English as a Second Language
ESL Policy Guidelines 1999 - Ongoing Review
There should be ongoing monitoring of students' English- language proficiency, based on:
- periodic samples of a students' unedited writing, completed assignments, tests related to comprehension of content that has been taught, notes of parent interviews or of conferences, teacher observation of oral performance (i.e., as maintained in a portfolio)
- student's understanding of subject-specific content as demonstrated periodically through an array of classroom activities (e.g., worksheets, essays, reports, projects, content-based tests)
ESL policy specifies that a documented assessment of English-language proficiency should be conducted at least annually. This annual review of English-language proficiency should be based on a review of ongoing assessment records (as described above) together with the student's report cards and information such as minutes of school-based team or department meetings pertaining to particular students. The assessment should take account of the fact that students may have differing levels of proficiency in relation to different aspects of language (e.g., they may have more advanced oral language proficiency than written language proficiency).
In assessing language proficiency, districts may choose to describe the student's performance in relation to a matrix of descriptors. This is also beneficial for reporting (see the guidelines specified here in relation to Reporting).
Exit from ESL Programming
Service should be adjusted on the basis of an ongoing review of student performance. If the review determines that the student is functioning at the age and grade level given commensurate abilities, the student may no longer require ESL services. This does not preclude the student receiving ESL services in the future should the need arise. Over time it is expected that support levels will diminish as students progress successfully in a fully integrated program. Where students are not progressing toward independence in the curriculum, a more extensive assessment of student needs should occur.
Service Delivery
Service delivery should occur under the guidance of an ESL specialist who may provide:
- direct instruction to an individual learner or class
- support to a classroom teacher
- direction to a classroom assistant or teaching assistant
All additional services provided for ESL students should be documented. Where the only additional services provided to students are adaptations within the mainstream classroom, there must be documentation of adaptations specifically designed to address the needs of the ESL student which are distinct from those that would normally be provided to address student differences.
Where necessary and appropriate, service delivery may also include the provision of support from:
- another specialist (e.g., counsellor, psychologist, speech and language pathologist, qualified interpreter) working in consultation with an ESL specialist
- a classroom assistant or teaching assistant working under the direction of an ESL specialist
Service should be regularly adjusted in relation to the assessment of student progress.
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