Adopted ELP Programs
Adopted English Language Proficiency Programs identify published programs that have been purchased for schools with Teacher’s Guides, Student Books, Assessments, and other instructional materials. A curriculum has been adopted for the beginning and intermediate levels of ESOL.
Annual Measurable Achievement Objectives
AMAOs are set annually by the Maryland State Department of Education that specify the percentage of ESOL students yearly who are:
AMAO I: expected to progress toward English language proficiency
AMAO II: attain English language proficiency
AMAO III: demonstrate adequate yearly progress in reading and math at the county level
Adequate Yearly Progress
Under the No Child Left Behind Act of 2001, each state establishes a definition of Adequate Yearly Progress (AYP) to use each year to determine the achievement of each school district and school in reading and mathematics. States are to identify for improvement any school that does not meet the state's definition of AYP for two consecutive years. Adequate yearly progress is designed to ensure continuous improvement each year toward the goal of 100% proficiency in 2014.
Basic Interpersonal Communication Skills
The language of face-to-face social encounters.
Cognitive-Academic Language Proficiency
A term for abstract academic knowledge.
English Language Learner
An ELL is a student who uses a language in addition to or other than English.
The ELL Plan is an accommodation(s) document for ELLs in the ESOL program.
English Language Proficiency
ELP is the degree to which a student is able to use standard American English as a language of instruction.
ELP Programs are curricula developed to prepare a student to be able to use standard American English as a language of instruction.
A term used by the National Board of Professional Teaching Standards in place of ESL or ESOL.
This term is used to identify the programs, staff and students served by the Division of ESOL Programs.
ESOL Measurement Topics and/or ESOL Rubrics should accompany these ESOL assessments for scoring purposes, and should be used to provide feedback to ESOL students. All ESOL assessments have been aligned to the Maryland State Department of Education’s ESOL State Curriculum and English/Language Arts State Curriculum.
Essential questions are focus questions for a unit of study.
Home Language Survey
A student comes to a Maryland public school with an interruption of 6 or more months in schooling in the student’s home country.
First or home language
LAS Links is the state-mandated test of English language proficiency administered to grade K – 12 ESOL students annually each spring. LAS Links results are used to demonstrate the progress SCPS and Maryland State ESOL students are making towards proficiency in English. Assessment results are used by ELL Teams to help make decisions as to each student’s participation in the ESOL program.
LAS Links Placement Test
Limited English Proficient
An acronym used at the federal level to describe English language learners who participate in the ESOL program.
NCLB expands the scope and frequency of student testing, revamps accountability systems and guarantees that every teacher is qualified in their subject area. It requires states to make demonstrable annual progress in raising the percentage of students proficient in reading and math.
Real life objects used as visuals in language instruction.
Reclassified English Language Learner
A RELL is a student who has exited the ESOL program within the last two years and is a part of the ELL subgroup for those two years.