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FAIRFIELD CITY SCHOOL DISTRICT
English as a Second Language (ESL) Program
Fairfield City School District has a long history of providing English as a Second Language services to students whose first language is not English. Our program began in the 1980s when General Electric transferred several families from France to the GE Plant in Cincinnati. Students attended Central Elementary School and under the leadership of Dr. Gayle Niehaus our program began. Today we provide services to 400 students. Our international student population includes thirty-six different languages. The top three languages in our district are: Spanish, Arabic and Vietnamese.
All limited English proficient (LEP) students in the Fairfield City School District are invited to participate in our ESL program upon registration in the district. The Welcome Center packet for new students includes the Home Language Survey. This document identifies students’ primary language and the primary language spoken in the home. Parents grant permission to the district to test their children for English proficiency and when necessary place their children in our ESL program.
ESL is a multi-faceted program offering English language classes and content-area assistance to LEP students enrolled in the Fairfield City School District. The goal of our ESL program is for students to acquire a level of English language proficiency that enables them to meet grade level promotion requirements, state mandated graduation requirements and ultimately - compete successfully in mainstream society.
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| Descriptions of Programs for Limited English Proficient (LEP) Students |
English as a Second Language (ESL) Class
English as a Second Language (ESL) classes provided concentrated instruction in how to speak, read, write, and understand the English language. Classes teach formal English grammar, vocabulary, everyday communication skills, and the formal academic English that students need for success in school. Learning occurs through a wide variety of methods including conversation, games, discussions, computer programs, video presentations, and writing activities. ESL classes are held during the regular school day, as part of a student’s daily schedule. Students are also scheduled into regular classes, where they practice their English skills and learn regular school subjects. ESL classes are taught by teachers with specialized training in how to help students learn English. |
Tutoring Sessions
Individual or small-group tutoring sessions provide tutoring assistance with schoolwork and learning the English language. Tutoring occurs outside the regular classes into which students are scheduled. The goal of tutoring is to help students succeed in school, both in classwork and in everyday English communication. |
In-Class Support (Inclusion)
In-class support (inclusion) is provided to ESL students who are assigned to regular classes with English speaking students. An ESL teacher or bilingual education specialist is assigned to a class where one or more ESL students are enrolled. The ESL specialist provides assistance with understanding the lesson, completing tests and homework, learning to participate orally in class, and working on group projects. |
Reading Intervention
Reading intervention is a program designed to help ESL students become better readers of English. A reading intervention program systematically helps students recognize and pronounce English words, read English sentences, and understand passages of written English. The reading program helps students read both everyday English and the kinds of English they meet in textbooks and other school materials. READ180 is an example of a reading intervention program. The READ180 program presents instruction through a combination of computer software and teaching by a reading specialist. |
Teacher Monitoring
Teacher monitoring is provided to ESL students who have achieved Full English Proficiency in English. During monitoring, a teacher checks on the student’s academic progress to make sure the student is succeeding. Monitoring continues for at least two years after the student is no longer receiving regular tutoring or other ESL support. If a student begins to experience serious academic problems that are related to their knowledge of English, the school will provide an appropriate type of ESL support. |
Alternative Services
Alternative services are provided for students who are placed in a special education program with an Individual Education Plan (IEP), or who are receiving home instruction because they cannot attend school. Providing alternative services requires a formal evaluation of student needs and parent permission. |
Law
There are three federal court cases that provide the legal foundation for providing equal educational opportunity to students with limited English Proficiency, Lau vs. Nichols 1973, Castaneda vs. Pickard 1981 and Plyler vs. Doe 1982. Fairfield City School district in compliance with federal and state law provides services to LEP students who qualify for our ESL programs. |
| Testing Information |
IDEA Proficiency Test
Upon permission from parents, testing begins with the IPT (IDEA Proficiency Test). This test includes is a series of standardized, nationally normed testing instruments for students in pre-kindergarten through grade 12. The IPT evaluates students’ oral language, reading, and writing proficiency in English. Once the IPT is scored, eligibility is determined and students are placed in an ESL program. |
Ohio Test of English Language Acquisition (OTELA)
State and Federal law require an annual assessment of K-12 Limited English Proficient (LEP) students to measure their English language proficiency. The Ohio Test of English Language Acquisition (OTELA) is the assessment used for testing English language proficiency for Ohio LEP students in Grades K-12. |
OAT Ohio Achievement Test
All students in grades 3-8 are required to take achievement tests in reading and math. In addition, students in grades 4 and 7 must take a writing achievement test and students in grades 5 and 8 must take an achievement test in science and social studies. Limited English proficient students who have been in United States schools less than one year are not required to take the reading and writing achievement tests. |
Ohio Graduation Tests
Beginning with the high school graduating class of 2007, students must pass all five parts of the Ohio Graduation Tests (OGT) in order to a receive high school diploma. (See Alternative Conditions for Eligibility for a Diploma.) The Ohio Graduation Test (OGT) is aligned to Ohio’s academic content standards, adopted by the State Board of Education, in English language arts, mathematics, science and social studies. These standards have been carefully designed to ensure that students are armed with the knowledge they need to be successful in higher educational pursuits as well as the jobs and careers of the future. |
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