Program
Description:
Childs
Elementary School's ESL program offers individualized,
whole
language instruction and learning to LEP students
in grades 1 through
6. Its objective is to support the entire learning
experience for the
children, the parents, and the community.
The ESL
Program at Childs serves Language Minority students
in grades 1-6. Many different techniques are utilized:
direct teacher instruction, small group work, partner
work, tutorial sessions, etc. All units of study are
aligned with both state and local academic standards.
Language proficiency levels are determined using the
Woodcock-Munoz Language Survey, and are carefully
monitored throughout the year to assure adequate progress.
A student must obtain a level 4 or 5 proficiency level
in each of the four areas of language (reading, writing,
listening, speaking), to be considered ready to graduate
from the ESL program.
For
all grade levels, ILPs are created, and there is constant
collaboration with classroom teachers to ensure that
the LM students receive the necessary and legal accommodations
for instruction and assessment on an individual basis.
In other words, each student’s progress is continually
monitored and supported through teachers working together.
Other administrative functions mirror the expectations
of the ESL Office of MCCSC.
Although
no direct services (besides initial WMLS testing)
are given to students at the kindergarten level, quarterly
meetings with kindergarten teachers of LM students
are attended to monitor their students’ progress,
and offer what resources are available.
For the
first and second grade classes, the program is “inclusion
only”. That is, the ESL teacher acts in collaboration
with classroom teachers in their classrooms to instruct
(primarily) the LM students, but in reality, help
is given to any students who are in need of assistance
with their work. A “typical” inclusion
class is led by the classroom teacher, but includes
the ESL teacher’s input, knowledge, and use
of modifications when necessary.
For the
third and fourth grade classes, there is a “pull-out”
ESL class that meets for 50 minutes daily. Its focus
is to build a stronger foundation of academic, social,
and cultural knowledge within the English language
than students might receive in their regular classrooms.
This group tackles all aspects of speaking, reading,
writing, grammar and listening, as well as elements
of socio-cultural knowledge: “reading”
physical expressions, the electoral process, idiomatic
expressions, relational aggression, etc.
The fifth
and sixth grade ESL students come three times per
week to receive tutorial help with any and every content
area. Although these times are less focused on group-work,
the need that these students have for individual help
has dictated that our time be used this way. Classroom
teachers and the ESL teacher work towards the goal
that these students fully master material in all content
areas.
The parent-outreach
aspect of the Childs ESL program is currently undergoing
developmental changes; it is the hope of the ESL teacher
to work in conjunction with the ELLPAC committee and
the Human Understanding and Diversity committee to
have a more fluid and “parent-friendly”
system in place for the school year 2005-2006.
