| Maui District English for Second Language Learners (ESLL) Program |
The English for Second Language Learners (ESLL) Program is a supplementary program designed to assist students whose dominant language is not English and whose limitation in the use of English prevents them from functioning in mainstream programs. The ESLL Program provides language support (ESLL and/or bilingual) and acculturation activities for approximately 18,000 students in all seven districts across our state. More than 100 different languages are spoken by students in the program. Ilokano, Samoan, Tagalog, Tongan, Vietnamese, Cantonese, and Korean are the most numerous language groups. Other sizable language groups are Marshallese, Visayan, Japanese, and Spanish.
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Vision of the ESLL Program |
To ensure that all English Language Learners will become proficient in English and will achieve academically so that they will be successful members of society.
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Mission of the ESLL Program |
The program strives to use instructional approaches and methods which address the students' specific language and cultural needs, while ensuring that students are taught the same challenging content and high level skills desired for all students.
The ESLL Program was developed for all English for Second Language Learners to meet the federal/state compliance regulations which mandates language support services for students whose first or native language is not English.
Programming is based on the needs of the students as determined by the Identification, Assessment, and Programming System (IAPS) guidelines and the ESLL Framework.
The type of service is determined by the English Proficiency Test (EPT). Other data, when available, used to determine type of service include: the Native Language Proficiency (NLP) Test, reading and writing tests, the state test scores, grade level, and educational background of the student.
The ESLL Program focuses on language acquisition and communication skills using English as a Second Language (ESL) strategies or Bilingual Instructional Support, if available. The focus of the Program is to assist students in their adjustments to their new school / community / society.
Multicultural awareness and understanding is an integral part of the ESLL Program. It is taught through literature, cultural sharing and activities, films, and school / complex / district or state activities.
1. To assist students in developing the literate behaviors necessary for lifelong learning.
2. To create a positive learning environment characterized by high expectations for all students.
3. To meet the intent of the policies of the Office for Civil Rights.
4. To identify language minority students who may require English language support services in their schooling.
5. To use equitable and timely assessments of students' language development and academic progress.
6. To ensure that students are placed in appropriate instructional programs.
7. To review and evaluate program effectiveness and make modifications as necessary.
8. To develop and implement curricular and co-curricular activities which nurture cultural identity, promote pride in the students' native cultures & languages, and develop an understanding of and appreciation for different cultures.
9. To survey teacher skills and competencies and provide opportunities for staff development in the area of instruction for ESL students.
10. To provide parents an opportunity for a positive and productive involvement in their children's schooling.
When students are enrolled in our public schools, parents complete an SIS-10 enrollment form. A response of anything other than English for one or more of the following identifies a student as a potential ESLL student:
1. Student’s first acquired language
2. Language most often used at home
3. Language most often used by student
Once the student is identified as a potential ESLL student, an assessment process is begun and must be completed within 20 school days after the student’s first day in school.
The first assessment administered is the English Proficiency Test or EPT. It is a rating of the student’s oral and listening skills in English.
A student with an EPT rating of 1 is categorized as Non-English Proficient (NEP). A Native Language Proficiency (NLP) Test is required of all NEPs. The NLP rates the student’s oral proficiency in his / her native language. The NLP is administered by speakers of the child’s native language.
A Reading and Writing Test are also administered to the ESLL students. This test will inform teachers as to the student’s ability in reading, comprehending, and writing. This test is a tool for informing instruction as well as measuring student progress over time.
There are three basic instructional settings for providing ESLL Program services. Schools may be using one or a combination of the following:
Self-Contained Class: This setting is used when there is a concentration of Non-English Proficient (NEP) students. It is often used in secondary schools as an elective course (such as ESOL) or a required credit course (such as English and/or Social Studies).
Intervention or Team-Taught Class: In this setting the ESLL students are serviced in the regular classroom. The regular teacher and the ESLL Program Teacher or PTT plan and work cooperatively to deliver. The ESLL Program teacher or PTT follows and adapts the mainstream curriculum to meet the needs of the ESLL Program students.
Pull-out Tutorial or Learning Center: The ESLL teacher pulls-out ESLL students from their mainstream classrooms for individual or small group instruction. This setting often serves as a place where students can receive supplemental and/or intensive Language instruction. Pullout and intervention is often used together to provide students additional assistance in a more controlled setting.
The setting selected by the school is secondary to the primary instructional focus of helping students make a transition to the mainstream classroom. Curriculum and in-struction must provide students with opportunities to develop language skills and literate behaviors.
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No Child Left Behind Act / Title III |
The Department of Education (DOE) is committed to implementing the NCLB. The DOE is charged with the following:
1.ensure that ESLL children attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State standards.
2. assist all ESLL children to achieve at high levels in the core academic subjects.
3.develop high-quality language instruction educational programs and steamline language instruction.
4.promote parental and community participation.
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Parent and Community Involvement |
To promote positive and productive parent co-operation, the schools are receptive and responsive to concerns expressed by all parents. General school notices and other communications with parents or guardians of ESLL Program students will be translated or interpreted, as appropriate. Information will include an orientation to school and community resources, an explanation of student performance expectations, and notification of the services provided to their children. The objectives of this crucial component are to:
1. Improve the English language skills of ESLL children.
2. Assist parents in helping their children to improve their academic achievement.
3. Become active participants in the education of their children
Schools conduct activities for parents (e.g., meetings, open house, and workshops) to enhance parent participation. Through these parent activities, the school and district can provide appropriate bilingual information and materials which suggest ways for parents to help their children better adjust to school and successfully perform academic tasks. Parents are encouraged to participate through the established networks of parent/school communication such as the Parent-Teacher-Student Association (PTSA) and Parent Community Networking Center (PCNC) in their own schools.
Bilingual School - Home Assistants (BSHAs) - They provide bilingual support to parents and students in some of the major languages found in the state. They are the bridge that often links the school to the home. One or more BSHAs are based in all of the seven school districts across the state. A few of the representative languages include, but are not limited to, Ilokano, Tagalog, Samoan, Tongan, Marshallese, Vietnamese, Laotian, Japanese and Spanish.
Parent Community Networking Center (PCNC) - The BSHAs work collaboratively with the PCNCs to organize parenting workshops and activities. Their role is similar to the BSHAs but they are based in the schools. PCNCs are in all of Hawaii’s public schools.
Family Focus Group - The Family Focus Group is a team of school and community organizations who provide support for the families. The school programs that may be involved are: ESLL, PCNC, PSAP (Primary School Adjustment Program), Title I, counselors, etc.
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