomer . ] A student who performs at a level 2 .3 would be able to use English at a beginner level . ] A student who performs at a level 3 .5 would be able to use English at an intermediate level . ] A student who performs at a level 4 .8 would be able to use English at an advanced level . The schools and the district use primary language and the level of the student to make programming decisions . When families of ELs select a school, the district is required to offer schools that have an ESL program . There are 42 schools in the district that have an ESL program . Parents/guardians must sign a Permission form to attend a school that provides ESL . Parents who wish to decline the ESL program are asked to sign a Refusal form . If an EL student attends a school with an ESL program, he/she will receive English Language Development (ELD) instruction from an ESL teacher . The goal of ELD instruction is to help a student learn the skills, rules, and patterns of the English language . ESL is designed to assist EL students in being more prepared to do well in the general education classroom . ELD instruction may be provided through a pull-out model, where the ESL teacher takes the ELs to an alternate location . Or, the ESL teacher may provide inclusionary services, where ELD instruction is provided to the ELs in the classroom, so that students can receive support but remain with their non-EL peers . All ELs, whether they attend a school that has or does not have an ESL program, are required to take the ACCESStest . ACCESSstands for Assessing Comprehension and Communication in English State to State . The ACCESStest is required assessment that measures language growth which EL students take every December . When students reach a level 5 .0 on the ACCESStest, they no longer qualify for ESL services, and they lose EL status . It may take students 5-8 years to acquire a level 5 .0 English proficiency, however language acquisition is a process that varies by student .

World Language Programs Parent Coordinator Playback

Program Type Definition Percent of Class Time Spent in Language per Week Program Goals

Content-based FLES Grades K–6

Foreign language elementary school programs (FLES) prepare students for advanced middle school language learning. Curriculum targets language proficiency development with integration of content and cultural learning in the target language.

15–50%

• 90 or more minutes/week of standards-based instruction by a licensed world language educator for the full academic year. • Time is spent learning language, as well as learning subject matter in the world language. • To acquire proficiency in listening, speaking, reading, and writing the world language. • To use subject content as a vehicle for acquiring world language skills. • To acquire an understanding of and appreciation for other cultures.

FLES Grades K–6 5–15%

Minimum 75 minutes per week, at least every other day. Time is spent learning language. • To acquire proficiency in listening and speaking (degree of proficiency varies within the program). • To acquire an understanding of and appreciation for other cultures. • To acquire some proficiency in reading and writing (emphasis varies within the program).

FLEX Grades K–8

Foreign language exploratory programs introduce the learning of one or more languages for limited instructional time. Program is designed to promote future language learning. FLEX programs are more experiential, not without value, but not as effective in realizing in-depth language growth and proficiency.

1–5%

• Less than 90 minutes/week or no more than nine weeks in duration. • Time spent sampling one or more languages and/or learning about language -- sometimes taught mostly in English. Learning goals focus on limited vocabulary/greetings/phrases and cultural learning. • To develop an interest in foreign languages for future language study. • To learn basic words and phrases in one or more world languages. • To develop careful listening skills. • To develop cultural awareness. • To develop linguistic awareness.

High School Grades 9–12

Language acquisition will prepare students with language skills to compete in an ever-changing global economy which in turn will promote a competitive student body with novice-high to intermediate-mid level of proficiency. • High school students will take a minimum of 2 consecutive years of the same language. • Time spent learning a world language ranges from 180 to 250 hours per week. • Drive integrated and comprehensive instruction that ensures optimal and sustainable language development • Promote growth in literacy and college readiness that is consistent with culturally responsive teaching practices