English Learners (EL)

EL PROGRAM and COURSE PLACEMENT

Short-Term ELs are new to the country or have attended U.S schools for less than 6 years. Short term ELs are typically developing social and academic language in all four language domains (reading/writing/listening/speaking).

Long-Term ELs have been in U.S. schools for 6 years or more. Long-term ELs may be fluent in social language and/or approach oral fluency criteria in English, but typically are still developing literacy in academic English. For many long- term ELs, English is the dominant language, and most were born in the U.S.

Language Acquisition Goals for Short-Term ELs

BEGINNER

ELD Focus: Developing baic grammatical structures and social-instructional language

Proficiency growth: PL 1 (Entering) through PL 2 (Emerging)
Placement: In most cases, newcomer ELs (including newcomers) with a composite proficiency level of 2.0 or less should be placed in Beginning/Newcomer courses. Verify that the student has not previously taken Beginner EL at the high school or middle school level. Students should not repeat the course. If a student has scored higher than a 2.0 in the past three years on ACCESS, do not place in a Beginner Course.

INTERMEDIATE

ELD Focus: Developing organization and coherence in discourse.
Proficiency growth: PL 2 (Emerging) to PL 3 (Developing)
Placement: In most cases, ELs (including newcomers) with a composite proficiency level of 2.1 - 3.0 should be placed in these courses. Verify that the student has not previously taken Intermediate EL at the high school or middle school level. Students should not repeat the course. If a student has scored higher than a 3.0 in the past three years on ACCESS, place in an Advanced Course.

ADVANCED

ELD Focus: Developing academic language around the cognitive demands of content.
Proficiency growth: PL 2-3 (Developing) to high PL 3 or low PL 4 (Expanding)
Placement: In most cases, ELs (including newcomers) with a composite proficiency level of 3.1 - 4.0 should be placed in these courses. Verify that the student has not previously taken Advanced EL at the high school or middle school level. If a student has scored higher than a 4.0 in the past three years on ACCESS, place in an ELA course and possibly EL Mainstream Support.

Use of ACCESS score for placement:

Use highest ACCESS score from the past three years to appropriately place students.

Newcomer Program

The WCSD NEWCOMER PROGRAM (Beginning EL courses and EL Foundational Courses) is typically offered only at the following high school Newcomer sites:

Hug High School
Sparks High School
North Valleys High School

Wooster High School
Incline High School (as need demands)

If a student qualifies for newcomer services and/or Beginning EL, they have the option to attend the appropriate Newcomer site or their zoned school; contact the Newcomer Program Consultant at the Department of ELD for assistance.

Nicholas Rhea Nicholas.Rhea@washoeschools.net 775-293-8027

* NEWCOMER STUDENTS:

In consultation with the Departments of Student Accounting and Curriculum and Instruction, the Department of English Learners Administrative Procedure 6708 (revised May 2018) states that for students enrolled in EL Beginning English and EL Beginning Reading/Composition, the course instructor(s) may determine - through diagnostic procedures and conferencing - that a student’s course enrollment should be changed to either EL Fundamentals of English, EL Fundamentals of English Literacy, or both (see subsequent pages) in order for them to be able to repeat Beginning courses (rather than fail them) yet still earn elective credit for seat time spent in language development courses.

If the student lacks fundamental literacy in his/her first language, EL Foundational Courses may be taken instead of or in addition to either EL Beginning Reading/Comp or EL Fundamentals of English Literacy.

Prior to changing a student’s schedule, a graduation plan must be developed to establish a target graduation date, and a conference must take place with the counselor, student and parents/guardians in order to ensure that all parties understand the timeline and potential necessity for extra semesters in high school beyond the prescribed 4 years.

EL Courses

EL Courses

EL Academic Language Development (ALD) 1-2 Course #7619-7620

1/2 credit per semester

Prerequisite: EL assessment results; Instructor approval

The focus of this course is to address the unique needs of English learners who have been in U.S. schools for 6 years or more. Students will increase academic language proficiency through targeted instruction and practice in oral and written communication. Students will read and explore a variety of literary and informational texts from core content areas (ELA, science, social studies, math) and respond orally, in writing, and through projects and presentations.

Students are expected to acquire and apply complex grammatical structures, knowledge of English word formation (morphology), and an understanding of the sociocultural contexts of language use. In addition to language, students may receive explicit instruction in metacognitive skills development in order to increase their abilities as independent learners. To plan and implement effective instruction for this course, the instructor must be able to interpret available assessment data, identify academic language skills, adapt instruction, provide instructive feedback, and monitor progress.

The course requires a TESL/ELAD endorsed instructor, preferably trained in SIOP and/or GLAD and in culturally responsive pedagogy.

NOTE: This course is not designed to supplant a student’s grade level ELA requirements or prepare them for statewide assessments.

IDENTIFICATION CRITERIA	STUDENT:
Length of time in U.S. schools	Has been in U.S schools 6 years or more
EL (LEP) status	Has active EL (LEP) status – OR – Has Exited EL (LEP) status within previous 2 years but exhibits poor academic performance (see next section)
Academic Performance	Has not progressed on ELPA over last 3 years in 2 or more domains Does not meet state/district standards on core content assessment; and/or Does not meet most recent grade level reading/writing standards; and/or Does not meet SBAC reading/writing standards (if applicable)
CONCURRENT ENROLLMENT CRITERIA
ELA classes	Student MUST be concurrently enrolled in a grade level English course.
EL classes	Student MUST NOT be concurrently enrolled in any EL language or EL support course (these classes are for short-term ELs)
ELA support classes	Student MUST NOT be concurrently enrolled in any general language support class, e.g. Read 180, Systems 44, ELA support.
Students with IEPs: Students with IEPs are not precluded from taking ALD courses. English Learners receiving Special Education services should be served through their IEPs, which should be developed in consultation with an EL teacher or other educator with expertise in language acquisition. SE and EL teachers should collaborate to assess language development and determine if placement in an EL ALD course is appropriate for any given student.

EL Academic Language Development 3-4 Course #7627-7628

1/2 credit per semester

Prerequisite: EL assessment results; Instructor approval

As a continuation of EL ALD 1-2, this course provides additional support to English Learners who have been in U.S. schools for 6 years or more. Students will increase academic language proficiency through targeted instruction and practice in oral and written communication. Students will read and explore a variety of literary and informational texts from core content areas (ELA, science, social studies, math) and respond orally, in writing, and through projects and presentations. Students are expected to acquire and apply complex grammatical structures, knowledge of English word formation (morphology), and an understanding of the sociocultural contexts of language use. In addition to language, students may receive explicit instruction in metacognitive skills development in order to increase their abilities as independent learners.

EL Advanced English Course # 7615-7616

1/2 credit per semester

Prerequisite: EL assessment results, instructor approval, concurrent enrollment in a mainstream English class strongly recommended.

The focus of this course is to expand English language skills in all areas and to apply previous knowledge to oral and written communication. Students will be required to read a variety of literary selections as well as content-area related material. The course emphasizes more advanced writing and composition and includes writing for different purposes and audience. Students will write responses to literature as well as produce essays that are well organized and have a clear topic and supporting details. Students will apply complex sentence structures and rules of grammar and mechanics with few significant errors. Participation in group discussions and oral presentations are also an important aspect of this course. Students will be expected to use specific and appropriate vocabulary when communicating ideas in various contexts and settings.

EL Intermediate English Course # 7613-7614

1/2 credit per semester

Prerequisite: EL assessment results; Instructor approval

This class focuses on using more elaborate syntax and more complex verb tenses. The expanded vocabulary will include more specific and specialized words commonly used in content area and mainstream classes. Students will read a variety of fiction and non-fiction and will respond to questions orally as well as in writing. Students will also learn note taking skills. They will be expected to participate in classroom discussions and to ask and answer questions for clarification.

EL Intermediate Reading/Composition Course # 7625-7626

1/2 credit per semester

Prerequisite: EL assessment results; Instructor approval

This one-year course expands the composition and reading objectives introduced at the beginning level and is intended for intermediate level ELLs who are enrolled in ELL INTERMEDIATE ENGLISH. The approach is to integrate reading and writing skills as important academic skills in mainstream classes. Students will read a variety of fiction and non-fiction and will be introduced to different writing styles and writing purposes. Students will be asked to summarize essential information from text, write paragraphs using clear transitions, and practice use of different tenses, word order structures and conjunctions. Students will also be expected to use more specific and expanded vocabulary in their writing with few errors in basic spelling and mechanics.

ELD Mainstream Support Course #7661-7662

1/2 credit per semester – elective credit

Prerequisite: Enrollment in two or more mainstream classes; Instructor approval

EL mainstream support provides assistance to ELs enrolled in mainstream academic classes leading to graduation. The course offers tutoring or additional support to address specific language and content difficulties for ELs enrolled in academic classes. Specific objectives for this course will vary based on students’ individual linguistic needs, academic skills, and mainstream course content. The EL teacher will assist/tutor students on an as-needed basis to facilitate academic success. Students will be required to bring assignments and texts from their mainstream classes and will be expected to use class time effectively.

EL Peer Tutor Course #7655-7656

1/2 credit per semester – elective credit

Prerequisite: ELL Mainstream and instructor approval; tutor must have good academic standing

This course is intended for non-ELs who are interested in tutoring English learners. However, ELs on monitoring status and with good academic standing may also apply for this course. Peer tutors must have the skills necessary for assisting ELs with academic content. Each peer tutor will be assigned to one or more ELs, and will provide language and content assistance to facilitate academic success. The course also aims to increase cultural awareness and to facilitate EL participation in class and school activities. Peer tutoring may be implemented in a variety of ways, and may include direct assistance in the mainstream academic classroom, after-school tutoring, or help with academic assignments. The mainstream teacher and the EL teacher will guide the EL peer tutor in identifying tutoring objectives. Student evaluation and grade assignment for this class will be determined by the mainstream and/or ELL teacher based on the contributions the tutor made towards assisting the EL in academic classes.