Peter Ansel - High School and Middle School
Catarina Anselmo - Nayatt School and Primrose Hill
Elizabeth Alexander - Sowams and Hampden Meadows
June Mangassarian - Primrose School
ELL students are identified through the HOME LANGUAGE SURVEY at registration, and parent interviews are scheduled. Students are screened, utilizing the WIDA screener before school starts in the summer. Other students are screened on arrival at the beginning of the school year, and throughout the year when we have new arrivals. All “active” ELL students are given the annual ACCESS for ELLs state assessments.
ELL students are placed in classrooms where ELL support can be provided or is accessible for students. Data from the WIDA screener is used to determine placement in age-appropriate/grade level appropriate classrooms. Students arriving at our district from other RI schools are placed in the program and classroom, based on data pulled from the LEP census. School records, report cards, and foreign transcripts are also used in placement decisions when possible.
Students are exited from the ELL program based on the scores of the annual state test, ACCESS 2.0 for ELLs. The state cut off of 5.0 in Comprehension and 4.5 in Literacy are followed, along with the District’s cut off score of 4.0 in Speaking. Students who have these cut off scores are Exited provided that their ELL and content teachers are satisfied that they have reached a level of competency to be independently successful in the classroom. Parent/Guardians are also involved and consulted and sign an Exit from ELL services form. Exited students are monitored for two years. Written forms regarding progress are completed by both the ELL teacher and classroom teachers twice a year.
ELL teachers attend parent conferences and school open houses. Parents and families are invited to two ELL sponsored activities that take place in the fall and spring. This is an opportunity to integrate and interact with other families and parents within the district who share similar experiences.
Current ELL students receive support through the collaborative model. ELL teachers work closely with classroom teachers to provide direct and indirect support with the current curriculum to meet the needs of the ELL students as much as possible within the general education classrooms. ELL newcomers and level 1 and 2 students may receive pull out or direct and special classroom instruction from the ELL teachers for more interactive and language acquisition instruction needs. ELL teachers work as consultants and coaches to teachers, provide professional development and language acquisition training and assessment support.