RDPSD ESL Intake Procedures – Secondary
INTAKE PROCEDURE - This needs to be, at minimum, a two-appointment procedure. Some time should be given to make the best placement decision – the student should NOT start school the day he/she arrives to register. However, the student should be able to begin classes within three days of his/her initial registration.
It is extremely important to decide the person in the school responsible for each of the following steps. More than one person should be familiar with the intake procedures in case the designated staff member is not available.
Appointment 1 – Approximately 2 hours
- complete ESL intake form. This is better to be done with the student (and parents/translator) rather than just giving it to the family to complete. This can be used as an informal evaluation of the student’s language abilities as to how much they understood and how much they were able to answer. Focus the questions to the student initially, and if he/she is unable to answer, then make use of the translator or family members.
(This form is to go into the student’s file. However, please make a copy of it for the ESL teacher if it is deemed that ESL is necessary.)
- diagnostic tests – This is an area we are still working on to come up with a standard evaluation tool. For the moment, we are using the Michigan Placement Test with the International Students as an initial test. This is a multiple choice test, with 20 listening questions (on CD) and then 80 vocab/grammar/reading comp. questions. The test takes approximately one hour to administer.
- The student could also complete a WJ3 Calculation Test as a basic assessment of math skills.
Once completed, these tests need to go into the student’s file as AB Ed. requires an annual assessment on file for ESL coding purposes. However, the ESL teacher should also be given a copy of these assessments.
- The family (student) can be given the school registration package to fill out. It is possible that families may have already been given the registration package to complete prior to the first appointment. If it has not yet been completed, families could either complete this if they are waiting for the student to complete the assessment, or it could be done at home and brought back for the next appointment. Along with the course guide, a ‘visual registration guide’ could also be given to the student – to be brought back – in order to help choose some classes. In the initial intake, there are questions regarding types of classes the student likes/interests, etc. This can help with a pre-draft of courses. Or, a ‘picture registration guide’ could be shown during the initial intake and the student could pick some classes he/she may be interested in taking.
In Between Appointments
- A rough draft of a timetable could be decided, based on the intake info from the student and the results of the placement test.
- Should also talk to teachers about the potential addition of this student to their classes.
Placement Considerations
ESL Level (1) 2
ESL
ESL /ESL Intro Canadian Studies (if available)
PE
Math (ESL Intro to Math if available) – Math choice based on course availability and math & language level of student.
ESL Level 2
ESL
PE
Option/ESL Intro to Canadian Studies (if available)
Math (ESL Intro Math if math skills are low) – Math course based on appropriate level of math as indicated by testing.
ESL Level 3
ESL
PE/Option
(MATH)
Social Studies (at appropriate level based on language level)
ESL Level 4
ESL
Social Studies
Math/Option
Science /Option
Appointment 2
- This is when the student will be officially registered in the school.
- Go over the rough draft of timetable with student to see if any changes need to be made.
- Give ‘parents’ a contact sheet with the name of counselor and administrator highlighted.
After Appointment
- Email all teachers of this student to provide any information you can regarding the background of the student, language abilities, other pertinent info.
- For many students, acquiring enough credits to graduate with an Alberta Diploma may be a challenge. However, depending on the age and level of education previously completed by the student, it may be possible to transfer credits from their home countries to Alberta courses. As this could be a time-consuming process, students for whom this is applicable should be asked to bring in their report cards and transcripts from their home countries as soon as possible.
PLACEMENT OF STUDENTS – Level 1 English Language Learners have specific language and programming needs that differ from other ELLs, especially if these students have limited (interrupted) educational backgrounds. Courses such as ESL Intro to Math and ESL Intro to Canadian Studies are extremely valuable for these learners. However, at this time, the ELL numbers in RDPSD do not support having these classes offered at each high school. Therefore, it is recommended that Level 1 ESL learners attend the high school offering such introductory courses.
All other ESL students should attend their community school.
TRANSPORTATION - Transportation costs will be covered by the District for any ESL student who has been accepted to a school with a congregated ESL program, based on the placement suggestions in this document. These costs will be covered for as long as the student attends that school, even if he/she is no longer assessed as a Level 1 English Language Learner.
ESL CODING – Coding given to English Language Learners is done so at the school level, not by the District. An ESL student who is foreign born is coded 301; if the student is Canadian-born, the code 303 is given. Finally, the code 302 is used for any non-funded (International) students.
A 640 code is used for students who are here under refugee status, as indicated in the papers they bring at the time of registration. Often (but not always), these students may arrived with limited formal education and low literacy skills. As a result, High School base-rate funding is provided for those students eligible for 640 coding. Any students coded 640 should also be given the 301 ESL code.
A student does not need to be registered in an ESL course in order to be coded as an ESL student. However, there needs to be some type of assessment on file to support the coding.
ANNUAL ASSESSMENT - Red Deer Public Schools requires the completion of the Alberta K-12 ESL Proficiency Benchmarks at least once a year for all students coded 301 or 303. These documents should be kept in the CUM file to support coding for Alberta Education.
ELLs benchmarked as Level 4/5 students should still be tracked as they may require some occasional academic support, particularly extra time for exams.
SCHOOL TOUR - The student (and his/her family) need to be shown around the school, including key areas such as washrooms, library, gymnasium, lunch areas, etc. If possible, it would be beneficial to have a peer ambassador provide the tour. This is helpful as the ambassador can become a familiar face for the new student as he/she starts school.
KEY SCHOOL INFORMATION - Another helpful resource for a new student could be a small ‘Welcome to….’ binder or notebook including pictures of key places, people, and essential school vocabulary. The inclusion of pictures will help those students not familiar with all of the vocabulary that occurs during the first few weeks of classes.
If this type of picture is unable to be provided, some basic information about the school in an easy to read format should be given to the student and the parents. Information should include the schedule for the day, names/contact info of key people, necessary school supplies, lunch information (if applicable), what to do if absent, pick up/drop off spots or bus information, etc…..
- Let student know he/she can start the next day. If possible, it is nice to have a meeting spot for the student for the first day. This could be the counseling area, the main office, or the ESL classroom.
ESL SUPPORT
Beginner (Levels 1 & 2): Students who are assessed to be a Level 1 or 2 are in need of specific ESL programming to develop their language skills, specifically vocabulary development.
Intermediate (Levels 3 & 4): Intermediate-level students most likely have basic communicative skills, but will continue to need some academic support. This should be done through modifications to tasks and assessments.
Advanced (Level 5): Advanced ESL students have basic communicative skills and will have some developed academic language competencies. However, students may still need academic support and minor modification to tasks and assessments.
As each English Language Learner is unique in regards to his/her language needs, there are many different types of supports that could be implemented within the classroom/school to help ESL students improve their English language skills and to assist them in completing requirements of their day to day classes
These supports could include (but are not limited to) the following:
· Extra time to complete tests/assignments
· Assistive technology such as Read & Write Gold
· Working with other students who speak the same first language
· Adapting texts to a more manageable level of English for the student
· Use of visuals
· Allowing use of L1 (or visuals), especially for beginner language students, when completing initial tasks such as brainstorming, KWLs, etc.
· Having students create personal bilingual “dictionaries” that are subject specific
· Limiting the number of questions that need to be answered
· Use of graphic organizers
· Modifying assessments so not as “language heavy”
· Supported note-taking
· Peer Tutors