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multilingual services

English language learners (ELLs) are provided comprehensible instruction through specialized programs such as: English for Speakers of Other Languages (ESOL), One-Way Transitional Program Model, Two-Way Dual Language Program (K-8) and Sheltered Instruction (K-12).

Students can qualify for an ESOL specialized instructional model based on the results of their initial placement test and a programmatic assessment conducted at the home school by qualified personnel. This initial placement test, the IDEA Proficiency Test (IPT), will be given to a student who has answered “yes” to one or more of the home-language survey questions to determine their level of language proficiency. These questions are as follows:

  • Is a language other than English used in the home?
  • Does the student most frequently speak a language other than English?
  • Did the student have a first language other than English?

If a student qualifies for services, the parents may choose a specialized instructional model, when available, based on the OCPS-approved school feeder pattern. English for Speakers of Other Languages (ESOL) instruction enables all ELLs to develop listening, speaking, reading, and writing skills in English based on the state of English Language Development Standards (WIDA) and the Language Arts Florida Standards (LAFS).

Instructional Models Available

Mainstream/Inclusion Language Arts (K-12)

The English language learner(ELL) is in a mainstream classroom with a teacher who is certified or is working towards the certification in ESOL. Students are in a setting with native English speakers. The curriculum is presented in a way that makes the instruction comprehensible while allowing the student to acquire the new language in a natural, cumulative, and systematic way.

Mainstream/Inclusion Basic Subject Areas (math, science, social studies and computer literacy)

The English language learner(ELL) is placed in a mainstream classroom with a teacher who is certified or is working towards the ESOL certification. Students are in a setting with native English speakers. Through the continued use of ESOL strategies and accommodations, the teacher will provide understandable instruction in the subject areas while the student is acquiring the English language.

Sheltered Language Arts (Selected classes/courses within the Home School)

An English class designed specifically for English language learners (ELL) only who are in the process of acquiring the English language arts skills. Sheltered Instruction will allow your ELL to receive instruction in English at their proficiency level.

Sheltered Basic Subject Areas (Selected classes/courses within the Home School)

A class designed specifically for English Language learners (ELL) only who are in the process of acquiring the English language arts skills. Sheltered Instruction will allow your ELL to receive instruction in English at their English proficiency level. Students receive grade-level subject area instruction to develop English-language skills at the same time they develop academic skills.

Transitional Bilingual Program Model (selected K-2 schools)

This model allows your ELL to receive instruction in two languages (English/Spanish). The purpose of the program is for students to become proficient in English while developing grade-level academic skills in both the native language and English. The students must meet eligibility criteria in order to qualify for this model. (Please refer to feeder pattern for available centers and criteria for program participation).

Two-Way Dual Language Program Model (selected K-8)

The goal of the Two-Way Dual Language Program is for students to become bilingual and biliterate in both English and a partner language, demonstrate high levels of academic achievement, and cultivate positive cross-cultural attitudes. Balanced numbers of native English speakers and native speakers of the target language are taught literacy and academic content in both languages so that each group serves in the role of language model and language learner as they acquire knowledge in core academic areas. Students who enroll in the OCPS Two-Way Dual Language Program will learn to read, write and speak in English and Spanish.

Classroom demographics begin with 50 percent ELLs and 50 percent native English speakers in kindergarten/first grade. If an ELL student exits the ESOL program, they may continue in the Two-Way Dual Language Model.

All teachers who work with ELLs are trained and are highly qualified to work with these students. The Multilingual Services Department offers training for teachers throughout the school year that focuses on strategies to implement in the classroom to better serve ELLs and help them achieve success in all academic areas while receiving comprehensible instruction.

The Multilingual Services Department encourages parents of ELLs to become involved with the Multilingual Parent Leadership Council (MPLC) at their child’s school. To become involved with the District MPLC, please contact Lead Parent Liaison, Dr. Rebecca Millan (Spanish), at 407.317.3200, Ext. 2003410. Parents can help to accelerate their student’s English language and native language learning by:

  • Engaging in storytelling
  • Reading stories in native language and/or bilingual books
  • Comparing and contrasting languages
  • Discussing and using cognates
  • Reading aloud to and with student
  • Chanting rhymes and singing songs
  • Visiting the local public library
  • Engaging in meaningful conversation
  • Having a set schedule for homework time
  • Having student practice using a dictionary and thesaurus
  • Watching educational television programs with closed captions
  • Encouraging journaling and writing
  • Staying abreast of and participating in cultural and educational events occurring at school and in the community