ESL PROGRAM INFORMATION
MSE follows a blend of pull out and push in options among other service delivery models.
- ELs with more than one (1) domain score or the composite score below 3.5 on the WIDA ACCESS spend part of the day in their mainstream classroom and are pulled out for 1 hour each day to receive specialized instruction by a certified ESL teacher in a small group setting. To prevent them from missing their Tier I education, they are serviced during Tier II education - starting the second period of ELA. In this hour, along with activities to advance their English language proficiency, the ESL teacher takes the responsibility for teaching that specific subject area in collaboration with the subject teacher, providing background information for upcoming lessons, or reviewing difficult content following the SIOP Model in their lesson planning.
-The MSE students who are RAELs (Recently Arrived English Learners: within first two years of US schooling) also are entitled to have an extra 1 hour of English Language Development (ELD) hour by a certified ESL teacher.
-Pull(push)-in classes are available for the students who have services tailored to their needs (ELs in grades one through twelve (1-12) scoring 3.5 or above on composite, reading, writing, and one (1) other domain on the WIDA ACCESS and ELs in kindergarten scoring between 20 and 27). In this inclusion service, ESL teachers work with students individually at their seats or as a group someplace in their mainstream classroom by modifying the lesson/ assignment according to their language needs.
Overall, ESL classes are designed in a way to
- support language acquisition across the instructional day,
- provide meaningful participation in core instruction,
- enable students to reach grade-level targets in their academic subjects, and
- Coordinate instructional approaches, including collaboration, among all educators.
The goals of ESL Program at MSE are as follows;
- To enable ELLs to meet their expected linguistic growth standards -based on their yearly trajectories- in listening, reading, speaking and writing and ideally to reach mastery level( WIDA Expanding/ Bridging Levels) through the use of communicative and integrative methods of language teaching.
- To support the mastery of ELLs in the content areas such as ELA, Mathematics, Science and Social studies via collaboration across curriculums and core subject teachers.
- To track the progress of ELLs by regularly updating Individual Learning Plans in collaboration with all the stakeholders of their education.
- To ensure the accommodations for language learners are in place across all curriculum and to provide information sessions and guidance to the faculty on how to accommodate ELLs in the most effective way in their classrooms.
- To involve parents in the education of ELLS and ensure their engagement with the school community