English Learner (EL) Programming

Pickerington Schools is home to nearly 500 English Learners (ELs) speaking more than 53 languages. The district provides various levels of services to this highly heterogeneous group of students who possess diverse gifts, educational needs, backgrounds, languages, and goals.  Our program accelerates English language literacy while valuing the social and cultural knowledge that a child brings to school. The district primarily serves ELs based on language needs through self-contained instruction and integrated instructional settings. Our department includes an EL coordinator, an EL administrative assistant, EL specialists, and paraprofessionals.

Administrative Team

Elizabeth Curtis
Elizabeth Curtis
EL Coordinator
614.833.2110

EL Teaching Team

Cara Brill
Cara Brill
TESOL Teacher
614.834.7600
Brigid Fry
Brigid Fry
English Learner Teacher
Sycamore Creek Elementary 614.834.6200
Beth Klamo
Beth Klamo
English Learner Teacher Pickerington Elementary
614.548.1400
Tracy Massey
Tracy Massey
District Wide Instructional English Learner (EL) Coach
614.833.2110
Maryann Miller
Maryann Miller
English Learner Teacher / PHSN
(614) 830-2799
Jodie Schlaerth
Jodie Schlaerth
English Learner Teacher
614.548.1800
Christy Williams
Christy Williams
English Learner Teacher
614-548-1700 Ridgeview / 614-548-1800 PHS Central

About English Learning (EL)

What is EL?

According to an article found on the Ohio Department of Education’s website, “In Ohio, more than 39,800 limited English proficient (LEP) students/English Learners (EL) were enrolled in the state’s elementary and secondary public schools during the 2010-2011 school year. The terms ‘limited English proficient’ and ‘English Language Learners’ refer to those students whose native or home language is other than English, and whose current limitations in the ability to understand, speak, read or write in English inhibit their effective participation in a school’s educational program. The number of ELs reported in Ohio for school year 2010-2011 represents an increase of 38 percent over the number reported five years previously and an increase of 199 percent over the number reported 10 years ago.”

English Learners Handbook

The English Learners handbook can be downloaded here (PDF)

The Following text is for test purposes. Please disregard.

The English Learner (EL) Handbook

Created during the 2015-2016 school year (updated 6/2019) The mission of the Pickerington EL Department is to prepare students for academic success through integrated content-based language instruction and to prepare educators to work with this diverse population through professional development. The department will foster academic achievement, critical thinking and problem solving for students, while advocating for cultural education and enrichment for English learners within the district and the larger community.

Section 1 

EL Program Overview

EL Federal Definition
According to Section 25 of Title IX of the Elementary and Secondary Education Act of 1965, the term English Learner is an individual

A. who is aged 3 through 21:
B. who is enrolled or preparing to enroll in an elementary school or secondary school;
C. (i) who was not born in the United States or whose native language is a language other that English;
i. who is Native American or Alaska Native, or a native resident of the outlying areas
ii. who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or
iii. who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
D. whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual-
i. the ability to meet the State’s proficient level of achievement on State assessments described in section 1111(b)(3)
ii. the ability to successfully achieve in classrooms where the language of instruction is English; or
iii. the opportunity to participate fully in society.

The U.S. Department of Education published the following support materials to outline guidance for serving English Learners in a public school setting.

Home Page
Dear Colleague Letter
English Learner Toolkit

EL Definition from Ohio’s Department of Education
According to the Ohio Department of Education, “In Ohio, more than 39,800 English Learner (EL) students/English Language Learners (ELL) were enrolled in the state’s elementary and secondary public schools during the 2010-2011 school year. The terms “English Learner” and “English Language Learners” refer to those students whose native or home language is other than English, and whose current limitations in the ability to understand, speak, read or write in English inhibit their effective participation in a school’s educational program. The number of ELs reported in Ohio for school year 2010-2011 represents an increase of 38 percent over the number reported five years previously and an increase of 199 percent over the number reported 10 years ago.”

Pickerington EL Program Philosophy
The Pickerington Local School District is committed to providing a high quality English Learner (EL) program that validates each student’s native language and culture as a means to ensure linguistic, academic, and social-cultural success in a diverse society. In order to meet students’ English language development needs, the Pickerington Local School District is committed to providing an evidence-based program of instruction that will allow us to:

  • Enable all students to achieve high standards.
  • Provide instruction for EL students in the most appropriate program according to needs, assessment, and ODE regulations.
  • Provide instruction that builds on students’ cognitive abilities and prior education.
  • Emphasize English language development and content area learning at every grade level.
  • Provide ongoing valid assessments of students that reflect the stages of English language acquisition.
  • Evaluate data and make program adjustments to continually improve student learning.
  • Encourage the use of native language support through technology to access content area curriculum while simultaneously providing English language instruction.
  • Promote understanding of and respect for cultural and linguistic diversity by students, parents, staff, and community.
  • Develop higher teacher competencies of ELs’ needs through comprehensive training of all staff on extensive teaching strategies/methodology and second language acquisition.
  • Develop and maintain services in the areas of special needs, gifted, and at-risk students.
  • Support and expand early childhood and family literacy programs.

Pickerington EL Program Vision and Mission

Vision
We aspire to:

  • Equip Pickerington English Learners with the skills needed to compete in our global society.
  • Improve our community and society by providing opportunities for cultural education and enrichment.
  • Provide resources and programs to our English Learners to accelerate their learning and ensure students are technologically savvy.
  • Stay current in educational policies and professional development so that our practices are research-based and considered best practice for ELs.
  • Advocate for our English Learners to various stakeholders.

Mission
The mission of the Pickerington EL Department is to prepare students for academic success through integrated content-based language instruction and to prepare educators to work with this diverse population through professional development. The department will foster academic achievement, critical thinking and problem solving for students, while advocating for cultural education and enrichment for English learners within the district and the larger community.

The Pickerington EL Program Overview
Pickerington Schools is home to nearly 400 English Learners (ELs) speaking more than 49 languages. The district provides various levels of services to this highly heterogeneous group of students, with diverse gifts, educational needs, backgrounds, languages, and goals. The purpose of our program is to accelerate English language literacy while valuing the social and cultural knowledge that a child brings to school. The district primarily serves ELs based on language needs through self-contained instruction and/or inclusive instructional settings. Our department includes an EL coordinator, an EL administrative assistant, EL specialists, and paraprofessionals.

In the elementary and middle school buildings, teachers provide a combination of inclusion classes with content teachers and small group instruction depending on the language proficiency level of the student. Proficiency levels range from one to five in each of the domains. If an EL student is a level one or two they will receive more support. Typically they will be placed in an inclusive classroom (mostly ELA and some math) in which the EL co-teaches or provides support in the inclusion class. In addition, the level one and two students will also receive small group instruction. Small group instruction is used to reinforce information that was learned in the content classroom, front-load content that has yet to be introduced in those content classrooms, focus on identified gaps in data, or work on specific features of the four language domains (listening, speaking, reading, or writing). If a student is a level three or four, they will receive more inclusive instruction and will be pulled for small group on an as-needed basis.

In the junior high buildings teachers work with the EL students in a similar manner, however their small group instruction is embedded in the school schedule. If an EL student is at the pre-functional or beginner level in their English language acquisition, their language support is scheduled for one period. The JH EL teachers work with content teachers in an inclusive setting (ELA, math, science, and/or social studies) to meet student needs.

In our high school buildings EL teachers also have instruction that is embedded in the school schedule. If an EL student is at the pre-functional or beginner level in their English language acquisition they will be scheduled into an EL class. They will take this class for English credit in addition to grade level ELA courses. The EL teachers also provide additional supports in language acquisition through language support classes. In addition, the EL teacher co-teaches with academic teachers. The courses differ from year to year and are dependent on the needs of the students.

Section 2
Assessment and Placement

Under Title III, part A of the Elementary and Secondary Education Act , there are three assessment requirements for English Learner (EL) Students:

  1. Test to determine language skills.
  2. Yearly language test to measure development and progress of English proficiency.
  3. Testing to measure students’ progress in meeting State learning goals.

Initial Language Test
Students are initially tested for current English language skills to determine appropriate programming using the Ohio English Language Proficiency Screener (OELPS).

Annual Language Assessment
Under the Elementary and Secondary Education Act, schools must test students for English language skills. The Pickerington Local School District reports students’ English skills in: Writing, Speaking, Reading, and Listening. The Ohio Test of English Language Acquisition (OTELA) was given to EL students prior to the 2015-2016 school year. Starting the 2015-2016 school year, EL students take the Ohio English Language Proficiency Assessment (OELPA).

Implications of Legislation on EL Programs and Student Performance
→ 
Parents and guardians are required to receive a letter of notification regarding their student’s enrollment in the EL program after initial enrollment.
→ Parents and guardians must be informed within 30 days of initial assessment of their child’s English Language Proficiency (ELP) level and EL program options. If initial assessment were given during the summer, parents and guardians must be notified within 14 days after the start of the school year.

Testing Requirements on EL Students
→ 
EL students must be assessed annually in ELA and math (grades 3-8).
→ There are no exemptions or waivers to excuse EL students from testing. All EL students, regardless of time in country, must take proficiency/state standards tests (with accommodations)
→ States may provide accommodations on state-mandated assessments for EL students in U.S. schools. In Ohio, EL students may receive a bilingual/word-to-word dictionary, oral translation and extended time on assessments.
→ In Ohio, the OELPA (Ohio English Language Proficiency Assessment) administration is arranged yearly through the Ohio Department of Education and local testing departments.
→ Students cannot test out of EL status until they demonstrate proficiency in all four areas of language development: reading, writing, speaking, and listening on the Ohio English Language Proficiency Assessment (OELPA).
→ Students who exit/test out of EL status are required to be monitored for four years to ensure they are adequately prepared for mainstream classroom.

U.S. Department of Education and Office of Civil Rights (OCR) Mandates for Servicing EL Students
→ Districts must identify EL students who need assistance.
→ Districts must ensure that all students who need language assistance are provided the opportunity for participation in an EL program.
→ Districts must identify a program in which all EL’s have a reasonable chance for success.
→ Districts must ensure that necessary staff, curricular materials, and facilities exist and are used properly.
→ Districts must annually assess the success of the program and make modifications where necessary.
→ Districts must guarantee that students are not being misidentified and enrolled into special education classes based on language.
→ Districts must develop appropriate evaluation standards, including program exit criteria, for measuring the progress of students.
→ Districts must ensure that parents who are not proficient in English are provided with appropriate and sufficient information regarding the education of their children in a language they understand.

Home Language Survey
The Home Language Survey (HLS) is a questionnaire given to parents or guardians that helps schools and Local Education Associations (LEAs) identify which students are potential ELs and who will require assessment of their English Language Proficiency (ELP) to determine whether they are eligible for EL services. (In Pickerington, the LEA is our Board of Education).

The following three HLS questions have been approved by the U.S. Department of Education Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ) in their compliance work under Title VI of the 1964 Civil Rights Act and the Equal Educational Opportunities Act of 1974.

  • What is the primary language used in the home, regardless of the language spoken by the student?
  • What is the language most often spoken by the student?
  • What is the language that the student first acquired?

Asking these questions, and then testing a student whose parent or guardian responded to one or more of these questions with a language other than English, is considered minimally compliant under the law.

Key Points:
→ Schools should reassure parents that the HLS is used solely to offer appropriate educational services, not for determining legal status or for immigration purposes.
→ Parents and guardians should also be informed that, even if their child is identified as an EL, they may decline the EL program or particular EL services in the program.
Source: Tools and Resources for Addressing English Learners

Why are students Assessed?
Once students are identified as potential ELs, they must be assessed with a valid and reliable assessment to determine if they are indeed ELs. Such ELP tests must assess the proficiency of students in all four language domains (i.e., speaking, listening, reading, and writing).

Key Points:
→ LEA’s must identify in a timely manner EL students in need of language assistance services.
→ The Home Language Survey (HLS) is the most common tool used to identify potential ELs. An HLS must be administered effectively to ensure accurate results.
→ All potential ELs must be assessed with a valid and reliable assessment to determine if they are in fact ELs.
→ Parents and guardians must be informed in a timely manner of their child’s ELP level and EL program options.
→ LEAs are required to communicate information regarding a child’s ELP level and EL program options in a language the parents understand.
Source: Tools and Resources for Addressing English Learners

Who is Assessed?
In Pickerington, the following students are assessed:

  • A student whose parents or guardian responded on the HLS to one or more of the questions with a language other than English.
  • A student who was qualified as EL from another state and transferred into the district.
  • If additional information becomes available it will be addressed on a case-by-case basis.

How Are Students Assessed?
Students will be assessed using a valid, reliable commercial English language proficiency screener or the new state developed, standard English proficiency screener assessment (when available).

After assessment, the EL staff will notify the administration team of the student’s EL status. The EL teachers will then confer with the parent(s)/guardian(s) to gain consent or refusal for services by signing documentation. Status forms, consent/refusal forms, and a copy of the assessment will be filed in the student’s green folder and kept with the EL teacher of record.

Students are assessed in English using the test appropriate for their age and grade level. All domains of the language proficiency (listening, speaking, reading, and writing) are measured. Students are assigned a language proficiency based on the composite (average) score of the number of points earned.

EL Program Options
Parents and guardians must be informed within 30 days of initial assessment of their child’s English Language Proficiency (ELP) level and EL program options. If initial assessment were given during the summer, parents and guardians must be notified within 14 days after the start of the school year. In addition to information about the student’s ELP level and program options, parents and guardians must be provided an opportunity to opt out of the EL program or particular EL services in the program. Translating this information into the family’s home language is critical, and if written translation is not provided, an oral interpretation should be made available whenever needed.

Below is a brief outline of programs offered to EL students in Pickerington Local School District after the assessment has been completed.

Elementary
(K-4)

Inclusion- Students that are a level one or two will receive small group instruction daily. Level three and four students will receive small group instruction on an as-needed basis.

Imagine Learning- Imagine Learning is an online program that the elementary buildings use to support the reading instruction and language acquisition of early learners. The goal is to have students log 100 minutes each week. The program can be accessed at home.

i-ready- i-Ready is an online program that the elementary buildings use as 13 the reading instruction and language acquisition of emerging learners. The goal is to have students log 45 minutes each week. The program can be accessed at home.

Middle School
(5-6)

Small Group- Students that are a level one or two will receive small group instruction daily. Level three and four students will receive small group instruction on an as-needed basis.

Inclusion- EL teachers co-teach with grade level ELA teachers. The EL students are scheduled into the ELA classrooms with the peers and the EL teachers modify instruction to fit their language proficiency levels and needs.

i-ready- i-ready is an online program that the elementary buildings use as the reading instruction and language acquisition of emerging learners. The goal is to have students log 45 minutes each week. The program can be accessed at home.

Junior High
(7-8)

EL Class- The following classes are designed for newcomer students that have little to no English Language Proficiency:
ENGLEP1  Pre-functional EL Instruction
ENGLEP2  Beginner EL Instruction

Inclusion- EL teachers co-teach with grade level ELA teachers. The EL students are scheduled into grade level ELA classes and the EL teachers modify instruction to fit their language proficiency levels and needs. EL teachers also support the instruction of content classes.

High School
(9-12)

EL Class- The following classes are designed for newcomer students that have little to no English Language proficiency. The classes are year long and students will receive English Credit:
ELPF980 Pre-functional EL Instruction
ELB981    Beginner EL Instruction

EL Support- The following classes are designed as EL support classes for students taking grade-level English classes. They are semester long classes and count as elective credit:
ELS982  English Language Support

Inclusion- Inclusion classes are offered based on highest student need. The EL teacher co-teaches with the content teacher to ensure the content is comprehensible to the EL student. All EL students will be placed in grade level ELA classes.
EL405  EL Inclusion for English 9
EL411  EL Inclusion for English 10
EL417  EL Inclusion for English 11
EL429  EL Inclusion for English 12

How Is EL Student Progress Monitored?
The EL Program, through the administration and analysis of the annual state-mandated English Language Proficiency Assessment (OELPA), monitors student progress. This assessment was previously known as OTELA (Ohio Test of English Language Acquisition).
ODE considers English Learners who schore a combination of 5’s and 4’s in three domains and a score of 3 in one domain as Trial Mainstream. Trial Mainstream students will remain in the program until they reach “Proficient” status. EL Educators should monitor students’ progress and provide services as needed until they meet the exit criteria.

What Are the EL Levels and What Do They Mean?
Pre-Functional and Beginning Level Students- 
At this level, students initially have limited or no understanding of English. They rarely use English for communication. They respond non-verbally to simple commands, statements, and questions. As their oral comprehension increases, they begin to imitate the verbalizations of others by using single words or simple phrases and begin to use English spontaneously.

At the earliest stage, these learners construct meaning from text primarily through non-print features (e.g., illustrations, graphs, maps, tables). They gradually construct more meaning from the words themselves, but the construction is often incomplete. They are able to generate simple texts that reflect their knowledge level of syntax. These texts may include a significant amount of non-conventional features, such as invented spelling, some grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the native language (i.e., ways of structuring text from native culture and language).

Intermediate Level Students- At this level, students understand more complex speech, but still may require some repetition. They acquire a vocabulary of stock words and phrases covering many daily situations. They use English spontaneously, but may have difficulty expressing all of their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate, but which are frequently marked by grammatical errors. They may have some trouble comprehending and producing complex structures and academic language.

Proficiency in reading may vary considerably depending upon the learner’s familiarity and prior experience with themes, concepts, genre, characters, and so on. They are most successful constructing meaning from texts for which they have background knowledge upon which to build. They are able to generate more complex texts, a wider variety of texts, and more coherent texts than beginners. Texts still have considerable numbers of non-conventional features.

Proficient and Exited Level Students-
At this final stage, students usually can participate in academic topical conversations without difficulty. In most cases, they can follow complex and multi-level directions without assistance and they can understand oral information provided via electronic audio and video media. Students at this level usually speak English fluently in social and grade-level academic settings and they control age-appropriate syntax and vocabulary in their speech.

Generally, students read and understand factual information in non-technical prose as ell as discussion on concrete topics related to special events. They comprehend standard newspaper items addressed to the general reader, correspondence reports and technical materials. At this level, they can write short papers and clearly express statements of position, points of view and arguments. In their writing, they usually show control of varied sentence structures, spelling, and vocabulary, expressing well-developed thoughts.
Source of the above proficiency level descriptions: Teachers of English to Speakers of Other Languages (TESOL), Inc., 1997, pp. 20-21

Exiting the EL Program
Each year EL students take the Ohio English Language Proficiency Assessment (OELPA), formerly known as Ohio Test of English Language Acquisition, to monitor their progress in speaking, listening, reading, and writing.
→ In OELPA, there are three overall performance levels: Proficient, Emerging, and Progressing. The performance levels are determined as follows:

  • “Proficient” students are those scoring any combination of 4’s and 5’s across all four domains;
  • “Emerging” students are those scoring any combination of 1’s and 2’s across all four domains;
  • “Progressing” students are those scoring any combination across the four domains that does not fall into Proficient of Emerging.

→ ELs who score a combination of 5’s and 4’s in three domains and a score of 3 in one domain will remain in the program. These students will remain in the program until they reach “Proficient” status. EL Educators should monitor students’ progress and provide services as needed until they meet the exit criteria.
→ Students identified “Proficient” in grades K-12 are eligible to exit the EL program. After scoring Proficient, the student is no longer considered an English Learner student and will not receive services from the EL program.
→ Students exiting from EL status must be monitored for at least four years to ensure that they have not been prematurely exited and they are meaningfully participating in the standard program of instruction comparable to their never-EL peers.

Third Grade Reading Guarantee and ELs
From ODE’s Ohio’s State Tests: Rules Book (Sept. 30, 2015)

All students scoring below the designated level on the third grade ELA must be retained, except specific groups of students which include the EL. Els who have been enrolled in U.S. schools for less than three full school years and have had less than three years of instruction in an English as a Second Language (ESL) program are exempt from the retention requirement stated in the Third Grade Reading Guarantee. ORC 3313.608(A)(2)

INFOhio Parent Resources for Third Grade Reading Guarantee

Reading can happen anytime, anywhere! And you and your children can explore the joy of reading together with these INFOhio “Reading Around the Clock” flyers (available in English and Spanish), and videos that give easy tips for working reading practice into everyday activities.

INFOhio developed them in partnership with the State Library of OhioOhio Educational , Library Media Association, and the

Parent Rights (Title III and Parent Notification)

The purpose Title III of the No Child Left Behind Act is to help meet the needs of Limited English Proficient students, develop high quality language instruction programs, build agencies’ capacities, promote parental involvement, streamline programs, hold state and local educational agencies accountable, and provide flexibility for agencies.

To assist districts when informing parents regarding Title III, the Ohio Department of Education has provided information in English and other languages.

Myths About English Learning

According to the Ohio Department of Education:

In the document ESL Standards for Pre-K-Students (TESOL, Inc. 1997), several myths about second language learning are discussed.

Myth 1: ESOL (English as a Second or Other Language) students learn English easily and quickly simply by being exposed to and surrounded by native English speakers.

Fact: Learning a second language takes time and significant intellectual effort on the part of the learner. Learning as second language is hard work; even the youngest learners do not simply “pick up” the language.

Myth 2: When ESOL learners are able to converse comfortably in English, they have developed proficiency in the language.

Fact: It can take 6 to 9 years for ESOL learners to achieve the same levels of proficiency in academic English as native speakers. Moreover, ESOL students participating in thoughtfully designed programs of bilingual or sheltered content instruction remain in school longer and attain significantly higher rates of academic achievement in comparison to students without such advantages.

Myth 3: In earlier times immigrant children learned English rapidly and assimilated easily into American life.

Fact: Many immigrant students during the early part of this century did not learn English quickly or well. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today. (TESOL, Inc., 1997, p. 3)

Read more on the myths of English Language Learning.

Services Provided

School districts have the flexibility to decide on the educational approach that best meets the needs of their LEP students and leads to the timely acquisition of the level of English proficiency the students need to succeed in school. Presented here is a brief description of federal law describing districts’ responsibilities for selecting programs as well as an overview of different approaches used in Ohio.

Small Group Instruction for English Learning (EL)

Using this educational approach, limited English proficient students are directly instructed in the use of the English language. Instruction is based on a special curriculum that typically involves little or no use of the students’ native language and is usually taught during specific school periods. For the remainder of the school day, students may be placed in mainstream classrooms. EL classes may focus on teaching formal English grammar and on promoting natural communication activities (free conversation, games, discussions on familiar topics). Reading and writing are practiced as well as oral communication skills in English.

Tutoring Sessions

Individual or small-group tutoring sessions are used most commonly when there are very few LEP students enrolled in a school district. The tutoring sessions may focus on promoting basic English communication skills or on English for academic purposes.

In-class Support (Inclusion and Co-teaching)

In this approach, LEP students are together with their native-English speaking peers in the same classroom, but an EL or bilingual education specialist is available in the classroom to support the LEP students. For example, the EL or bilingual education specialist may provide guidance to the LEP students as they are working on a group project or individual assignment.

Parent and Community Information

Enrolling and Registering in Pickerington Schools

All new students in Pickerington Schools start by registering through the district’s Welcome Center. To begin that process, visit the “Enrolling” section of our website.

Non-English speaking parents who need a translator or other assistance with this process may contact either Erik Barbon, EL Coordinator, or Tonya Nuss, Administrative Secretary.

Information about Free and Reduced Meals

Pickerington Schools offers free and reduced-price meals for students unable to pay the full price of meals or milk served under the National School Lunch and School Breakfast, After School Care Snack or Special Milk Program. Each school office and District Office has a copy of the policy, which may be reviewed by any interested party.

The Federal Income Eligibility Guidelines will be used for determining eligibility. Children from families whose annual income is at or below the federal guidelines are eligible for free and reduced price meals or free milk if the school participates in the Special Milk Program.

For complete information, see “Free and Reduced Price Meals” on the Food Services Department section of the website.

Adult English Classes

Numerous resources exist in the Columbus area to help adults learn English. Here are a few options:

Pickerington Schools (614) 920-6196

Pickerington Schools offers free English classes to adults in the community.

Beginner classes are held Tuesdays from 6-8 p.m. at Tussing Elementary in the media center. Classes will resume in the fall 2018.

Intermediate classes are held Thursdays from 6-8 p.m. at Tussing Elementary in the media center. Classes will resume in the fall 2018

Adult Basic and Literacy Education (ABLE)

ABLE offers free English classes for individuals age 18 and over who do not have an F1 VISA.  They also provide an array of courses for adults through GED preparation, citizenship courses, employment success, college success, computer skills, as well as Work Keys preparation.

Columbus Literacy Council, (614)-282-7661

The Columbus Literacy Council was founded in 1970 to support immigrants with learning English. Today they offer many different classes to support individuals learning the English language.

Dominican Learning Center, (614) 444-7330

In 1994, the Dominican Sisters of St. Mary of the Springs established the Dominican Learning Center to respond to the growing literacy needs in Columbus, Ohio. Today they support individuals one-on-one to enhance reading skills, prepare for GED examinations, or learn English as a Second Language (ESL).

Ethiopian Tewahedo Social Services (ETSS), (614) 252-5362

The ETSS assists immigrant and refugee families and low income individuals in Central Ohio through education, training, supportive services, and self-development opportunities.

Eastland-Fairfield Adult Workforce Development, (614)-836-3903

The Eastland-Fairfield Adult Workforce Development offers both full time and part time career programs for adults.

Columbus State Community College Language Institute, (614) 287-5858

Columbus State Language Institute helps individuals, companies, and groups learn to communicate in a foreign language or strengthen their skills in spoken and written English as a Second Language.

Homework Help

Pickerington Public Library, 201 Opportunity Way, Pickerington, OH 43147

The Homework Help Center is comprised of dedicated volunteers and staff who provide general homework guidance and support to grades K – 12.  Monday through Friday, 3 p.m.-6 p.m.

Columbus Public Library

All Columbus Public Libraries offer homework help free of charge. Staff is available to support students and help them succeed in school.

  • Reynoldsburg: 1402 Brice Rd, Reynoldsburg, OH 43068. Hours: Monday – Thursday, 4 p.m. – 7 p.m / Friday, 3 p.m. – 6 p.m.
  • Groveport: 3980 S Hamilton Rd, Groveport, OH 43125. Hours: Monday – Thursday, 4 p.m. – 7 p.m / Friday, 3 p.m. – 6 p.m.

Colorin Colorado

Colorin Colorado is a bilingual site to support educators and families of English Language Learners. They offer great tips and ideas for both families and educators.

Khan Academy

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that allows students to learn at their own pace. They offer math, science, computer programming, history, art history, economics, and more.

Third Grade Reading Guarantee

INFOhio

Reading can happen anytime, anywhere!  Together, you and your children can explore the joy of reading.  The INFOhio website provides “Reading ‘Round the Clock” videos and “So You’re Parenting…” flyers (flyers available in English and Spanish), that offer easy tips for incorporating reading practice into everyday activities.  Visit the INFOhio website to view the videos and flyers provided.

INFOhio developed these resources in partnership with the State Library of Ohio, Ohio Educational Library Media Association, and the Ohio PTA.  Free downloads are available to all Ohioans.  Take a look for great tips on keeping your family reading and preparing your children for Ohio’s Third Grade Reading Guarantee.

Family Services

Community Refugee and Immigration Services (CRIS)

Community Refugee and Immigration Service (CRIS) is an independent non-profit agency serving refugees, asylees, and immigrants in central Ohio. They help refugees and immigrants achieve successful integration into the central Ohio community.

The Children’s Advocacy Project for Kids (CAP4Kids)

The Children’s Advocacy Project for Kids (CAP4Kids) helps families and school find out about free and low-cost community resources that exist to improve the lives of families. The website features after-school care, literacy resources, behavioral counseling, teen resources, and services for children with special needs. Handouts and information within the webpage can be translated into multiple languages.

Ethiopian Tewahedo Social Services

The ETSS assists immigrant and refugee families and low income individuals in Central Ohio through education, training, supportive services, and self-development opportunities.

Intercambio Uniting Communities (Immigrant Integration) 

Immigrant Integration works on helping improve the lives of immigrants through English Education.

Latino Empowerment Outreach Network

The Latino Empowerment Outreach Network as a network of individuals and organizations to empower and enrich the Latino community in the areas of health, education, advocacy, and communication. Network meetings: September-June, 8:45 a.m. – 10:15 a.m, first Thursday of every month. Girl Scouts of Ohio’s Heartland, Columbus,Ohio, 1700 Watermark Drive (Take Grandview exit off of I-670W. Go straight through light).

My Project USA

MY Project USA is a non-profit organization. It is the first and the only national initiative that is addressing the challenges facing the American Youth, especially in the immigrant and refugee communities from various Muslim countries.

Ohio Hispanic Coalition

The Ohio Hispanic Coalition works improve the well being and quality of life of all Latinos through advocacy, education, training and access to quality services.

ODE-Lau Resource Center

The mission of the Lau Resource Center at the Ohio Department of Education is to ensure equal access to high-quality learning experiences and standards for students with limited English proficiency in the state of Ohio.

Teaching Tolerance

This website provides guidance for educators on how to handle undocumented students that are going through the stress/fear of deportation.

Flex Credit

Information on Pickerington Schools Flex Credit program.

Visti the Ohio Department of Education’s Credit Flexibility Guidance web page to view additional information.  Under the “World Languages” portion of the page, you will find FAQs, proficiency measures, existing credit flex programs in Ohio and more.

Student Resources and Information

Content Bilingual Glossaries

Content Bi-lingual Glossaries

These bilingual glossaries are broken down into content areas and are offered in many different languages. The bilingual glossaries are intended to be used by teachers, EL students, test translators, and material and curricula developers.

Academic and Curricular Resources

Brain Pop

BrainPOP engages students through animated movies, learning games and interactive quizzes covering many topics.

Eureka math: tips for parents

These are tools and videos to support students with Eureka Math at home.

Gale Digital Library (Cengage)

This digital library gives students 24/7 access to top quality resources including National Geographic Kids, Kids Infobits, and 100’s of ebooks at the elementary level. At the secondary level, the digital library includes research material covering science and social studies.

Imagine Learning

Imagine Learning is a blended learning tool that our elementary and middle school ELL students use to enhance language acquisition.

InfOhio PreK-12 Digital Library

INFOhio is a digital library that offers a variety of content and services—most at no charge—to Ohio’s 1.9 million PreK-12 students, their parents, and their teachers.

Springboard login

Provides the login page to the Pickerington Springboard curriculum

ST Math

Spatial – Temporal (ST) Math is a blended learning tool students in Pickerington use to support math instruction. ST Math is the leader in visual math instruction.

STAR Testing

This is a link to the STAR testing login page for Pickerington School District.

 

Family Activities

Pickerington Parks and Recreation

Pickerington Parks and Recreation provides many affordable programs in the Pickerington area for kids and adults.

Experience Columbus

Experience Columbus provides calendars of events happening around Columbus.

Metro Parks

Offers many activities and programs at the Metro Parks around Columbus.

Columbus Museum of Art

The Columbus Museum of Art offers free admission on Sundays and offers activities for all ages.

Columbus Commons

Columbus Commons is seven acres of green space located in the heart of Downtown Columbus with a state-of-the-art performance space. They offer many different activities throughout the year.

Teacher Tools and Resources

Building Relationships With Your EL Students

According to Ohio Department of Education:

Five principles of second language development are presented here, along with suggestions on how to implement these practices.

Principle 1

Students need to feel good about themselves and their relationships with others in second language learning situations. (Rigg & Hudelson, 1986)

To put the principle into practice, educators should:

  • Foster friendships among LEP students and their peers/teachers;
  • Promote cooperative learning activities;
  • Arrange for peer study partners;
  • Use language skills and cultural knowledge of LEP students as resources in the classroom;
  • Have students make bilingual dictionaries for different content areas;
  • Have students provide information on food, music, dance, games, folk tales, etc.;
  • Have students share personal likes and dislikes;
  • Provide learning settings in which students feel at ease.

Principle 2

Comprehension naturally precedes production during the process of second language development (Krashen & Terrell, 1983)

To put the principle into practice:

  • Provide comprehensible input within meaningful contexts;
  • Give plenty of opportunities to read good literature that is age appropriate and suitable to students’ proficiency level;
  • Allow students to show comprehension/competency non-verbally;
  • If possible, use students’ native language as a means to develop necessary concepts.

Principle 3

Second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

To put the principle into practice:

  • Give chances for students to work on group assignments;
  • Begin with concrete experiences;
  • Focus on purposeful content-related activities.

Principle 4

Students can learn to read and write in a second language while they develop their oral skills. (Rigg & Hudelson, 1986)

To put the principle into practice:

  • Use the language experience approach to promote both oral and written communication;
  • Provide meaningful writing opportunities;
  • Teach note-taking skills;
  • Make authentic reading resources available;
  • Involve students in journal writing.

Principle 5

Learners acquire a second language through trial and error; mistakes are part of the natural process. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

To put the principle into practice:

  • Focus on what students communicate rather than on how they communicate;
  • Don’t correct students’ mistakes all the time, especially when correction interrupts communication;
  • Use students’ errors as indicators of their progress in developing second language skills.

REFERENCES

Krashen, S. & Terrell, Tracy. 1983. The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press

Rigg, P. & Hudelson, S. 1986. One child doesn’t speak English. Australian Journal of Reading. 9, 3, pp. 116-125.

View the original article at this link.

Understanding Your EL Students

How do EL students feel?

Culture shock is precipitated by the anxiety that results from losing all familiar signs and symbols of social discourse. By leaving their country (a decision that they have no control over) they leave their friends, family, school, sense of being safe, and all other aspects of their lives to start a new life in an unfamiliar and unknown land, often with unrealistic expectations.

Overwhelmed: When they first arrive at school they don’t understand our schedule, our classroom set up, our student-centered classroom, cooperative learning, buying lunch, bringing clothes for gym, books for class, or anything else about school. They can’t understand anything because it is all in a language foreign to them.

Confused: Often they have no idea what is going on. Where do they go? What do they need? What can they do? What can’t they do? What bus do they take? What do they do when they have to go to the bathroom? Where are the bathrooms? What is everyone else doing?

Tired: Spending the day in a completely different language is exhausting. They may understand no English or some English but either way it is absolutely exhausting. They are trying to listen for words they know, translate words they don’t know, connect their new knowledge to their prior knowledge, which is in their first language.

Lost: Everything is foreign to them. The school set up, the choices at lunch, the room locations, where the assignments are listed, everything makes them feel lost.

Isolated: They feel very alone. Often they have no one to talk to or share their feelings with. That is why it is helpful to find someone in the building that can speak his or her native language.

Source: Ohio Department of Education

Suggested Accommodations

Instructional Accommodations for ELs

  • Assign a study partner.
  • Break lesson into smaller “chunks”.
  • Repeat directions.
  • Use more manipulatives.
  • Provide opportunities to retake tests.
  • Reduce auditory and visual distractions.
  • Use high interest reading material at an easier level.
  • Use highlighting tape and markers.
  • Use visuals and gestures to convey meaning nonverbally
  • Allow wait time for a response

Directions

  • Directions are in written form, as well as read orally.
  • Assignments are written on the board.
  • Make sure the student is on the correct page.
  • Allow extra time to gather material.
  • Make sure you have the student’s attention before giving instructions.
  • Break down multi-step directions.

Daily Assignments

  • Reduce the amount of the assignment. (volume)
  • Allow extra time to complete assignments.
  • Accept amount of work completed if time is used wisely.
  • Prioritize assignments.
  • Use peer tutoring/language buddy.
  • Reduce the amount of material covered. (chunk and chew)
  • Accept short answers as opposed to complete sentences.
  • Accept oral recordings as an alternative to writing assignments.

Presentations

  • Provide multi-sensory presentations of lessons. (visual, auditory, kinesthetic)
  • Vary group structure/cooperative learning.
  • Tape any available text.
  • Allow peer to take notes for students or carbon copy notes.
  • Allow student to tape lectures
  • Provide a study sheet/lecture outline.
  • Focus on key vocabulary for various units
  • Read information orally with a peer or a small group
  • Simplify vocabulary without reducing content.

Testing

  • Read test orally.
  • Give short answer tests.
  • Allow dictation of answers.
  • Allow student to list ideas rather than sentences or essays.
  • Simplify tests.
  • Divide tests into smaller parts.
  • Allow use of different test formats.(time chart/outline)
  • Do not penalize for spelling of other grammatical errors.
  • Allow extra time for tests.
  • Allow open book and/or open note test.
  • Allow the test to be taken with ESL teacher.
  • Use a variety of alternative assessments to evaluate student work.

State assessments in a variety of formats that assist in providing accommodations to students whose IEP, 504 or Limited English Proficient (LEP) status allows for use of special testing accommodations.

For information about special testing accommodations, including Foreign language audio format, language translation scripts for state assessments, large print, bilingual forms, and visit the Ohio Department of Education’s website.

Source: Ohio Department of Education

Two Types of Language (BICS and CALP)

What is BICS?

Basic Interpersonal Communication Skills is (BICS) is the form of language that is commonly associated with conversations in the hallway, or before class, or at some kind of recreational or social event. It takes approximately 2-3 years for students to become proficient in BICS. BICS is also manifested in relation to CONCRETE concepts.

Many teachers are confounded by the fact that their ESL students have developed BICS proficiency but appear to have little success in the formal classroom setting. That’s because the students have not yet developed CALP-Cognitive Academic Language Proficiency.

What is CALP?

CALP is what students must develop if they are going to be able to make sense out of the abstract concepts the teachers are trying to teach them. CALP can take (on average 5-7 years) up to 10 years to acquire.

If a student has developed CALP in their native language, then our job is to facilitate the transfer of CALP by giving the student new labels for the abstract concepts they are familiar with.

Source: Ohio Department of Education

Stages of Second Language Acquisition

Prefunctional

Pre-production or the silent period. New students just listen. Some may not speak for weeks or months. Don’t force them. Some will start using simple learned phrases and simple sentences.

Beginner

Students will develop a vocabulary of about 1,000 words; speak in one or two word phrases, memorized chunks and simple sentences. This may last about 6 months.

High Beginner

Students will develop a vocabulary of about 3,000 words, use simple sentences, ask simple questions, read easy stories, and write simple sentences.

Intermediate

Now students have a 6,000 word vocabulary, use more complex sentences, and ask questions. They will still have grammar errors.

Advanced

It can take 4 – 10 years to achieve this. Students are able to cope in the classroom but will still need help with vocabulary, idioms, writing and content such as social studies.

Communicating With Parents
  • Use a translator, which can be scheduled through your EL teacher.
  • Send written correspondence in the native language and English.
  • Schedule a home visit with your EL teacher and / or EL coordinator.
  • Ask for the assistance of the child or older siblings (although not ideal)
  • Ask for the assistance of the EL teacher.
  • Use an online translation site, like Google Translate.
  • To communicate information about the district, use the website content translation function on the district website (located on the lower left corner of this page.)
Ohio English Language Proficiency (ELP) Standards

The Ohio English Language Proficiency (ELP) Standards are a resource for teachers and other school staff who work with limited English proficient (LEP) students in kindergarten through grade 12.  The standards define progressive levels of competence in the acquisition of English and help teachers move LEP students toward proficiency both in the English language and in Ohio’s academic content standards.

The 10 standards highlight a set of language functions and forms that are needed by English language learners as they develop competence in English language arts and literacy, mathematics, science, and other academic content areas.  Along with the new Ohio English Language Proficiency Assessment (ELPA), the standards should guide the instruction and assessment of English Learners (ELs) in Ohio schools.  Divided into grades K, 1, 2-3, 4-5, 6-8, and 9-12, the standards directly link to the Ohio Learning Standards.  They highlight and amplify the critical language, knowledge about language and skills using language that are needed to be successful in school.

Standards by Grade Band

Ohio English Language Proficiency Assessment (OELPA 21)

The screener to identify students as English language learners will be available for school year 2018-19. According to the Ohio Department of Education, it is scheduled to be posted on August 1, 2018.

The 2018-19 online and paper test administration window is Feb. 4 – March 29, 2019. Make-up tests are included in the test window. All tests must be completed within the window. There is no extension of the test window for any reason due to the large test window.

The ELPA21 consortium provides sample items that demonstrate features of ELPA21’s reading, speaking, listening and writing items for grades K-12.

Professional Development

Academic Reading

Realizing Opportunities for ELLs in the Common Core English Language Arts and Disciplinary Literacy Standards 

Providing Feedback on ESL Students’ Written Assignments

 

ELPA21 Professional Development Modules

The first two of six ELPA21 professional development modules are now available! These modules, produced for ELPA21 states, focus on implementing the new ELP Standards in the classroom. Module 1 is an introduction to the ELP Standards, and Module 2 focuses on task analysis.

Both modules are currently available to ELPA21 states through Stanford University’s Understanding Language program, and links are provided in the Operational Handoffs Basecamp Project under “Training.”

It is the consortium’s intent that these modules will be transferred to ELPA21 states’ professional development systems. Module 3, ELP Standards, will be available this month.

Source: ELPA21

InformED

InformED is a hub for learning and ideas. Educators can hunt and gather training news and industry insights in the universe of eLearning and education technology. The content is created around interactive learning and education innovations. Learn more by reading articles that have new information and communication systems on computer-based learning. InformED unearths the best study tips and trends in virtual education.

Guidelines for Referral and Identification of English Learners with Disabilities

The following guidance documents have been developed by the Ohio Department of Education to assist the identification and instruction of English language learners who do not make expected academic progress in school and who may benefit from individualized, intensive intervention services provided through The Individuals with Disabilities Education Act (2004).

The two key question checklistsReferral and Identification of English Language Learners with Disabilities and Multi-Tiered Systems of Support Literacy/Reading Instruction for English Language Learners are informal assessment tools developed by Ohio educators to provide more consistent and well-rounded assessment within the referral and identification processes established at the local level for ELs and students with disabilities. The checklists are presented as a list of guiding questions developed by practitioners to support the provision of school intervention for English language learners with suspected disabilities.

Educational Website Links

English For Everyone

EnglishForEveryone.org is your resource for printable English worksheets. You are welcome to use any of the materials on this website without asking permission, granted that our strict copyright policy is respected. 

Common Core Worksheets

These worksheets are modified for the needs of lower level learners or for first introducing a topic. They’ll often have an answer bank, multiple choice instead of fill in the blank or other modifications to meet different students needs.  You can also download the worksheets in multiple languages; Spanish, German, Russian, Italian, Vietnamese, and French.