In the Waynesboro Public Schools English Learner (EL) Program, students receive tailored instruction designed to enable them to achieve full proficiency in academic English and meet the rigorous content standards expected of all students. Complementing the core educational initiatives, the EL Program provides additional support through summer programming and after school tutoring.

Most students receive a combination of the following services during their time in the program:

Newcomer

Goal: Learn basic English and content concepts together

• Classes of recently arrived ELs with early levels of English development, possibly beginning levels of primary language literacy

• Typically provide specialized social and academic language acquisition instruction designed to transition ELs into the American school setting

• Short-term, typically lasting no longer than 1 year

ESL or ELD

Goal: Develop full English proficiency to support grade-appropriate academic success

• Classes of ELs;  possibly grouped according to their level of English proficiency

• Instruction includes techniques, methods, and tailored curriculum designed to develop ELs’ skills in reading, speaking, listening, and writing

• ESL/ELD curriculum does not need to be identical to grade-level curriculum but reinforces and is aligned to academic content SOLs to the extent possible.

• Service might be provided during a dedicated class period.

• Service might be support outside of the regular classroom (also known as “pull-out”). ELs spend part of the school day in an integrated classroom, but are taken out individually or in small groups for a portion of the day or class to receive ESL instruction that supports grade-level content.

    

Content Classes with Integrated ESL Support

Goal: Support grade-appropriate academic success and full English proficiency development simultaneously

• Classes usually include ELs and non-ELs

• ELs receive direct language instruction and support within general education content classes

• Instruction may use the Sheltered Instruction model: adapts academic instruction to make is accessible and comprehensible to ELs’ proficiency levels to provide access and make content comprehensible

• May use co-teaching (also known as “push-in”)

  o   Co-teaching can take a variety of forms and should include common teacher planning time

Monitoring

• EL teacher closely track the academic progress of students who have transitioned out of the EL program for a period of two years, ensuring that these students receive the necessary support in their content area classrooms.

Most students receive a combination of the following services during their time in the program:

Newcomer

Goal: Learn basic English and content concepts together

• Classes of recently arrived ELs with early levels of English development, possibly beginning levels of primary language literacy

• Typically provide specialized social and academic language acquisition instruction designed to transition ELs into the American school setting

• Short-term, typically lasting no longer than 1 year

ESL or ELD

Goal: Develop full English proficiency to support grade-appropriate academic success

• Classes of ELs;  possibly grouped according to their level of English proficiency

• Instruction includes techniques, methods, and tailored curriculum designed to develop ELs’ skills in reading, speaking, listening, and writing

• ESL/ELD curriculum does not need to be identical to grade-level curriculum but reinforces and is aligned to academic content SOLs to the extent possible.

• Service might be provided during a dedicated class period.

• Service might be support outside of the regular classroom (also known as “pull-out”). ELs spend part of the school day in an integrated classroom, but are taken out individually or in small groups for a portion of the day or class to receive ESL instruction that supports grade-level content.

    

Content Classes with Integrated ESL Support

Goal: Support grade-appropriate academic success and full English proficiency development simultaneously

• Classes usually include ELs and non-ELs

• ELs receive direct language instruction and support within general education content classes

• Instruction may use the Sheltered Instruction model: adapts academic instruction to make is accessible and comprehensible to ELs’ proficiency levels to provide access and make content comprehensible

• May use co-teaching (also known as “push-in”)

  o   Co-teaching can take a variety of forms and should include common teacher planning time

Monitoring

• EL teacher closely track the academic progress of students who have transitioned out of the EL program for a period of two years, ensuring that these students receive the necessary support in their content area classrooms.

KG - 100 minutes per week (all levels)

Grades 1 - 5:

Level 1 - 150 minutes per week

Level 2 - 100 minutes per week

Level 3 - 75 minutes per week

Level 4.0 - 4.3 60 minutes per week

Level 4.4 and above, no service minutes (active monitoring)

Grades 6-12:

Level 1 - 300 minutes per week

Level 2 - 150 minutes per week

Level 3 - 40 minutes per week

Level 4.0 - 4.3 = 30 minutes per week

Level 4.4 and above, no service minutes (active monitoring)