Institutional memory can be difficult to maintain at international schools where teacher & administrator turnover is relatively high. This page is an attempt to maintain a working memory or history of ESOL at SAS.
SAS admits students from a variety of language backgrounds with English proficiency ranging along a continuum from new learners to native speakers. In order to maintain a rigorous academic program and serve a broad range of students, SAS limits the number of students to whom the school will offer direct ESOL support to 25%. Consistent with established admission procedures and with ESOL program definition, SAS does not offer a formal ESOL support program for students in PreK, K nor grades 11 and 12. Students in both high schools are encouraged to seek support at the writing center staffed on both campuses by ESOL faculty.
In order to provide students with the most effective language learning environment, our ESOL program uses a sheltered immersion model which allows for differentiation based on English proficiency level. All SAS students are immersed in the core academic curriculum (mainstream classes) but based on admissions testing and a record review, students are designated to receive one of two levels of ESOL support, pull out and pushin.
What is pull-out? English language learners with the lowest English proficiency in each grade receive direct, intensive content-based ESOL instruction in small groups during the Global Languages block.
• The ESOL specialist directly instructs language acquisition skills in a small group setting.
• ESOL classes are content-based, incorporating relevant topics from the grade-level curriculum.
• Students have an intensive ESOL class in place of Global Language class to develop academic language proficiency needed in their core classes.
• The ESOL specialist provides targeted instruction to meet the specific needs of each ESOL student in the areas of speaking, listening, reading, and writing.
• The pull-out program does not take any time away from mainstream curriculum, and is designed to support language and learning.
What is push-in? English language learners receive in-class support (direct or indirect) in collaboration with the classroom teacher.
• Mainstream and ESOL teachers work collaboratively to co-plan, develop materials, and co-teach lessons.
• All ESOL students receive linguistic and academic support within the classroom.
What is monitor? English language learners who have demonstrated near native English skills will be monitored by the ESOL teachers.
• For one calendar year, the ESOL specialist will monitor the students’ grades and consult with classroom teachers.
• Students’ academic performance will be assessed at the end of each year in order to determine whether the student will receive further ESOL support or exit out of the ESOL program.
Additional Support:
Middle school students may receive additional instruction through required attendance in one to two quarters of the ESOL Exploratory Program.
High school students may take advantage of opportunities for additional support through the writing center or after school sessions.
Edit 0 4…
(General recognition that the questions did not fit ESOL very well...)
1. What are the two or three most important things that students need to know or be able to do as a result of this class this year?
- Know how and when to ask for clarification and assistance when they need it
- Advocate for themselves as learners - be able to solve their own problems when it comes to their school life- know who to ask
- Increase reading and writing skills
- demonstrate independent learning skills
2. What overarching, thought-provoking questions can our department iteratively ask of students to inspire them to uncover the riches of our content area? Across content areas?
- As a student, how can you participate in your own learning?
- Who are you as a language learner?
- What skills do you need to be successful at SAS?
- How can you bridge the gap between yourself and native-speaking peers?
- How can you "get out" of ESOL?
- What do you already know about critical thinking and independent learning?
- How are you different/special as a bilingual learner?
- How does what you are learning relate to your background knowledge?
- Why do you want to learn English & how do you see yourself using English?
3. How do we best measure that students have attained grade-level mastery/understanding, irrespective of instructor or varied instructional approaches?
- WIDA standards
- Conference with teachers & students
- Support students in taking grade-level assessments same as the rest of the class but results assessed using WIDA
- Review grade level standardized assessments
- Universal screening (STAR reading assessment, writing prompts)
- Anecdotal information on how they work independently/in group work
- grades/feedback from mainstream teachers
DIVISIONAL PD PLANS (ARCHIVED):
Every division at SAS has a English Language Learner Professional Development Plan.
Find all division plans attached here:
This page is an attempt to maintain a working memory or history of ESOL at SAS.
TASK FORCES (ARCHIVED FROM 2011-13)
Task Forces - Minutes
Old program description:
Components of the SAS ESOL Program
SAS admits students from a variety of language backgrounds with English proficiency ranging along a continuum from new learners to native speakers. In order to maintain a rigorous academic program and serve a broad range of students, SAS limits the number of students to whom the school will offer direct ESOL support to 25%. Consistent with established admission procedures and with ESOL program definition, SAS does not offer a formal ESOL support program for students in PreK, K nor grades 11 and 12. Students in both high schools are encouraged to seek support at the writing center staffed on both campuses by ESOL faculty.
In order to provide students with the most effective language learning environment, our ESOL program uses a sheltered immersion model which allows for differentiation based on English proficiency level. All SAS students are immersed in the core academic curriculum (mainstream classes) but based on admissions testing and a record review, students are designated to receive one of two levels of ESOL support, pull out and pushin.
What is pull-out? English language learners with the lowest English proficiency in each grade receive direct, intensive content-based ESOL instruction in small groups during the Global Languages block.
• The ESOL specialist directly instructs language acquisition skills in a small group setting.
• ESOL classes are content-based, incorporating relevant topics from the grade-level curriculum.
• Students have an intensive ESOL class in place of Global Language class to develop academic language proficiency needed in their core classes.
• The ESOL specialist provides targeted instruction to meet the specific needs of each ESOL student in the areas of speaking, listening, reading, and writing.
• The pull-out program does not take any time away from mainstream curriculum, and is designed to support language and learning.
What is push-in? English language learners receive in-class support (direct or indirect) in collaboration with the classroom teacher.
• Mainstream and ESOL teachers work collaboratively to co-plan, develop materials, and co-teach lessons.
• All ESOL students receive linguistic and academic support within the classroom.
What is monitor? English language learners who have demonstrated near native English skills will be monitored by the ESOL teachers.
• For one calendar year, the ESOL specialist will monitor the students’ grades and consult with classroom teachers.
• Students’ academic performance will be assessed at the end of each year in order to determine whether the student will receive further ESOL support or exit out of the ESOL program.
Additional Support:
WASC Self-Study Questions
Edit 0 4…(General recognition that the questions did not fit ESOL very well...)
1. What are the two or three most important things that students need to know or be able to do as a result of this class this year?
- Know how and when to ask for clarification and assistance when they need it
- Advocate for themselves as learners - be able to solve their own problems when it comes to their school life- know who to ask
- Increase reading and writing skills
- demonstrate independent learning skills
2. What overarching, thought-provoking questions can our department iteratively ask of students to inspire them to uncover the riches of our content area? Across content areas?
- As a student, how can you participate in your own learning?
- Who are you as a language learner?
- What skills do you need to be successful at SAS?
- How can you bridge the gap between yourself and native-speaking peers?
- How can you "get out" of ESOL?
- What do you already know about critical thinking and independent learning?
- How are you different/special as a bilingual learner?
- How does what you are learning relate to your background knowledge?
- Why do you want to learn English & how do you see yourself using English?
3. How do we best measure that students have attained grade-level mastery/understanding, irrespective of instructor or varied instructional approaches?
- WIDA standards
- Conference with teachers & students
- Support students in taking grade-level assessments same as the rest of the class but results assessed using WIDA
- Review grade level standardized assessments
- Universal screening (STAR reading assessment, writing prompts)
- Anecdotal information on how they work independently/in group work
- grades/feedback from mainstream teachers
DIVISIONAL PD PLANS (ARCHIVED):
Every division at SAS has a English Language Learner Professional Development Plan.
Find all division plans attached here:
Puxi Elementary School PD Plan
Puxi Middle School PD plan
Puxi High School PD plan
Pudong Elementary PD plan
Pudong Middle School PD plan
Pudong High School PD plan