How are ESOL students progressing toward graduation?

Attached is a list of ESOL students and pertinent data related to progress toward graduation.

 A study of the data indicates that most of the ESOL students have been enrolled in school shortly after coming to United States.  This indicates that parents of our students value education and want their children to be educated.

ESOL students are considered “at risk” because of language and cultural differences and rate of success in courses and on standardized tests. 

Issues include:

1. Some ESOL students have not been in school in their native country.  Our ESOL faculty say they are “bi-illiterate”.  Research done by Dr. Anna Lambros comparing Fayette County High School and North Forsyth High School (presented at SCWOLT Conference, Albuquerque, NM, March 26, 2004) supports this with the finding that teachers of ESOL students report they are often required to teach basic literacy skills along with their subject. 
2. The culture and expectations for academic rigor and behavior are often different from schools in the United States requiring students to learn a new culture, new acceptable school behaviors, new course subject material, while learning a new language.
3. ESOL students report that they speak their native language at home and when possible, listen to music and watch television that is in their native language.
4. Parents, though research indicates value education, do not know how to access school support or navigate through school procedures.

From discussions at county level LEP meetings and at High School Improvement Committee meetings based on data collected from all high schools and research done nationally, plans are being presented for approval to county administrators and the school board for the following:

1. Creation of a “center” for students with very limited English proficiency.  These students would be immersed in English.  They would be introduced to school expectations.  They would enter high school functioning at a level that would allow them to be successful with support in ESOL sheltered classes. 
2. Creation of a “center” in each high school open before and after school regularly to assist students with research and tutoring.  Parents could also use this center.
3. Teachers will be sought who have ESOL endorsement or who are willing to get ESOL endorsement.
4. More professional training for all staff in how to accommodate ESOL students in the regular classroom is needed.

From discussions at the school level, it is suggested that ESOL students will have English classes all year.  Through careful scheduling, ESOL students will be pushed to complete the ESOL English classes no later than their junior year in high school.  After completing ESOL English classes, students will be scheduled in to sheltered English classes in an effort to improve reading and writing skills.  ESOL faculty from the high school plan tol meet with ESOL faculty from the middle school to align vertically ESOL curriculum.

NAME OF SCHOOL: ____NFHS__________     SCHOOL YEAR:_____05-06____   DATE OF REPORT:____10/25/05

* indicates Special Education services