English as a Second Language (ESL)
English as a Second Language (ESL)
Embedded Files
ESL/Title III
The ESL/Title III program serves all Multilingual Learners (MLs) in grades K-12 by targeting English language development (listening, speaking, reading and writing skills). The goal of the program is to support MLs academic achievement by helping them learn English and meet challenging state academic content and student academic achievement standards. North Carolina adopted the 2020 WIDA English Language Development (ELD) Standards, as the North Carolina English Language Development (NC ELD) Standard Course of Study for Mulitingual Learners. These standards are designed to address the needs of ML students to become fully proficient in both social and academic English. These standards are aligned with our English Language Proficiency test (WIDA ACCESS for ELs) . The NC ELD Standard Course of Study provides a framework for teaching ML learners in grades K-12.
NC ELD Standards https://drive.google.com/file/d/1ZvwOwOrgWQLdg2dFExCYX3YAfpJ5Z7m7/view
NC ELD Supporting Documents www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/english-language-development
Home Language Survey
The Home Language Survey (HLS) is the first process in identifying students who potentially might be Multilingual Learners. If a student identifies a first language other than English on the HLS or speaks another language other than English most often in the home, the student will be accessed with the WIDA Screener, our English Language Proficiency Screener.
23-24 Language Instruction Educational Program (LIEP) Services Plan
LIEP23-24.docxWIDA Kindergarten Screener
The WIDA Kindergarten Screener is the English Language Proficiency Screener that is given to Kindergarten and First Semester First Grade students in North Carolina to determine if the student qualifies as a Multilingual Learner (ML). The Kindergarten Screener is a paper based English language proficiency screener given to incoming kindergarteners and students in Grade 1 (first semester only) who identify a language other than English during the HLS process. Kindergarten students enrolled in the first Semester will be administered only the Speaking and Listening Domains of the Kindergarten Screener.
Kindergarten students in 2nd semester and first grade students in 1st semester will take all four domains of the Kindergarten Screener (Listening, Speaking, Reading and Writing).
*Students qualify for EL/ML services if any domain on the screener is less than 5.0.
WIDA Online Screener
The WIDA Online Screener is an online English language proficiency assessment administered to all students in Grades 1 (2nd Semester) through 12 who identify a language other than English during the HLS process. Domains tested are Listening, Speaking, Reading and Writing.
*Students qualify for EL/ML services if any domain on the screener is less than 5.0.
WIDA Standards, Can Dos, EL Action Plans
WIDA Standards, Can Dos, EL Action Plans
EL Teachers will meet with you during Faculty Meetings, Grade Level Planning, etc. to share about WIDA Standards, ACCESS Scores, LEP Plans, Can Do Descriptors of what English Learners (ELs) Can Do at specific proficiency levels, and strategies to help MLs/ ELs access content in your classroom!
Can Do Chart Pre-k/K Can Do Chart Grades 6-8
Can Do Chart Grades 1-2 Can Do Chart Grades 9-12
ACCESS for ELs 2.0 and Alternate ACCESS
ACCESS for ELs 2.0 is the annual English Language Proficiency test given to all English Learners during the testing window of February 1 to March 15.
Alternate ACCESS is a large-print, paper-based test individually administered to students in Grades 1-12 who are identified as English language learners (ELs) with the most significant cognitive disabilities. Alternate ACCESS is intended for ELs who participate, or who would be likely to participate, in the state's alternate content assessment(s).
Exit Criteria
Students exit out of LEP status if their composite score on the ACCESS for ELs 2.0 is 4.8 or higher. Students on the Alternate ACCESS assessment exit out of LEP status if their composite score is P1 or higher for two consecutive years.
Monitored Former Limited English Proficient
Students who exit out of LEP status are monitored for 4 years. ESL teachers will monitor students to assure they are making progress in all academic areas.
ACCESS Score Reports
ACCESS Score Reports give parents and teachers information about the English Language Proficiency of their Multilingual Learner. The four domains assessed are Listening, Speaking, Reading and Writing.
ACCESS Score Reports give parents and teachers information about the English Language Proficiency of their Multilingual Learner. The four domains assessed are Listening, Speaking, Reading and Writing.
Proficiency levels are:
Proficiency levels are:
1 Entering
2 Emerging
3 Developing
4 Expanding
5 Bridging
6 Reaching
Please refer to the Interpretive Guide for Score Reports: wida.wisc.edu/sites/default/files/resource/Interpretive-Guide.pdf
Classroom Modifications
All Multilingual Learners qualify for classroom modifications. Modifications are assigned to students based on the student’s needs. This is an example of some appropriate classroom modifications for MLs.
Testing Accommodations for Multilingual Learners
Students who score below Level 5.0 Bridging on the reading domain of the WIDA Screener/ACCESS for ELs, are eligible to receive state-approved EL testing accommodations on all state tests. Students who score Level 5.0 Bridging or above on the reading domain of the WIDA Screener/ACCESS for ELs or exit EL status must participate in all state tests without accommodations (SBE policy TEST-011).
As with all accommodations for North Carolina tests, (1) the use must be documented in the current EL Plan and (2) the accommodation must be used routinely during instruction and similar classroom assessments.
The following are state-approved EL testing accommodations.
Word-to-Word Bilingual (English/Native Language) Dictionary/Electronic Translator
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
Student Reads Test Aloud to Self
Test Read Aloud (in English)
*All classroom modifications and testing accommodations should be documented on the student's LEP Plan.
Parent and Family Engagement
North Carolina Parent and Caregiver Guide
Parent and Family Engagement is very important and we would like to invite all parents of ESL and Migrant students to join us each month at our ESL Parent Meetings. We would also like to invite parents to join our ESL Parent Portal. Please email Kim Meza (kmeza@vcs.k12.nc.us) to request access to our parent portal. Information on how to join the parent meetings will be posted in the ESL Google Classroom and also through your child's ESL teacher.
ESL Parent Meetings begin at 6:30 pm on the following dates:
August 17
September 14
October 12 CFI
November 16
December 7 CFI
La participación de los padres y la familia es muy importante y nos gustaría invitar a todos los padres de estudiantes de ESL y Migrantes a unirse a nosotros cada mes en nuestras reuniones de padres de ESL. También nos gustaría invitar a los padres a unirse a nuestro Portal para padres de ESL. Envíe un correo electrónico a Kim Meza (kmeza@vcs.k12.nc.us) para solicitar acceso a nuestro portal para padres. La información sobre cómo unirse a las reuniones de padres se publicará en ESL Google Classroom y también a través del maestro de ESL de su hijo.
Las reuniones de ESL se llevan a cabo mensualmente a las 6:30 pm en las siguientes fechas:
17 de agosto
14 de septiembre
12 de octubre CFI
16 de noviembre
7 de diciembre CFI
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Ellevation
Ellevation is the database where we house all of our Multilingual Learners' data and information. Every classroom teacher has access to Ellevation. Please contact your school's ESL teacher if you do not have access to Ellevation.
Rosetta Stone
All ML newcomers have a Rosetta Stone account. Rosetta Stone is a language program that helps MLs build proficiency in English.
Migrant Education Program (MEP)
Migrant Title I Part C
MISSION :: The mission of the Vance County Schools Migrant Education Program is to help migrant students and youth meet high academic challenges by overcoming the obstacles created by frequent moves, educational disruption, cultural and language differences, and health-related problems.
We do this by:
Identifying and recruiting migrant students;
Providing high quality supplemental and support services;
Fostering coordination among schools, agencies, organizations, and businesses to assist migrant families; Collaborating with other states to enhance the continuity of education for migrant students.
*The Migrant program in Vance County serves children and youth who fulfill the following criteria:
Age 3-21;
Have not yet received a high school diploma or its equivalent;
Have moved into the school district within the last 36 months;
Whose parents, guardians, spouses, or selves have moved due to economic necessity and have worked in agricultural production or fishing within the last 36 months.
After potential students are located, they are interviewed by our program recruiter Lesli Turner, who will complete a Certificate of Eligibility (COE), the document that establishes a student's eligibility for services.
Students who have moved during the school year and who are most at risk for not meeting state standards are given priority for services. The staff at the state level collaborate with locally-based programs to conduct a Comprehensive Needs Assessment and design programs to fit students' needs.
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