My name is Geovana E. Concepcion. I was born in Panama, Republic of Panama. I worked as an English as a Foreign Language for nine years in Panama. I have been working for Sampson County for about 25+ years. I am the English as a Second Language (ESL) Teacher at RSMS.
If you need any information about RSMS ESL Program, please email me at geovana@sampson.k12.nc.us or call RSMS at 910-525-4764
ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM
Course Description
The purpose of the English as a Second Language (ESL) Program is to ensure that Multilingual learners (MLs) attain English proficiency and develop high levels of academic achievement in English and assist all English learners to achieve at high levels in academic subjects so that all Multilingual Learners can meet the State academic standards that all children are expected to meet (English Language Acquisition, Language Enhancement, and Academic Achievement Act, SEC. 3102. [20 U.S.C. 6812] of Every Student Succeeds Act, 2015).
NC English Language Development Standards can be accessed by clicking on the following link https://ncdpi.instructure.com/courses/6424/pages/nc-eld-scos
As English as a Second Language teachers, we will use the WIDA English Language Proficiency (ELP) Standards adopted by the North Carolina State Department of Public Instruction in 2020 to plan for and deliver instruction and assess ELD progress. The WIDA/NC ELD Standards are:
Standard 1 – Social and Instructional Language
English language learners communicate for social and instructional purposes within the school setting.
Standard 2 – Language for Language Arts
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts.
Standard 3 – Language for Mathematics
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.
Standard 4 – Language for Science
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
Standard 5 – Language for Social Studies
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.
Each of the five English language proficiency standards encompasses four language domains – Listening, Speaking, Reading, and Writing. There are six levels of English language proficiency within each language domain that a student can attain: 1 – Entering; 2 – Emerging; 3 – Developing; 4 – Expanding; 5 – Bridging; 6 – Reaching.
ACCESS Testing:
All students identified as Multilingual Learners (MLs) must be assessed annually during the state-designated testing window by using the ACCESS for MLs assessments, administered to satisfy federal ESEA requirements. ACCESS for MLs tests must be administered online. The only exceptions to this requirement are: • Public School Units (PSUs) that do not have the technology capability to support administering the online ACCESS for MLs and • Students with disabilities who have documented accommodations that dictate a paper test format are necessary for accessibility (e.g., Student Marks Answers in Test Book, Braille Edition). North Carolina’s criteria for students to exit ML status is: • ACCESS for MLs- should obtain an overall composite score of 4.5 or above on the ACCESS for MLs assessment. • WIDA Alternate ACCESS -obtain a score of P1 or higher for two consecutive years, with the first year being the 2021–22 school year.
*Starting on the 2026-2027, DPI ESL Department will implement additional criteria so that MLs can exit the ESL program. This process is called MMT (Multiple Measure Tool. The Multiple Measure Tool (MMT) in North Carolina is an alternative pathway for reclassifying English Learners (ELs), allowing them to demonstrate their English proficiency through various classroom-based assessments. This tool aims to provide a more comprehensive evaluation of students' language skills beyond standardized tests.
Overview of the MMT Process in North Carolina
The MMT process is designed to enhance language proficiency assessment.
Purpose — The MMT serves as an alternative for EL reclassification, focusing on practical classroom observations.
Eligibility — Students scoring near proficiency thresholds can utilize the MMT to show readiness for exiting support programs.
Components — It includes various assessments that reflect students' real-world language use, rather than relying solely on standardized tests.
Implementation — Schools are required to adopt the MMT as part of their English language proficiency evaluation process.