English Language Learners (ELL/ESL)

• For questions and suggestions on how to support and schedule ELL, please contact Kerri Gonzales, ELL Curriculum Coach
• All schools are expected to plan and schedule exceptional students with special needs first.  Students with special needs include students with disabilities, English Language Learners, and gifted and talented students.  For specifics scheduling guidelines for these groups please see the related tabs of the notebook.
• ELL students are to be scheduled in the least restrictive environment possible.

Explanation English Proficiency Levels and Abilities

• ELL students are to be scheduled according to their individual abilities as demonstrated by in school performance, OTELA scores and OAA, OGT and PARRC scores.  The OTELA classify learners as:  pre-functional, beginner, high beginner and trial mainstream and is to be used as a guide to the amount of direct ELL support a student may need. A detailed explanation of levels and characteristics are found below.

Scheduling Information

• ELL courses end in L and are to be used for English Language Learners only and are to be taught by certified ELL teachers.
• Always look at the state test Reading scores (OAA/OGT/PARCC) in conjunction with the OTELA (ELPA21) scores when determining if a student should be in native-English speaking classes or scheduled with the ESL teacher.  If a student has scored Proficient in Reading on the state Reading test, they should initially be scheduled into native-English speaking classes.
• The recommended student/teacher ratio is 20:1 for ELL classes.
• ELL teachers may teach in place of a duty and can be scheduled to teach all but two periods (lunch and planning).  If TBT meetings are scheduled during personal planning time, attendance would be optional.
• Two different courses/grade levels may be scheduled during the same time. This model facilitates grouping the students based on language levels.
  
  

High School ELL Scheduling

• ELL students are expected to increase English proficiency and meet graduation requirements.  Schedules should be created to support both goals.  
• ELL students are to be scheduled on a case by case basis based on OTELA levels and other performance.  
• Scheduling by OTELA levels: (to be determined on a case by case basis, by the ESL teachers and student)
  • Pre-functional Newcomer students should be scheduled for a semester of Lab classes.
  • Beginner Level students and higher may bypass Lab courses.
  • Intermediate Level students should be scheduled at least into ELL English and regular education courses.  Ideally, this should
  • Trial Mainstream students are to be scheduled into regular classes (with native-English speakers) per the Ohio Department of Education.
• Foreign Language is not recommended for Pre-functional Newcomer students in their first year of high school. Some students may wish to get Credit Flex credits for their native language.
• ELL classes can be scheduled as block semester courses, or year-long period courses (see below for course information).
• Students may be scheduled into ELL elective courses taught by ELL teachers for content specific support.  ELL Elective courses include:  English Lab, Math Lab, Science Lab, and Soc. St Lab.  
• Lab classes are primarily to be used for pre-functional students and should be offered both first and second semesters to support newly enrolled students. 
• ELL electives are repeatable and can be scheduled as needed.
• When scheduling students into regular education classes, keep in mind that clustering ELL students together will help facilitate push-in support by the Bilingual Assistants, if available.
• Please see the attached Sample Schedule for Sheltered Site Teachers, and the Sheltered Site Course Paths.
• The ESL Curriculum Coaches will happily provide assistance on scheduling the LEP students at your request.