HCS Meeting the HCS Meeting the Challenges…Challenges…Growing the Whole Child!Growing the Whole Child!

Hoke County Schools Federal Programs

Mrs. Jamie Harris- Smith, ESL Lead Teacher

Ms. Elyssa Thomas, Migrant Tutor

What is ESL?

ESL is a second language program that uses only English as the instructional language for eligible students.

The Purpose of ESL

The purpose of ESL is to give students the opportunity to achieve English proficiency and academic mastery of subject matter content and higher order content.

Qualification RequirementsThe qualification requirements for

a student to be considered a candidate for English as a Second Language student is determined by the home language survey. The students can then become eligible based on the information from that survey.

Notification of Services

After families have been given information about ESL/Bilingual education, they receive a notification of services letter.

The Program

All states have a statute that requires schools to design a program for ESL and prepare a formal plan of services to meet the needs of LEP students. 

Innovative PracticesInnovative Practices

ESL Saturday Academy

Migrant Summer Academy

Transition Center Services

ESL Saturday Academy

Migrant Summer Academy

Transition Center Services

ESL Saturday AcademyESL Saturday Academy Mission Statement

To ensure that all students are exposed to stimulating, rigorous and relevant instruction that provides demanding and constant learning opportunities to improve student achievement. Our students will engage in real-world experiences by problem solving, thinking critically, effectively communicating, working as a team and using creativity.

PurposeThe Purpose of the program is to work with students K-12 on improving reading skills and tactics through a variety of activities including reading, writing, speaking, and listening. Participating students will receive individualized instruction to address the students' literacy needs. Small groups of no more than 1:8 teacher/student ratio. The program focuses on the ever challenging, developing needs of migrant students. Through structured activities, students will be actively encouraged to learn, explore, and build a foundation for a bright future.

ESL Saturday Academy

Operations1st and 3rd SaturdaysOperating Hours: 8:00 a.m. - 1:00 p.m.Location: Turlington SchoolGoal: 15:1 (Student-Teacher ratio)Target Population: Elementary to High

SchoolFocus: Kindergarten mClass and Third

Grade Read to AchieveIncentive: Rewards, end of program

celebration

DemographicsDemographics English Language Learners (ELLs) are one the fastest‐growing

and lowest‐performing student subgroups in America.

Analysts project that the number of school‐age children of immigrants will rise from 12.3 million in 2005 to 17.9 million in 2020

Currently, 21% of school‐age children use a language other than English at home

Thousands of immigrants have moved to North Carolina to contribute to the state’s economy and culture. Many of them do not speak English in their homes resulting in students struggling in North Carolina’s public schools.

In North Carolina, most ELL students are the children of Hispanic immigrants

ELL students in grades 3 through 8 alone has increased at a rate of 12.4% per year, more than doubling from 22,869 in 2002 to 50,372 in 2010.

Are ELLs All the Same?Are ELLs All the Same? Long-Term English learners have been in U.S. schools

since kindergarten and are still classified as LEP when they reach middle or high school.

Migrant English learners usually lack proficiency in English because their education is interrupted as their parents follow the crops from state to state.

Transnational English learners return to their native countries for a year or a portion of the year and attend school in those countries.

Recent immigrants ELLs can be highly schooled or they can be students with interrupted formal education.

Refugee children who have may have never attended school.

ELLs ChallengesELLs Challenges As the number of ELLs increases, schools districts face

the challenge to help ELLs both improve their English proficiency and meet the same high standards for academic achievement.

Under NCLB, disaggregated data have brought the inadequacies of ELL education.

Across the nation, elementary and middle school ELL students exhibit double‐digit achievement gaps in both math and reading.

The achievement gap widens as students grow older.

ELLs begin with a 3 year gap and must make 15 months gain in 10 months in each of several consecutive years to catch up.

ELLs Challenges, cont.ELLs Challenges, cont. For 2012, 80.2% of North Carolina students who started

ninth grade in 2008-09 completed high school in four years or less. However if we look at the ELLs subgroup, their graduation rate was 49.7%

Instructional approaches that are effective with native English speakers, although also successful with ELLs, have a smaller impact.

Although ELLs can perform at the same level as native English speakers in word-level skills, such as decoding, they often fall behind on text-level skills, such as reading comprehension.

Number of ESL Saturday Academy Teachers

Series 1 Column1 Column22013-2014 112012-2013 92011-2012 42010-2011 102009-2010 72008-2009 6

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0 5 10 15

2013-2014

2012-2013

2011-2012

2010-2011

2009-2010

2008-2009

Column2

Column1

Series 1

ESL Saturday Academy Enrollment

Series 1 Column1 Column22008-2009 512009-2010 1052010-2011 1332011-2012 502012-2013 902013-2014 100

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0

20

40

60

80

100

120

140

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Series 1

Column1

Column2

Data Informed ESL Data Informed ESL Instruction, cont.Instruction, cont.

School Year Exiting LEP Students %

2008-2009 7.47%

2009-2010 12.04%

2010-2011 8.09%

2011-2012 17.83%

2012-2013 21%

2013-2014 19%

Migrant Summer CampMigrant Summer Camp Mission Statement

To ensure that all students are exposed to stimulating, rigorous and relevant instruction that provides demanding and constant learning opportunities to improve student achievement. Our students will engage in real-world experiences by problem solving, thinking critically, effectively communicating, working as a team and using creativity.

Purpose

The Purpose of the program is to work with students K-12 on improving reading skills and tactics through a variety of activities including reading, writing, speaking, and listening. Participating students will receive individualized instruction to address the students' literacy needs. Small groups of no more than 1:8 teacher/student ratio. The program focuses on the ever challenging, developing needs of migrant students. Through structured activities, students will be actively encouraged to learn, explore, and build a foundation for a bright future.

Migrant Summer CampMigrant Summer Camp

OperationsMonday-ThursdayOperating Hours: 9:00 a.m. - 2:00 p.m.Location: Scurlock Elementary SchoolGoal: 8 to 1 (Student-Teacher ratio)Target Population: Elementary to High

SchoolIncentive: Field Trip for Students

Transition Center ServicesTransition Center Services

Services K-12 School Enrollment ESL Assessment & Placement for K-12 Migrant Program Services (if qualify) Community Resource Information for English language learner families Interpretation Services

Parent/Teacher Conferences IEP/PEPs Messages to the schools Phone calls to parents

Assistance with completion of school documentsReferrals to: Healthcare organizations (Mental Health, Dentist, etc.) Adult ESL Classes Upward Bound Programs

“A Service Haven Empowering Global Learners”

The mission of “Hoke County Schools Transition Center” is to ensure support and access to school and community resources to ease the transition of the English Language Learner family to Hoke County.

ReferencesReferences Graduation Rates- NEWS RELEASES 2012-13 :: AUGUST 2, 2012; accessed 10/02/12

at 11:20 AM; http://www.ncpublicschools.org/newsroom/news/2012-13/20120802-02

National Center for Education Statistics; Fast Facts, Elementary and Secondary, English Language Learners; accessed 10/01/12 at 2:00 PM; http://nces.ed.gov/fastfacts/display.asp?id=96

Echevarria, Jana, Powers, Kristin, & Short, Deborah, “School Reform and Standards‐based Education: A Model for English Language Learners;” accessed 10/02/12 at 11:25 PM; http://edfs200ell.pbworks.com/w/file/fetch/54561001/EchevarriaShort-SchRefSBEELLs.pdf

National Center for Education Statistics; Fast Facts, Elementary and Secondary, English Language Learners; accessed 10/01/12 at 2:00 PM; http://nces.ed.gov/fastfacts/display.asp?id=96

Connecting RESEARCH about English Language Learners to PRACTICE. An Introductory Guide for Educators; accessed 10/02/12 at 11:48 AM; http://www.learningpt.org/pdfs/ConnectResearchPractice_ELL_IntroGuide.pdf

Effective Instruction for English Learners ; accessed 10/02/12 at 11: 50 AM; http://futureofchildren.org/futureofchildren/publications/journals/article/index.xml?journalid=74&articleid=542