We often receive questions from teachers, parents, and students about ESL. Here are the answers to some common questions about the ESL program in general.
How are students identified as needing ESL services?
When a student enrolls in Willard, his or her parents are asked to provide three pieces of information on their enrollment form: student's native language, language spoken at home, and number of months the student has lived in the U.S. In most cases, parents also complete a Home Language Questionnaire with more specific questions about the student's language background. If a language other than English is mentioned on either of these two documents, the ESL teachers will screen the student with the WIDA ACCESS Placement Test (W-APT). If the student's overall grade-adjusted proficiency level is less than 5.0 (for students in grades 2-12), they will be entered into the ESL program. (For Kindergarten students, a speaking and listening proficiency level equal to or less than 28 is considered eligible for ESL, and for 1st graders, a speaking and listening proficiency level equal to or less than 28 OR a reading proficiency level equal to or less than 10 OR a writing proficiency level equal to or less than 11 is considered eligible for ESL.) Parents are notified whenever a student is identified as eligible for ESL, and they have the right to accept or refuse ESL supplemental services.
How long do students remain in the ESL program?
Students remain in the ESL program until they achieve English language proficiency in speaking, listening, reading, and writing on the WIDA ACCESS for ELLs, and perform at a level similar to their native-English speaking peers (as defined by the district's exit criteria). (This includes students whose parents chose to refuse ESL supplemental services.) How long this takes depends on many factors, but research suggests that it takes between 5 and 10 years to develop Cognitive Academic Language Proficiency (CALP).
How do students transition out of the ESL program?
Students must meet the following criteria in order to be transitioned from the ESL program into a 2-year monitoring period:
1) 6.0 overall proficiency level (highest level attainable) on the WIDA ACCESS for ELLs is an automatic transition to monitor status;
2) All of the following factors present:
-5.0 or higher overall proficiency level on the WIDA ACCESS for ELLs,
-Nearing 5.0 or higher in each domain of speaking, listening, reading, and writing on the WIDA ACCESS for ELLs,
-Passing grades (A to D-) in all content area classes,
-Nearing proficiency on MAP and EOC Communication Arts and Math assessments;
3) Core content teacher recommendations, DRA/SRI scores, and other benchmark assessments are also taken into consideration.
What happens after students transition out of the program?
After a student transitions from the ESL program, they enter a 2-year monitoring period where the student's progress is monitored by the ESL teachers. If the student progresses adequately during the 2-year monitoring period (performing at a level similar to their native-English speaking peers), they will be officially exited from the program. If problems arise during the 2-year monitoring period, the ESL teacher may pull the student back into the ESL program for additional support.
How are students identified as needing ESL services?
When a student enrolls in Willard, his or her parents are asked to provide three pieces of information on their enrollment form: student's native language, language spoken at home, and number of months the student has lived in the U.S. In most cases, parents also complete a Home Language Questionnaire with more specific questions about the student's language background. If a language other than English is mentioned on either of these two documents, the ESL teachers will screen the student with the WIDA ACCESS Placement Test (W-APT). If the student's overall grade-adjusted proficiency level is less than 5.0 (for students in grades 2-12), they will be entered into the ESL program. (For Kindergarten students, a speaking and listening proficiency level equal to or less than 28 is considered eligible for ESL, and for 1st graders, a speaking and listening proficiency level equal to or less than 28 OR a reading proficiency level equal to or less than 10 OR a writing proficiency level equal to or less than 11 is considered eligible for ESL.) Parents are notified whenever a student is identified as eligible for ESL, and they have the right to accept or refuse ESL supplemental services.
How long do students remain in the ESL program?
Students remain in the ESL program until they achieve English language proficiency in speaking, listening, reading, and writing on the WIDA ACCESS for ELLs, and perform at a level similar to their native-English speaking peers (as defined by the district's exit criteria). (This includes students whose parents chose to refuse ESL supplemental services.) How long this takes depends on many factors, but research suggests that it takes between 5 and 10 years to develop Cognitive Academic Language Proficiency (CALP).
How do students transition out of the ESL program?
Students must meet the following criteria in order to be transitioned from the ESL program into a 2-year monitoring period:
1) 6.0 overall proficiency level (highest level attainable) on the WIDA ACCESS for ELLs is an automatic transition to monitor status;
2) All of the following factors present:
-5.0 or higher overall proficiency level on the WIDA ACCESS for ELLs,
-Nearing 5.0 or higher in each domain of speaking, listening, reading, and writing on the WIDA ACCESS for ELLs,
-Passing grades (A to D-) in all content area classes,
-Nearing proficiency on MAP and EOC Communication Arts and Math assessments;
3) Core content teacher recommendations, DRA/SRI scores, and other benchmark assessments are also taken into consideration.
What happens after students transition out of the program?
After a student transitions from the ESL program, they enter a 2-year monitoring period where the student's progress is monitored by the ESL teachers. If the student progresses adequately during the 2-year monitoring period (performing at a level similar to their native-English speaking peers), they will be officially exited from the program. If problems arise during the 2-year monitoring period, the ESL teacher may pull the student back into the ESL program for additional support.