Newton-Conover City Schools

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Welcome!

Welcome to the Newton-Conover
English as a Second Language (ESL) Department Homepage!!

Director: Tammy Brown
tammy.brown@n-ccs.org 
828-464-3191
 
The Newton-Conover City Schools English as a Second Language (ESL) program provides English language instruction to students with limited English proficiency. Teachers with ESL certification provide daily instruction in a small group setting in speaking, listening, reading and writing in English and support the regular classroom teachers' efforts to modify their instruction in order to best meet the needs of these students. Every effort is made to communicate with parents in their native language through the help of contracted interpreters. The program serves limited English proficient students in grades K-12 at all schools.
 
Symbaloo - Click on symbaloo to be able to work on programs during the summer with your kids.
 
 
 
 
 
 
 
 
 
 
 
Helpful Links:

NCCS ESL LIVE BINDER


ESL Department Goals
  • Close the Achievement Gaps between ESL and non ESL students
  • Increase communication between the ESL department and content teachers
  • Provide appropriate, equitable services to all ESL students and families
  • Increase ESL family involvement and communication
  • Train all teachers on the SIOP model 
 

 

 

Guidance for BASIC (Core) Language Instruction Educational Program (LIEP) Services

2016-2017

LEA, Consortium, or Charter: _Newton-Conover City Schools Date: 08/25/2016

 

Newton-Conover City Schools is committed to providing ESL services in the least restrictive manner possible.  Therefore, a variety of services are offered to EL students.  The type of service offered is determined by the proficiency level and the needs of the student.  The rate of transition, or the average amount of time it takes for a child to reach superior proficiency in the ESL program, is expected to be 3-5 years. 

 

You may contact your child’s school principal, ESL teacher, parent liaison, or the Director of ESL with any comments, questions, or concerns that you might have about your child’s English language skills.

We encourage and invite you to become a participant in your child’s education.

The table below describes the continuation of service we offer to our EL students:


 

LIEP Continuum of Services Rubric (Indicate the name your LEA will use for each category or LIEP Services)

 

Category 1:  

Intensive (Level 1)

Category 2:  

Strategic (Level 2)

Category 3:  Benchmark (Level 3)

Category 4:  Transitional

(Level 4)

Category 5

Self-Contained or OCS

Criteria:

Students meet most of the criteria within the description

  • Overall ACCESS or WAPT Composite score is

1.0 - 3.0

  • Well below grade-level academic requirements.
  • Discussions with current and former teachers reveal that student needs constant language assistance.
  • Improvement is needed in all language domains


  • Overall ACCESS or WAPT Composite score is

2.0 – 4.0

  • Slightly below grade-level academic requirements.
  • Discussions between ESL & content teachers reveal that language assistance in multiple domains and multiple content areas is needed.
  • Possibly a long-term ELL
  • Overall ACCESS or WAPT Composite Score is

> 4.0

  • Student is meeting most grade-level academic requirements.
  • Discussions between ESL & content  teachers show that student is mostly self-sufficient in the content classroom
  • May need assistance in only one language domain or one content area.
  • Possibly a long-term ELL or MFLEP
  • Student scores at or near 5.0 in most domains on ACCESS or WAPT
  • Student is meeting all grade-level academic requirements.
  • Recommendations from ESL & Content teachers are not to pull out student for ESL services because no language difficulty is evident.
  • Single language domain assistance may be needed.
  • MFLEP
  • Overall ACCESS or WAPT composite score is 2.0 or lower
  • Well below grade-level academic requirements.
  • Receives EC services in a self-contained or OCS setting.
  • Language proficiency is low in all or most domains.

Context:

   

Small LEA with strong LEP support of approximately 50 LEP students per ESL teacher.  LEP plans are developed for each individual LEP student and language goals are developed based on data analysis. Some full-time and some itinerant ESL teacher support is present.  Content teachers have been trained in SIOP and other ELL teaching strategies as needed. Lesson plan collaboration between ESL teachers and content area teachers takes place monthly at the elementary level, and as needed at the middle and high school levels.

     





Services:

K – 12

Students participate in the ESL program in one or more of the following ways:

  • Students attend content-based English language development classes in a separate setting taught by a certified ESL instructor for a minimum of 4 – 5 days a week.
  • Extra assistance is provided by tutors, TAs, content teachers and/or ESL teachers before, during, or after school as needed.
  • Classroom modifications & testing accommodations are determined through collaboration between content teachers and the ESL teacher.
  • Students are strategically scheduled with content teachers with experience teaching ELLs.  
  • Students are strategically scheduled in content classes with an ESL co-teacher as often as the schedule allows.  

K – 12

Students participate in the ESL program in one or more of the following ways:

  • Students attend content-based English language development classes in a separate setting taught by a certified ESL instructor for a minimum of 2 - 3 days/week.
  • Extra assistance is provided by tutors, TAs, content teachers and/or ESL teachers before, during, or after school as needed.
  • Classroom modifications and testing accommodations are determined through collaboration between content teachers and the ESL teacher.
  • Students are strategically scheduled in content classes with an ESL co-teacher as often as the schedule allows.  
  • Students are strategically scheduled with content teachers with experience teaching ELLs.  

K – 12

Students participate in the ESL program in one or more of the following ways:

  • Students attend content-based English language development classes in a separate setting taught by a certified ESL instructor for a minimum of 1 day per week.
  • Extra assistance is provided by tutors, TAs, content teachers and/or ESL teachers before, during, or after school as needed.
  • Testing accommodations and classroom modifications for eligible students are determined through collaboration between content teachers and the ESL teacher.
  • Students are strategically scheduled in content classes with an ESL co-teacher or a teacher with experience teaching ELLs as often as the schedule allows.  

K – 12

Students fully participate in content area classes without modifications. ESL teachers confer with content area teachers at least monthly and both of them sign documentation quarterly to ensure adequate student progress is being achieved.

*Targeted writing workshops are held as needed to check on overall language development and academic progress.

K – 12

Students participate in the ESL program in one or more of the following ways:

  • The ESL teacher “pushes in” to the student’s usual classroom 1 – 2 times per week.
  • Collaboration between the ESL teacher and EC teacher takes place to ensure the incorporation of language goals into lesson preparation and delivery.
  • The ESL teacher may pull the student for individual or small group language instruction as needed.


*NCDPI recommends the utilization of multiple data sources and data reflective practices.  



The following constructs have been generated for your reference.  


Criteria to determine the category in which each ELL is “placed”

Range of English Language Proficiency Levels (Domain specific and/or overall proficiency levels), Years in US Schools, First Language literacy, Previous Schooling (interrupted/continuous), Grade level expectations (Struggling/meeting/exceeding),

Meeting HS Graduation Requirements, Recommendations by former teachers, Grade (PreK, K, 1-2, 3-5, 6-8, 9-12)

Other (please specify)

Context/Resources

Itinerant teachers, low incidences, Teacher/Student Ratio

Other (please specify)

Menu of Services* (include frequency of services)

Supplemental Computer Programs, Tutors (ESL/Content), Sheltered Instruction, Co-Teaching, Pullout ESL, Content-based ESL,  

Newcomers Program, Teacher/Student Coaching, District/Student LEP Plan, Small Groups, Peer Tutoring, Teacher Assistants,  

ELL related PD for content teachers, Appropriate Scheduling, Targeted Instructional Modifications/Accommodations (LinguaFolio, SIOP, ExC-ELL, relevant data analysis, use of supplemental materials, etc.)

Others (Please specify)


*The frequency and services may vary from district to district and school to school based on LEP population resources and schedules.