I.+ESL


 * LANGUAGE POLICY SUB-COMMITTEE**

**ESL PROGRAM; ADMISSION AND PLACEMENT**
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 * Steve Moody, Rhona, Susan, Mark, Steve Martin**

**__ADMISSION AND PLACEMENT__**
· What are the language criteria for admission and class placement? · Are there different language criteria for admission/placement for different grade levels? · Are there subject-specific language criteria for admission/placement? · Who makes admissions/placement decisions? What is the decision-making process? · Should there be enrollment quotas for different language groups? · Do language criteria/standards affect students’ promotion/retention? · Is there a level of language fluency required for graduation? · Should there be a personal language plan for each student? · When/how should students be assessed in their mother tongue for admission/placement/promotion/retention? Should this be uniform for all languages? · What proportion of ESL students are there in classes at different grade levels? · Are the placements to test appropriate? -- Background, age · Maximum time in EAP? · Exit criteria for EAP? · Share rights and responsibilities as language learners to families.
 * Stage 1: Complete by end of November 2006**

**__ESL PROGRAM__**
· What are the philosophy and purpose of the ESL program? · What ESL definitions do we use? · What model(s) of ESL support do we have? Are they the same at all grade levels? · Which students do we support and for how long? · Are all teachers ESL teachers? · What ESL training do we provide for ESL teachers and all other teachers? · What are the ESL class quotas? Who monitors this? · What are student/staffing ratios for ESL? Is this different for different grade levels? · What are the entry/exit criteria for the ESL program by grade level? · Are there differences in ESL support offered according to the different IBO programs (PYP, MYP, DP) · How are ESL students assessed/reported compared with their peers? · Are there different homework expectations for ESL students? · What after/out of school provision do we provide for ESL students? Who provides this provision, and who pays? · How do we promote ESL status to parents as a positive thing? · Should there be an additional fee charged to parents for ESL support? · We should change our terminology from “ESL” to “EAL” or “ELL” · Do we exit ESL students from ESL too quickly? · Do we have adequate ESL support (staffing)? · Do we have ways for collaboration between ESL/non-ESL faculty? · Should ESL kids have to take Chinese? · Is there adequate parent education about ESL? · Are we using the best entry/exit test?
 * Stage 1: Complete by the end of November 2006**