English Learners
Title VI of the Civil Rights Act requires LEP students to be identified as part of the enrollment process for all students. The Charles City Public Schools’ LIEP model and Identification Process
English as a Second Language Model
The CCPS English as a Second Language program is in place to provide additional English instruction and support services to ensure the success of English Language Learners. An ELL is a student whose home language is not English, who needs additional supports to learn English, and/or who requires modified academic work to accommodate for learning English to meet state objectives along with English language standards.
The ESL Program provides the necessary modified instruction and tutoring to ensure English Language Learners can be successful in the classroom.
Along with direct services to students, the ESL staff works with teachers to develop instructional strategies that will support student acquisition of the English language across all content areas.
ELL Identification
The enrollment or registration process is to be completed at the child’s home school. As part of this process, a home language survey is completed for every child enrolled and used as a language screening tool. All students are fully registered before any ESL Program eligibility assessment is done.
Based on information provided, the enrolling school registrar notifies the ESL staff. From there, the ESL staff will begin the process of determining if the student meets identification requirements for ESL services. Students will be assessed using the grade level appropriate screener. Parents will receive notification of results, and, if applicable, parents/guardians grant permission, then formally scheduled ESL services can begin.
The ESL staff works with guidance counselors and building administrators to ensure ELLs are properly scheduled into classes that support the student's current proficiency and progress the student toward successful graduation. At the start of each year, ESL staff meet with each student’s teacher, and his/her language proficiency is discussed along with accommodations and strategies to assist the student.
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The enrollment or registration process is to be completed at the child’s home school. As part of this process, a home language survey is completed for every child enrolling and used as a language screening tool. All students are fully registered before any ESL Program eligibility assessment is done.
Based on information provided, the enrolling school registrar notifies the ESL staff. From there the ESL staff will begin the process of determining if the student meets identification requirements for ESL services. Students will be assessed using the grade level appropriate screener. Parents will receive notification of results and, if applicable, and parents/guardians grant permission, then formally scheduled ESL services can begin.
The ESL staff works with guidance counselors and building administrators to ensure ELLs are properly scheduled into classes that support the student's current proficiency and progress the student toward successful graduation. At the start of each year, ESL staff meets with each student’s teacher and his/her language proficiency is discussed along with accommodations and strategies to assist the student. -
All ELLs receive core instruction in the general classroom. Once identified, ELLs are provided pull-out instruction in individual and/or small group settings that focuses on the development of listening, speaking, reading, and writing skills. Virginia is a WIDA Consortium member. WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.
The WIDA standards include:- English language learners communicate for Social and Instructional purposes within the school setting.
- English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
- English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
- English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
- English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
While not all staff are formally trained in ESL instruction, all teachers provide explicit vocabulary instruction and incorporate activities into their class that allow students to develop their ability to communicate in and about the content area.
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The ESL staff utilize student’s ACCESS for ELLs assessment data, classroom performance, and SOL performance to plan instruction that focuses on the students’ areas of weakness in the four language domains. Throughout the year, the ESL staff works with the classroom teachers to provide appropriate accommodations and modifications, choose effective strategies and assist with the implementation of selected strategies.
All ELLs receive core instruction in the general classroom and therefore participate in all district and state mandated assessments. In addition to these, students also take the WIDA ACCESS for ELLs which determines a student’s language proficiency level. Accommodations include linguistic and nonlinguistic, direct or indirect and are documented on the student's assessment plan and learning profile.
For more information, please visit the VDOE webpage about Virginia English Language Proficiency Assessments. -
Students that score a 4.4 composite (overall) score on the ACCESS for ELLs® test automatically attain an English language proficiency level of 6 and will have exited the program. These students have attained the language skills necessary to compete with mainstream English speakers, in age and grade appropriate settings, in all areas of language development without adapted or modified materials.
These Formerly Limited English Proficiency (FLEP) students are monitored for four years to ensure that they are making academic progress and maintaining language skills. If necessary, ESL staff will collaborate with the classroom teacher to provide strategies and suggest differentiated lessons that allow the FLEP student to be successful. -
As ESL Family Engagement events are added to the calendar, updates and flyers will be posted here.