English as a Second Language Program Evaluation - Guilderland ...

The program is directly managed by a district wide Administrator who is shared between ESL and World Languages K-12. This person provides
the direct link between the teachers and the district office regarding the ESL program, its needs, and program status. The Administrator moves
throughout the district to observe the program at all levels and to meet with ESL teachers, building administrators, and core area and support
personnel. Often, the Administrator is called upon to meet with parents alongside the ESL teacher in order to help explain the program as well as
to provide other ESL related information to them.
An ESL program is currently housed in each school. The teachers make constant use of staff development opportunities. Each of them regularly
collaborates with our district ESL administrator who has ties to local universities for up to date research and best practices. In the elementary
schools, they work closely with the core teachers (reading teachers, etc.) to stay informed regarding research and practices. They have monthly
meetings with the Supervisor where information is exchanged, new ideas and strategies surface, and issues are discussed. They also attend the
annual NYSTESOL meeting as well as the many other opportunities provided by NYSUT.
The Program Administrator helps to make sure that all test accommodations are made available to ALL ELLs at both the State and local level.
The ESL teacher notifies parents in advance of the State Assessments. The teacher and the Administrator explain these tests and their importance
to the parents.
The Instructional Administrator for the ESL program coordinates the district’s funds for the LEP students with the support of the District Office
Team. The Title III funds are most frequently used to provide after school and summer ESL programs focused on a specific topic/theme or are used
for the purchase of readers, books, dictionaries and technology as appropriate. After school programs are taught by the regular ESL teacher and are
designed to provide an additional support to the LEP. Many times, after school programs provide extra help in preparation for a State Assessment.
This is especially important in the area of social studies where the background knowledge required to be successful on this test is lacking for all the
ELLs.
Individual teachers may request materials through their building or through the ESL department. Title III funds are frequently used to help with
the purchase of materials and technology for student use.
G- Procedures for the distribution of school-related information to parents of LEP students in the language they understand.
• Phone calls, emails or letters home are made by the ESL teachers, program Administrator and by building principals. Translators may be
used depending on the degree of English proficiency.
• Written letters by the school, regular classroom teacher or ESL teacher may be translated first before sending home. This is depending on
the degree of English proficiency of the parent/s.
• Email communications by all parties help to inform parents. These may be translated.
• Accessing the school web-site also provides school-wide information to the parents. This is not translated.
• Home visits, with or without a translator, occur frequently.
H - Procedures for the submission of the results of the annual evaluation of LEP students
Once the tests are completed and rated (speaking done by the certified and trained ESL teacher and writing done by 2 certified and trained
teachers) the answer sheets are sent to the district office. When the district office data information officer verifies the answer sheets, they are then
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