conference

1. HHCCSS MMeeeettiinngg tthhee CChhaalllleennggeess……
GGrroowwiinngg tthhee WWhhoollee CChhiilldd!!
Hoke County Schools Federal Programs
Mrs. Jamie Harris- Smith, ESL Lead Teacher
Ms. Elyssa Thomas, Migrant Tutor

2. What is ESL?
ESL is a second language program that uses
only English as the instructional language
for eligible students.

3. The Purpose of ESL
The purpose of ESL is to give students the
opportunity to achieve English proficiency
and academic mastery of subject matter
content and higher order content.

4. Qualification Requirements
The qualification requirements for a
student to be considered a candidate for
English as a Second Language student is
determined by the home language survey.
The students can then become eligible
based on the information from that
survey.

5. Notification of Services
After families have been given information
about ESL/Bilingual education, they
receive a notification of services letter.

6. The Program
All states have a statute that requires
schools to design a program for ESL and
prepare a formal plan of services to meet
the needs of LEP students.

7. IInnnnoovvaattiivvee PPrraaccttiicceess
ESL Saturday Academy
Migrant Summer Academy
Transition Center Services

8. EESSLL SSaattuurrddaayy AAccaaddeemmyy
 Mission Statement
To ensure that all students are exposed to stimulating,
rigorous and relevant instruction that provides
demanding and constant learning opportunities to
improve student achievement. Our students will engage
in real-world experiences by problem solving, thinking
critically, effectively communicating, working as a team
and using creativity.
 Purpose
The Purpose of the program is to work with students K-
12 on improving reading skills and tactics through a
variety of activities including reading, writing, speaking,
and listening. Participating students will receive
individualized instruction to address the students'
literacy needs. Small groups of no more than 1:8
teacher/student ratio. The program focuses on the ever
challenging, developing needs of migrant students.
Through structured activities, students will be actively
encouraged to learn, explore, and build a foundation for
a bright future.

9. ESL Saturday Academy
Operations
1st and 3rd Saturdays
Operating Hours: 8:00 a.m. - 1:00 p.m.
Location: Turlington School
Goal: 15:1 (Student-Teacher ratio)
Target Population: Elementary to High School
Focus: Kindergarten mClass and Third Grade
Read to Achieve
Incentive: Rewards, end of program celebration

10. DDeemmooggrraapphhiiccss
 English Language Learners (ELLs) are one the fastest‐growing and lowest‐performing
student subgroups in America.
 Analysts project that the number of school‐age children of immigrants will
rise from 12.3 million in 2005 to 17.9 million in 2020
 Currently, 21% of school‐age children use a language other than English at
home
 Thousands of immigrants have moved to North Carolina to contribute to the
state’s economy and culture. Many of them do not speak English in their
homes resulting in students struggling in North Carolina’s public schools.
 In North Carolina, most ELL students are the children of Hispanic immigrants
 ELL students in grades 3 through 8 alone has increased at a rate of 12.4% per
year, more than doubling from 22,869 in 2002 to 50,372 in 2010.

11. AArree EELLLLss AAllll tthhee SSaammee??
 Long-Term English learners have been in U.S. schools since
kindergarten and are still classified as LEP when they reach middle
or high school.
 Migrant English learners usually lack proficiency in English because
their education is interrupted as their parents follow the crops
from state to state.
 Transnational English learners return to their native countries for a
year or a portion of the year and attend school in those countries.
 Recent immigrants ELLs can be highly schooled or they can be
students with interrupted formal education.
 Refugee children who have may have never attended school.

12. EELLLLss CChhaalllleennggeess
 As the number of ELLs increases, schools districts face the
challenge to help ELLs both improve their English proficiency and
meet the same high standards for academic achievement.
 Under NCLB, disaggregated data have brought the inadequacies of
ELL education.
 Across the nation, elementary and middle school ELL students
exhibit double‐digit achievement gaps in both math and reading.
 The achievement gap widens as students grow older.
 ELLs begin with a 3 year gap and must make 15 months gain in 10
months in each of several consecutive years to catch up.

13. EELLLLss CChhaalllleennggeess,, ccoonntt..
 For 2012, 80.2% of North Carolina students who started ninth
grade in 2008-09 completed high school in four years or less.
However if we look at the ELLs subgroup, their graduation rate
was 49.7%
 Instructional approaches that are effective with native English
speakers, although also successful with ELLs, have a smaller
impact.
 Although ELLs can perform at the same level as native English
speakers in word-level skills, such as decoding, they often fall
behind on text-level skills, such as reading comprehension.

14. Number of ESL Saturday Academy Teachers
Series 1 Column1 Column2
2013-2014 11
2012-2013 2008-2009
9
2011-2012 4
2010-2011 2009-2010
10
2009-2010 7
2010-2011
2008-2009 6
2011-2012
2012-2013
To resize chart data range, drag lower right corner of range.
0 5 10 15
2013-2014
Column2
Column1
Series 1

15. ESL Saturday Academy Enrollment
Series 1 Column1 Column2
140
2008-2009 51
2009-2010 105
2010-2011 133
2011-2012 50
2012-2013 90
2013-2014 100
To resize chart data range, drag lower right corner of range.
120
100
80
60
40
20
0
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014
Series 1
Column1
Column2

16. DDaattaa IInnffoorrmmeedd EESSLL IInnssttrruuccttiioonn,,
ccoonntt..
School Year Exiting LEP
Students %
2008-2009 7.47%
2009-2010 12.04%
2010-2011 8.09%
2011-2012 17.83%
2012-2013 21%
2013-2014 19%

17. MMiiggrraanntt SSuummmmeerr CCaammpp
 Mission Statement
To ensure that all students are exposed to
stimulating, rigorous and relevant instruction
that provides demanding and constant learning
opportunities to improve student achievement.
Our students will engage in real-world
experiences by problem solving, thinking
critically, effectively communicating, working as
a team and using creativity.
 Purpose
The Purpose of the program is to work with
students K-12 on improving reading skills and
tactics through a variety of activities including
reading, writing, speaking, and listening.
Participating students will receive individualized
instruction to address the students' literacy
needs. Small groups of no more than 1:8
teacher/student ratio. The program focuses on
the ever challenging, developing needs of
migrant students. Through structured activities,
students will be actively encouraged to learn,
explore, and build a foundation for a bright
future.

18. MMiiggrraanntt SSuummmmeerr CCaammpp
Operations
Monday-Thursday
Operating Hours: 9:00 a.m. - 2:00 p.m.
Location: Scurlock Elementary School
Goal: 8 to 1 (Student-Teacher ratio)
Target Population: Elementary to High School
Incentive: Field Trip for Students

19. TTrraannssiittiioonn CCeenntteerr SSeerrvviicceess
“A Service Haven Empowering Global Learners”
The mission of “Hoke County Schools
Transition Center” is to ensure support and
access to school and community resources
to ease the transition of the English
Language Learner family to Hoke County.
Services
 K-12 School Enrollment
 ESL Assessment & Placement for K-12
 Migrant Program Services (if qualify)
 Community Resource Information for English language learner families
 Interpretation Services
 Parent/Teacher Conferences
 IEP/PEPs
 Messages to the schools
 Phone calls to parents
 Assistance with completion of school documents
Referrals to:
 Healthcare organizations (Mental Health, Dentist, etc.)
 Adult ESL Classes
 Upward Bound Programs

20. RReeffeerreenncceess
 Graduation Rates- NEWS RELEASES 2012-13 :: AUGUST 2, 2012; accessed 10/02/12 at 11:20
AM; http://www.ncpublicschools.org/newsroom/news/2012-13/20120802-02
 National Center for Education Statistics; Fast Facts, Elementary and Secondary, English
Language Learners; accessed 10/01/12 at 2:00 PM; http://nces.ed.gov/fastfacts/display.asp?id=96
 Echevarria, Jana, Powers, Kristin, & Short, Deborah, “School Reform and Standards‐based
Education: A Model for English Language Learners;” accessed 10/02/12 at 11:25 PM;
http://edfs200ell.pbworks.com/w/file/fetch/54561001/EchevarriaShort-SchRefSBEELLs.pdf
 National Center for Education Statistics; Fast Facts, Elementary and Secondary, English
Language Learners; accessed 10/01/12 at 2:00 PM; http://nces.ed.gov/fastfacts/display.asp?id=96
 Connecting RESEARCH about English Language Learners to PRACTICE. An Introductory
Guide for Educators; accessed 10/02/12 at 11:48 AM;
http://www.learningpt.org/pdfs/ConnectResearchPractice_ELL_IntroGuide.pdf
 Effective Instruction for English Learners ; accessed 10/02/12 at 11: 50 AM;
http://futureofchildren.org/futureofchildren/publications/journals/article/index.xml?
journalid=74&articleid=542