The Vancouver ESL Observation and Support Program Needs PROJECT 17 The Vancouver ESL Observation and Support Program Strategies to assist in identifying, assessing, and programming

ESL/Special Needs PROJECT 17

The VancouverESL Observationand Support ProgramStrategies to assist in identifying,assessing, and programming elementaryESL students with special needs

Colleen TsoukalasSusan BartonStephanie (Tess) CooperDavid LinsteadCalvin RaveningKiara Yeung

May 2001

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ESL/Special Needs PROJECT

ESL/Special Needs PROJECT18


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Contents1. Introduction ..................................................................... 21

2. Why an ESL Observation and Support Program? .............. 22

3. Staffing and Preliminary Planning ..................................... 23

4. Student Referrals .............................................................. 25

5. Processes and Documentation SupportingAssessment and Programming:a. Pre-referral .................................................................... 26b. Student observation prior to program placement ......... 27c. Data collection form ..................................................... 28d. Additional forms ........................................................... 29e. Assessment ................................................................... 30

6. Resource/Classroom Teacher Roles ..................................... 31

7. Classroom Routines .......................................................... 32

8. Common Strategies in all ESLObservation and Support Classes ..................................... 33

9. Student Profiles ................................................................ 35

10. Final Reflections ................................................................ 51

Appendices ............................................................................. 53



1. Introduction

In 1994, the BCTF sponsored a comprehensive English as a SecondLanguage (ESL) research project. One of the identified areas ofconcern was ESL students with special needs, which led to areport, “ESL—Learners with Special Needs in British Columbia:Identification, Assessment and Programming,” by Jean Fowler,Speech Language Pathologist, VSB (Vancouver School Board),and Hugh Hooper, Education Consultant and ESL Specialist, inco-operation with Charlie Naylor, Research and Technology, BCTF,1998. This report illustrated a need for a new approach to workingwith ESL students with special needs, which in turn led to this partof the research project in Vancouver.

The Vancouver School District has a long history of educating ESLstudents, and provides a broad range of service delivery models tofacilitate English language acquisition and to address identifiedlearning and special needs. District programs at the Secondary levelthat have been established are: Literacy, ESL Pre-Employment, andCareer Explorations. School-based programs such as Success andNew Start are examples of recently-developed programs that offerstudents language enhancement, vocational training, and post-Secondary options.

This report describes the Vancouver Elementary ESL Observationand Support Program. The report profiles five students, determinescommon reasons for referral, examines the referral, entry, and exitcriteria, and includes examples of the forms that are currently used.These are the Pre-Referral Intervention form, the 1701, the School-based Team Minutes, the Data Collection form, the IEP, and theExit Report. Site selection criteria are suggested, as well as humanand material resources. The length of time students remain in theprogram, and potential methods of long-term follow up and support,are also indicated. See Appendix 1 for details of criteria for entry/exit, selection and reporting, parent consent, and transportationinformation.


2. Why an ESL Observation and Support Program?

There are five Observation and Support classes, one Primary andfour Intermediate, at four Vancouver school sites. At the time ofwriting, they have been in operation for two years. They wereestablished for a number of reasons, the main one being to providesmall, structured classroom settings in which ESL learners with“special needs” could have their learning requirements definedmore specifically. Other expectations included acquisition andimprovement of classroom learning strategies, and academic,linguistic, and social gains.

At the elementary level in Vancouver, ESL service is provided in avariety of ways: by the Reception class, through integration withsupport, and through the English Language Centre or the LearningAssistance Centre. Students with more complex language andlearning needs, however, often plateau very early on, or makeminimal gains despite numerous interventions. Waiting lists arelong for formal assessment, which is a requirement for entry intospecialized programs. Further problems exist regarding languageproficiency levels, and students with low proficiency levels cannotbe accurately tested. Test results are sometimes inconclusive andmany students do not qualify for additional support, such as DistrictResource Teacher, Special Education Assistant, or other services, inspite of needs observed by teachers.

Personal observations of ESL students with special needs in twolarge Secondary schools, as well as observations of ESL students ininitial assessment at a reception centre, and others in a variety ofprograms in Vancouver schools, suggest that there are four distinctgroups. These are long-time learners who are identified as ESL andwho are:

1. beginners who are still receiving reception level service,2. Primary students who are reception-level learners but are not

receiving reception service,3. newly-integrated long-term reception-level learners, and4. reception-level learners (not long-timers) who require additional

services, such as an in-depth observational setting, to determinefurther assessment needs.


3. Staffing and Preliminary Planning

The creation of five teaching positions plus a District ResourceTeacher position (September 1997) afforded an opportunity to beginto provide service to these groups. In September, the six teacherswho were trained in ESL and Special Education1 reviewed theScreening Minutes of all “special needs” students identified atOakridge Reception and Orientation Centre. They developedselection criteria, a referral process, and a program description,contacted schools, and took in their first students. We decided totake students who had not had any formal assessment and were notformally identified as special needs (according to Ministry ofEducation criteria) as our first candidates, if they were already onwaiting lists.

The exceptions to this have been formally-identified ESL studentswith learning disabilities who are in their Grade 7 year and requireintensive service to get ready for Grade 8. Other exceptions areformally-identified students for whom additional support isinsufficient, or formally-identified students from other districts whoarrive when other programs are full and services are not available.After early experimentation with students from multiple grades inthe Observation Classes, we now believe that combinations of amaximum of two chronological grades (e.g., Grades 2 and 3, Grades4 and 5, or Grades 6 and 7) work best. There are no Kindergartenstudents in the class, but the classes are generally accessible tostudents in Grades 2-7.

Guiding questions for the team in terms of planning were:

• What interventions have taken place at the school?• Have students had access to ESL, LAC, ELC, or other services?• Have students been to School-based Team? How often? What

was the outcome?• What additional resources are being utilized—such as Home

Tutors, Summer School, Peer Tutoring, Heritage LanguageClasses?

• Are students enrolled in extra-curricular activities and lessons?If so, how can these skills be highlighted in the classroom?

• Do parents and children see value in learning to read and writein their first language, or is it sufficient just to have oral fluency?

• Do parents and children see value in reading and writing inEnglish, or is oral fluency enough to them?

1 The six teachers have all completed ESL Methodology and Special Educationcourses offered by either the University of British Columbia (UBC) or SimonFraser University (SFU). Such courses are preferred by the district’s HumanResource Division for specialist ESL/Special Education employment in theschool district.


• What are the child’s, parents’, and teachers’ goals?• Is an IEP in place?• What learning strategies do these students employ?• Does their approach to problem-solving change?• What do parents, teachers, and students have to say about their

successes in the program?• Which materials/resources are most commonly used for ESL

learners with special needs by LAC/ELC, Learning Centres,classroom teachers? (Can there be a central location in eachschool for such a collection?)

• What school-based models might work best for these students?• What implications are there for further developing Secondary

programs?• Is there a communication network, and how can we improve

communications so that program recommendations regardingclassroom learning strategies and program modifications/adaptations are in place upon program exit?

The questions listed here are not used just in initial planning—they are posed at regular intervals to assist with ongoingprogramming decisions. We are looking for evidence of actual orpotential progression with learning that we feel the program canfurther develop in order to decide both placement and strategies.


4. Student Referrals

1997–1998 SCHOOL YEAR (June 1998)

Grades Male Female Total

K-3 14 6 20

4-7 34 17 51

Total numberreferred 48 23 71

1998–1999 SCHOOL YEAR (June 1999)Grades Male Female Total

K-3 30 13 43

4-7 50 24 74

8 2 0 2

Total numberreferred 82 37 119

Main languages of students referred in both years were Chinese,Arabic, Vietnamese, and Spanish.

CommentThe number of referrals has increased this year. Approximately 67%of the referrals are male and this has remained constant over twoyears. The gender imbalance in term of referrals may be a causefor concern, but at this stage we have no data which allows forconsideration of this issue. The number of Primary referrals hasincreased significantly, and one of the classes has changed from aGrade 4/5/6 mix to a Grade 3/4/5 mix, to accommodate the needfor more Primary spaces.

Referrals can be made up until the end of the first week in Junefor September placement. Parental visits and bus transportationrequests must be completed well before the end of June. Ideally,student files and class lists should be available to teachers early inJune in order to prepare for September.


5. Processes and Documentation SupportingAssessment and Programming

The graphic “Developing a Student Profile” offers a sense of someof the data that we collect in order to develop what we believe tobe a comprehensive profile of an individual student. These data area combination of family, medical, schooling, language, and culturalinformation.

a. Pre-ReferralThe Pre-Referral Intervention Strategies form (Appendix 2) iscompleted and faxed or mailed, directly to the District ResourceTeacher before an informal assessment takes place. It is completedby the classroom teacher in collaboration with School-based Teammembers and teachers providing additional services. A copy of thedated Pre-Referral remains at the school and when the informalassessment and recommendations have been completed, the entirepackage is includedwith the student fileand sent to theObservation andSupport Class teacher.Of particular import-ance is that thestudents that are beingreferred are those whohave been receivingESL service, ideally forlonger than one year.The Pre-Referral formalso lists what has beentried and by whom,and for what amountof time, and thereforeprovides patterns ortrends in learningstrengths andweaknesses.

Developing a Student Profile

Medical/developmental history

(including vision/hearing)

Culturalbackground

Gender

Parents’ educationalbackground/current

context

Family movement/locationdates

pre-Canada

inCanada

Life and cultural history

Language and school-based factors

Educational history

noschooling

interruptedschooling

regularschooling

History of student placement in Canada

-number of schools/records from schools-assessments-LAC-etc.

Learning rates/styles

slowmoderateadvanced

auditorykinesthetic

visual

Other supports-tutor-summer school-heritage language class

Languagedevelopment


b. Student observations prior to program placementThe Student Observation Report (see Appendix 3a) will likelychange with review, possibly towards a check-list format, withspace provided for anecdotal comments where necessary, and anindication of why a student is or is not a candidate for the program.The form is intended to be easily understood and user-friendly.

The components of the assessment observation include:

ACADEMIC SKILLS• Reading - oral, silent

- text and words around theclassroom

• Comprehension - listening, reading- narrative/exploratory

• Writing - printing- handwriting- spacing- organization, production- sense of audience- content, format, spelling,punctuation- grammar, questions, emphasis- tone, vocabulary, pattern variety

• Math - computation skills, speed,observing operations (signs)- checking work over

• Oral Language Sample - sustained conversation- grammar- content, vocabulary, sentence

patterns- prepositions, plurals, tenses

CLASSROOM SKILLS• Desk and notebook organization, knowledge of routines,

transition from activity to activity, class to class, recess andlunch play

• Equipment—uses dictionary, eraser, multiplication charts(if needed)

INTERVENTIONS• Number of school resources tapped for student ESL service

—length of time in Canada—amount and duration of service• LAC/ELC/Tutoring Club—growth in skills over time and with

interventions• Applies strategies from LAC/ELC to classroom, makes

connections


ACTIVE LEARNING• Looks to others for models, asks for clarification, asks for

examples, makes connections to prior learning, looks aroundthe classroom for visual cues

• Interested, time on task, catches on with mediation

REPORT CARDS• Language areas being given support are identified, learning

difficulties are indicated

OUTSIDE THE CLASSROOM/HOME• Team sports, clubs, music lessons, heritage language classes,

travel, tutor, summer school, books in the home, familyactivities, goals

c. Data Collection FormThe Data Collection Form (see Appendix 3b) helps teachers storethe “student profile” in one place. A database of initial registrationinformation on all students new to Vancouver is accessible throughOakridge Reception and Orientation Centre (OROC)2 and DistrictReception and Placement Centre, both now located in the samebuilding. A record showing categories in the database is shown inAppendix 3d. This, along with family interviews, educational

2 Since time of writing, OROC has been renamed the “District Reception andPlacement Centre.”


background, and assessment, is made available to schools.(Prompt-sheets for conducting interviews on family, immigration,where appropriate, and student background are shown in Appendix3c.) Students who are born in Vancouver, however, may not registerat OROC, so the process of compiling the necessary informationfor them is more time-consuming. The Data Collection Form givesnew teachers and school staff a quick picture of the student profilewe want to develop, even before we look at report cards or meet thestudent.

Some points about the form: The Home School is simply thereferring school—the one with which we will be communicatingfor the duration of the program, and the school to which thestudent will be returning after placement in the Observation Classis completed. The OROC Number is the student identificationnumber needed to access registration data. Surname(s), first namesand called names are vital, both to access OROC files and to knowand use students’ actual names. Country of Origin helps usappreciate cultural and linguistic aspects as well as the journey(s)many of our students have taken. L1 is the language learned first,and for a number of students English is an additional rather thana second language. We always note whether students are literate infirst language and/or are enrolled in Heritage Language classes,because we believe that the best gains are made if students makethe connection about the importance of reading and writing inboth or all languages.

The Entry Dates to Canada and to Vancouver indicate the amountof time here, and the number of moves the family has made.Students in our program may have attended more than one schoolprior to arrival in Canada, and at least two or three in the LowerMainland or elsewhere. As it is challenging to track school historiesand locate report cards, every effort is made at OROC to obtainrecords before students are placed in schools. The Other Informationcolumn is a brief visual reminder of the extent of services studentshave accessed, and if more formal testing has been initiated. If wedetermine, after working with students in our program, that furtherinterventions are necessary, we collaborate with school-based teamsto start and/or update the process. The Pre- and Post-Test Scoresare only a very basic beginning to looking at students’ progressover time. Scores include: Reading Comprehension, Mathematics,a Writing Sample Analysis, and a note to refer to the AnnualEducation Plan, where appropriate.

d. Additional formsPlacing students along the Matrix is a task best approached as agroup, to ensure consistency and rater reliability. A copy of thematrix, the Individual Education Plan (IEP), and the Annual


Education Plan (AEP)3, as well as report cards that indicate clearlythe language goals and skills being addressed, should be completeand readily available in the student file. The Exit Report is writtento assist with the continuation of the IEP at the home school andto give direction for the summer and for the next school year. It isreally a record of what both groups of teachers and support staffhave worked on during the year. We are in communication withthe referring team upon intake, at each reporting period, and forthe exit time, usually in June.

e. AssessmentAll six teachers inthe ESL Observationand Support Programhave been trained inDynamic Assessment(LPAD)4 and haveaccess to the trainer,a Vancouver Speechand LanguagePathologist, forsupport and inter-pretation. Other VSBPsychologists andSpeech LanguagePathologists are alsotrained in LPAD, andattend school-basedteam meetings, thereby providing a common language as well as acollaborative network. In many ways, a combination of DynamicAssessment tools, Informal (Group and Individual) tests, CriterionReferenced tests, portfolios, and student self-assessment indicators,gives a broader and more specific picture of our students’ learningstyles, gains, and optimal learning environment.

A summary of assessment and support services offered in differentschools and over several years is shown in Appendix 3e. Examplesof oral/listening and reading/writing skills characteristics and aform used to assess discourse competencies are shown in Appendix3f. A form for documenting the meeting of the school-based team isshown in Appendix 3g.

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3 The AEP form was generated by the school district for the purpose of providingan annual record of each ESL student’s progress in the different areas oflanguage acquisition, and is also used for audit purposes.

4 See Appendix A in the third report (“A school-based collaboration to meetthe needs of all ESL learners,” by Ingrid Jeffrey) for more details on DynamicAssessment, or contact the Variety Learning Centre, based at GrandviewElementary School in Vancouver.


6. Resource/Classroom Teacher Roles

The District Resource Teacher to the five classes spends all or partof one morning a week in each class. The resource role has to beflexible. Year one involved locating, purchasing, and sharingmaterials, setting up procedures with site and district schools, anddetermining best methods of reporting to parents and schools. Italso involved providing direct service to a small number of students,especially the Primaries, setting up school team visits to classes towhich their students were being referred, modelling strategies, andteaching each of the five classes at least once or twice during theyear. This provided time for the teachers to observe each other andwork with students other than their own, enabling all of us to keep“the big picture” in mind as well as receiving excellent professionaldevelopment and working as a team to look at all of our students.

This year the resource teacher still spends time in each of theclasses, although with more group work, especially with DynamicAssessment and assessment in general. She also continues toprovide the opportunity for teachers to observe and work in eachother’s classroom. The teachers’ roles have broadened as they,too, become resource teachers. Some of the Secondary schools,increasingly focusing on the transition from Grade 7 to 8 and forways to support ESL and ESL special needs students, have visitedsome of our sites and have looked at adaptations of our programdesign.


7. Classroom Routines

The activities and calendar of each day are discussed betweenteacher and students in each class, every day. In most casesactivities are outlined, and students may have choices about theorder in which the activities might be done and whether they willbe done individually or in groups. Approaches are modelled andtried, and these approaches vary between classes. In each class thereis a balance between structure and independence. Every studentdevelops a plan. Often, current events are presented by a studentwhose audience asks questions. Connections are made betweenpast, present, and future and from home to school, and fromimmediate to the greater community. Around the classroom areas many interactive stations and activities as possible. Students areencouraged to set these up and to demonstrate them to visitors.Students are also responsible for monitor jobs: boards, chairs, dateon the board, calendar, and cleanup. Everyone has an agenda bookwhich is completed and checked at the end of the day and is signedby the parents. There are many visitors to the classes and whilestudents enjoy articulating what they are learning, it would bepreferable to schedule visits perhaps once a month, on a set dayfor a set amount of time.

To provide other teachers with examples of the approaches used byprogram staff, the following sections describe a number of strategiescommon to all the classes, followed by five profiles of students inthe Observation/Support classes. Each profile includes someinformation about the daily routine the student experiences.


8. Common Strategies in All ESL Observationand Support Classes

Reading• Increase sight words (5 per day)• Sight words in context—not in isolation• Review, reinforce across content areas• Multiple meaning words (words used in different ways);

language patterns (variety and flexibility)

Purpose Setting• Determining goals, expectations• Read to inform, entertain, learn, share• Phrasing, pronunciation, practise• Reading to self, to teacher, to peers, to reading buddies

Reading Folders• Decrease size of task—both reading and writing• Supervised reading—material at reading level, of interest,

sustained• Response to reading—not always the same format• Having questions—not just responses• Key visuals—using prepared ones, generating own

Literature Activities1. Sort and predict2. Story maps3. KWL (know, wonder, learn)4. Discussion of daily reading done at home5. Oral Language emphasis—tell why, explain, describe, compare,

contrast—drawing attention to story structure, elements,language.

6. Story frames7. Knowledge framework—choice and control are important

elements8. Sociograms—personal connections

Active Learning• Make lessons explicit—strategies are forever—explain why,

what, when. Strategies are to be used—students articulate,read, practise

Workboards/Schedules/Options• Students can see what’s to be done and can proceed according

to schedule—time limits articulated.• Options include choices of things to do when finished—e.g.,

browsing box—activities can be done independently or in pairs.


Power Thinking• How to organize to listen, write—take notes to learn.

Writing• Learn upper and lower case printing and writing—so that work

is more consistent and legible.• Use spell check (computer), word finds, and dictionary.• Have a word wall or commonly-used vocabulary around the

classroom• Journals/free writing/sustained writing encouraged for

expression, but skill gains should be reflected in them.• Writing is useful, especially if the purpose for writing is set

and if it is shared in some way—orally—with teacher or friends(otherwise, student may not recognize the power of languageto inform and entertain).

• Sentence frames, patterns: practice different formats—emphasizecaps, punctuation, indentation—sentence variety and oralreading and sharing of writing—discuss—do group/classstories—correct as a group.

Speaking• Circle time to start the day, current events—listen, speak,

question, justify opinions, debates, oral reports, teacher writes,students write—share, compare.

• Eye contact at all times• Three of the teachers are trained in Feuerstein’s Instrumental

Enrichment, and this will be a component of all classes in thefuture. Primary = Bright Start, Intermediate = Level 1, 2 FIE.

• One teacher is also trained in Parent as Mediator and will helpthe team develop more strategies to improve home-schoolcommunication and support.


9. Student Profiles

The profiles in this section were written by five teachers who, at thetime of writing this report, staffed the ESL Observation and Supportclasses. Regular meetings of this group with the ESL/Special NeedsDistrict Resource Teacher, Colleen Tsoukalas, allowed for a morecohesive approach to developing the classes, as strategies andresources were shared and collaborative problem-solving processeswere used to address issues of concern.

Profile A, “Jay”“Jay” is an 11-year-old Vietnamese student in Grade 6. He was bornin Vietnam, and entered Canada eight years ago when he was three.His first language is Vietnamese and his second language is English.

Medical HistoryJay’s mother describes the pregnancy and birth of her son as havingbeen “easy” and says he has always been a healthy child. He hasrecently begun wearing glasses.

Family InformationJay and his family came to Canada in 1991, after being forced toleave Vietnam for political reasons and living in a refugee camp inSouth East Asia for three years. He is the second youngest of sevensiblings, four boys and three girls, ranging in age from 9 to 22 years.Two years after Jay’s family entered Canada his father died, leavinghis mother to care for the family as a single parent receiving socialassistance. Since arriving in Vancouver, they have moved eighttimes. The family has been active in a local church for the pastthree years. Limits are placed on Jay’s participation in socialactivities outside church and home.

Jay’s mother reports that she left school before finishing Grade 5,and that Jay’s father probably had no more than an elementaryeducation. One of Jay’s older brothers has had difficulty copingwith the academic demands of high school, and will be placed ina high school Pre-Employment program in September 1999. His15-year-old sister has been kept home from high school becauseit was felt that some of the school activities were inappropriate.When asked about any goals she might have for Jay, his mothersaid she hopes he will get more education. Jay is unable to articulateany specific goals for himself at this time.


Schooling Context1. School HistoryJay is able to speak in Vietnamese but does not read or write, and isnot enrolled in heritage language classes.

Before arriving in Canada, Jay’s mother reports that he receivedsome schooling in the refugee camp. Since 1992, Jay has attendedone elementary school, for Grades 1 to 5, with a brief two-monthstay at another school during Grade 2. Since September of 1998,Jay has attended the District ESL Observation and Support Programat a third elementary school on the east side of Vancouver. As thefamily has recently moved again, Jay will attend another elementaryschool for his Grade 7 year.

2. Site DescriptionThe ESL Observation and Support Program site is an elementaryschool with a population of 360 students in Grades K to 7. It hasbeen designated by the Ministry of Education as an inner cityschool and receives additional funding which provides for a hotlunch program, a half-time Staff Assistant, and a full-time Youthand Family Worker. The school also utilizes the recreational facilitiesof the adjacent community centre.

The program classroom is a segregated Grade 6/7 class of up to 15students. The class is situated in the main building of the schoolin order to facilitate integration with other classes and provide thestudents with a greater sense of inclusion. Staff are aware of thespecial needs of the students and are generally supportive of theprogram. For example, the students are integrated with the Grade5 class for a weekly art lesson. They have also completed a novelstudy and units on personal planning with another Grade 6/7 splitclass. In addition, students from other classes are integrated intothe ESL Observation Program class three times a week for FIE(see Appendix C on Feuerstein’s Instrumental Enrichment in IngridJeffrey’s report).

3. Personnel InvolvedThere are a number of teaching and non-teaching staff whoconnect to the program but who are attached to the school, andwho therefore do not work solely in the ESL program. They include:a classroom teacher, a district resource teacher, a MulticulturalWorker, a Youth and Family Worker, a School Nurse, a School-BasedTeam, and a Financial Aid Worker.


School ObservationsJay is an outgoing boy, popular with his classmates. He enjoysplaying sports and has received much praise for his artistic ability.He usually completes his homework and home reading, despite thelack of assistance at home. Although slight for his age, he appearsgroomed and cared for. As Jay’s mother does not speak English, allhome-school communication (report cards, notices, etc.) must beinterpreted directly by the Vietnamese Multicultural Worker, eitherduring parent-teacher conferences or over the phone.

Throughout his school history, teachers have reported that Jay hasserious difficulty in language areas, makes very slow progress, hasa short attention span, and demonstrates disruptive behavioursin class. School records show that Jay has received three years ofLearning Assistance Centre (LAC) and ESL support. During theclassroom observation done before acceptance to the program, hewas academically disengaged and accomplished very little duringthe school day. Jay’s oral English is fluent, without accent—although he often hesitates to find the words to express his ideas.During class discussions he enthusiastically responds to questions;however, responses are frequently incorrect or off-topic. A recentWoodcock reading test revealed that Jay is reading at a Grade levelof 2.1. Although his oral reading is fairly fluent, comprehensionof reading passages and ability to locate specific information islimited. Jay’s writing shows typical ESL errors, with many examplesof invented spellings. Remembering the rules of grammar, copyingfrom the board, and following instructions of two or more steps,are all areas of challenge. He confuses operations in math, andfrequently forgets the steps of computation in problems, despite agreat deal of repetition and drill.

Jay responds well to a highly structured classroom environment.He and the other students keep a copy of their timetable tapedon their desks and have learned the habit of recording homeworkassignments daily in their agendas. During the school year, theclass has learned to use specific study skills, including how to set upa page, dictionary skills, proof-reading, strategies for rememberingmaterial (e.g., “RCRC”—Read, Cover, Recite, Check, from Skills forSchool Success), etc. A basic skills review in math was undertaken atthe beginning of the year. Presently, the students are working usinga grade-level textbook with some modifications. However, Jay is onan individual math program focusing on long division and thelanguage of word problems.

Jay studies phonics, works on increasing his sight-word vocabulary,participates in a monitored home reading program, and reads orallywith a buddy to help improve his reading ability. Other classroomstrategies that have proven to work for Jay include reducing outside


stimulation by having him work at a carrel, the use of key visuals,simplified materials, repetition, and “over-learning,” reducing thelength of assignments, and allowing extra time to completeclassroom tasks.

School ProgressIt appears that Jay thrives in a smaller classroom environmentwhere he can receive greater teacher attention and the curriculumcan be more easily adapted to his level and particular needs. Initiallyin the class, when given an assignment, Jay would exhibit a kind oflearned helplessness, often saying “I don’t know how to do this,”and relying on the teacher to provide repetition and clarificationof instructions for assignments. In the seven months since Jay hasentered the ESL Observation Class, his teachers, his mother, and Jayhimself have noticed a significant improvement in his schoolwork.He has become a more active, enthusiastic learner and nowparticipates as much as possible in group discussions.

It is likely that many of these positive changes have been related tothe mediated learning Jay has experienced through the Feuerstein’sInstrumental Enrichment (FIE) program taught three times a weekin class. FIE has enabled him to develop cognitive areas throughtasks which are not solely dependent on language. His improvedorganization, persistence, desire for precision and accuracy inassignments, increased verbal ability, and greater motivation foracademic tasks, are all areas addressed by the FIE program (seeAppendix C on Feuerstein’s Instrumental Enrichment, in the reportby Ingrid Jeffrey). Awareness of the need to organize his binder,complete in-class and homework assignments, and write 1egibly,is much greater than before. His behaviour is generally compliant,and the occurrence of attention-seeking behaviour has significantlydecreased. He is comfortable and happy in the class and is beginningto develop the concept of himself as a learner. Jay seems not overlydiscouraged by his failures, but instead asks for opportunities tore-do and improve his work (e.g., he will re-copy assignments tomake them neater, and will willingly re-do math questions that hehas calculated incorrectly).

ConclusionIt may be that occupying the position of second-to-last of sevenchildren has caused Jay to receive less attention and stimulationthan would be desirable for his intellectual development. It is alsopossible that the relative isolation of his family has contributed toJay’s academic and emotional struggles. A lack of opportunity topursue his interests and friendships through involvement in anycommunity sports or other secular activities, combined with thelimited education of his parents, has deprived him of importantdevelopmental experiences.


Jay is presently waiting for speech and language testing andpsychological assessment. It is important that this be done as soonas possible, as he requires a special placement for his Grade 7 year(a small setting, possibly a communications class). Without thistesting and ministry letter designation, he will not be able to accessspecial placements and will be put into a regular Grade 7 class withLAC support. In such a setting, where the level of work is moredemanding and the class size is much larger, Jay’s frustration levelis bound to rise. It would then be likely that the gains he has madethis year will be negated and he may resort once again to his formerbehavioural difficulties and avoidance of academic tasks. In viewof the progress he has made in class during the past seven months,it is clear that Jay is a capable learner when his specific learningneeds are addressed. Given an appropriate classroom placementand greater stimulation outside of school time, Jay could very wellcontinue to make significant gains.

—David Linstead

Profile B, “Angela”

“Angela” is a 12-year-old girl currently in the Grade 7 ESLObservation Class. She was born in China and immigrated toCanada in June 1997 with her parents and older brother.She is currently living at home with both her parents and herextended family. Her father works in construction and her motheris a seamstress. Her heritage language, Cantonese, is spoken athome.

Angela completed four years of schooling in China before attendingher first Canadian elementary school. She informed me that shehad missed the final few weeks of her Grade 4 school year becauseof the move to Canada. In September 1998, probably because of herage, this student was immediately placed in a Grade 6 class, eventhough she had not received any schooling at the Grade 5 level.She was placed in a regular Grade 6 class with ESL support, whichincluded working with the ESL resource teacher three to four timesa week and receiving one-on-one help from a part-time SEA whowas assigned to another student in the classroom. She receivedextensive ESL support in her home school, but made very littleprogress and appeared to experience significant difficulties inlanguage learning. Her Chinese report cards also indicated thatshe had language difficulties. Ten months after her arrival, Angelacould only recognize some letters of the alphabet and read two sightwords.


This student has undergone a psychological assessment thatrecommended she be identified as a student with a severe learningdisability. The profile indicates that she has an average to aboveaverage ability. She is a very happy, pleasant, and friendlyindividual. Her interests include badminton, biking, and reading.When she has difficulty with her English homework, she asks her11-year-old cousin for help. Angela is spirited and positive, and is anextremely creative and talented artist. Her parents seem supportive,although her father had once stated that mathematics and art, thetwo subjects in which she shows the most strength, were useless.

The small size of the ESL Observation Class enables the teacher toidentify the needs of each individual student, thus facilitatingimprovement of skills through utilizing learning style and preference.At the start of the school year, I had generally assumed that all theGrade 6 and 7 students in the class knew the alphabet. I was awarethat some students still had difficulty with letters such as “b” and“d”, but it never occurred to me that children, ages 11 and 12, hadnot mastered the alphabet.

When Angela approached me, spelling book in hand, and asked mehow to spell the word “why”, I proceeded to ask her which soundshe heard first. She replied with “m”. I wrote down a “w”, thinkingperhaps she was slightly confused about the symbols. Her dictionarywas opened to the “L” section, and when I said that the word startedwith a “W”, she began to flip her book towards the beginning ofthe alphabet. It was at this point I realized that she did not knowher phonics or the sequence of the letters of the alphabet.

This particular student needed to be taught the Primary basicsbefore she could continue. She was systematically taught thealphabet and the sounds that each letter represented. By perfectingher basic phonetic skills, the student is now able to sound out newwords, spell more effectively, and is able to read simple narratives.

Angela also has a Reading Folder, but she does not write in herReading Response Log until she has finished her book. She is stillreading Level 1 and Level 2 books. We usually work on these bookstogether. I read the book to her first so that she can hear the correctpronunciation of the words. At the same time, we go through thenew vocabulary and discuss the story to check for comprehension.She practises these books at home and writes down the words shedoes not know in her vocabulary book. In the following days shewill read the book to me. There is a lot of one-to-one work withAngela because she is still learning many of the sight words anddeveloping her vocabulary.


Although she will continue requiring a large amount of support inher future schooling, this student does have a potential to learn andhas shown an impressive advancement in her language skills sincethe beginning of the year.

The students in the ESL Observation class are all at different levels.A number of strategies are used in order to meet individual needs.Throughout the day, there is a great emphasis on language contentpertaining to reading, writing, and public speaking. Every morningthe class participates in Calendar and Current Events. Each week, astudent is selected to lead the session. All the students watch theNews either in the morning or the night before, for at least 15minutes. Then, in class, each student is expected to share a currentevent. The class participates in the dialogue and openly asksquestions. This allows for open discussion in a familiar andcomfortable setting. The students were initially apprehensive andtimid about speaking, but after a few weeks they began to raise theirhands and share more than one news item. They wanted to sharethe interesting things that they had learned on the News. Thisparticular student, who initiated very little language at thebeginning of the year, now eagerly asks questions and participatesenthusiastically in class. By working in a small group, students areable to develop their self-confidence, and have also shown socialand emotional growth.

After Current Events, students write in their Letter Books. This ideacame from another teacher. I, the teacher, write three to foursentences on the board, beginning with “Dear ..........”. The subjectmatter ranges from current events to casual home news such as astudent getting a new dog. A student reads the letter out loud and Iadd a few more verbal comments before the class copies the letterinto their notebooks. Copying the teacher’s letter provides a modelof how sentences are presented and structured. The students arethen expected to respond to the letter and write for five minutes.Some of the thoughts and ideas the students write in their lettersare quite interesting. Sometimes they ask me questions, or ask myopinion on things they are curious about. Upon completion, thenotebooks are handed in to me. I read the letters and write shortcomments or answers to their questions, because the students reallyappreciate that. Angela is not ready to write a well-structured letter,because she has difficulty putting her thoughts onto paper, so atthis time she is still learning to string words together to formsentences.

Each student also has a Reading Folder (“Orchestrating AcademicSuccess by Adapting and Modifying Programs,” Dawn Reithaug).


Inside each folder is a novel, a reading log, a Reading Response Log,and “What To Do When I’m Stuck” cue cards. Every day thestudents are required to read for at least 20 minutes and record thenumber of pages read. Students are then expected to write a briefsummary, insights, or predictions of what they have read, on onepage in their Reading Response logs, a half-size notebook. The smallpage-size is less intimidating and the students seem to be morewilling to write. Surprisingly, they sometimes write more than onepage. This exercise facilitates the ease of putting their thoughts onpaper. These Reading Folders are checked daily. I have seen a lot ofenthusiasm from the students about the folder and they cannotwait to get the next book. They are eager to read and they take pridein seeing how much they have accomplished, because all their workis recorded in the Reading Folder.

—Kiara Yeung

Profile C, “Arthur”

“Arthur” is attending the Primary Observation and LanguageSupport Program at a west-side Vancouver school. The class is forstudents in Grades 1 to 3; this year there are only Grade 2 andGrade 3 students in the class. The school is located in an affluentarea and has about 400 students. There is neither after-school carenor a meal program. The school facilities are used twice a week by aChinese Language School, which serves elementary-age children inthe neighbourhood. The school has a large number of ESL children,many of whom are integrated into regular classes and receive somepull-out support. There is also one Intermediate-level Receptionclass. The neighbourhood is traditionally very stable, but enrolmenthas dropped steadily over the past few years. Because of thedeclining enrolment, the school was able to accommodate the twonew Observation classes placed there in September, 1998. Theschool is a considerable distance from Arthur’s house, and he isbussed to school with his classmates. The trip takes about 40minutes each way. Because of bussing, students in the Observationclasses are unable to participate in the school’s many extracurricularactivities.

Family InformationArthur was born in Vancouver in 1990. He is the youngest of threeboys living with their mother and father. The family speaksCantonese at home and Arthur’s brothers have also been identifiedas having difficulty with language learning. Arthur’s proficiency-level in Cantonese is not known at this time, but will be establishedthrough interviews with our Multicultural Liaison Worker.


Schooling Context and HistoryUntil coming to the Observation Program, Arthur attended oneschool, beginning in Kindergarten. According to notes from thatschool’s School-based Team, he was identified as needing additionalsupport soon after commencing school. Originally, teachers wereconcerned with his unintelligible speech and his difficulty withacademic work. By the end of Grade 2 he was described as highlydistractible, unable to recognize all letters and numbers, andperforming well below grade level. He was placed on waiting listsfor Psychological and Speech and Language assessments. To datethese have not been done. Arthur has been working on an adaptedprogram with additional support from ESL and LAC teachers sinceKindergarten. He is now in Grade 3.

Teacher’s ObservationsAlthough school is a struggle, Arthur is an avid learner. He is keenlyinterested in science, and is able to recall specialized vocabulary andexplain concepts such as camouflage and the food chain. He enjoysusing the school library and often checks out science books. He isreading at an early Grade 2 level but manages to decode some wordsand infers much from the pictures in these complicated books. Heeagerly relates learning to his own life and enjoys recognizing theconnections he finds in school subjects, books, and on television.Although reading and writing are very difficult for him, Arthur isvery competitive and compares himself to others in the class. Heoften becomes despondent when his work looks messy or heperceives himself to be “behind” others. He is more comfortablewith math and is able to work quickly through a grade-level text.

One of Arthur’s strengths is his self-awareness. He strives hardacademically and knows his own strengths and weaknesses. He isable to internalize reading and study strategies that are useful tohim and uses them without prompting. He remembers to use adictionary to help him spell and also relies on environmental print(words displayed around the classroom) to access words quickly.

Arthur’s self-knowledge helps him emotionally as well asacademically. In his own way he recognizes the frustration he feelsat school. He has commented that “This year I am an angel. Lastyear I was a devil.” Although his behaviour is not angelic at alltimes, he is learning to use anger management and problem-solvingtechniques to control his responses. He knows that he has a“punching problem” and should find other ways to express himself.Arthur knows how it feels to be left out. Although he is a popularstudent and good at sports and games, he can also be veryconsiderate of other students. In particular, he watches out for oneboy who has difficulty with physical games. Arthur will ensure that


he gets a “time-out” when it is needed, or distracts the attention ofthe other students so Danny can rest during a game of tag. He doesthis quite subtly and naturally, despite a lack of this kind of supportin his own life.

The gap between what Arthur is able to comprehend and what hecan express in written form is widening. His reading is slow andhalting and it is becoming difficult for him to find books that areinteresting and readable. He is very conscientious about hishomework but does not receive any help from parents or siblings.At the end of Grade 3 these problems are still manageable, but hisfrustration is likely to increase next year as reading and writingtasks become more demanding.

The small class setting has been very helpful for Arthur, as he isable to get attention quickly and has many opportunities to expresshimself and his knowledge orally. Arthur has worked on acquiringstrategies to prepare for more independent work next year. He hasreceived phonics instruction over the year, but this has not provedvery helpful for him when reading independently. He has learnedto focus on “making meaning” from text by using context clues,pictures, predictions, prior knowledge, and semantics. He has alsolearned to say “blank” and move on, or substitute a word, when hecannot decode on his own. Pattern writing and group writing havehelped him develop his own writing, as has a focus on science andscience-fiction topics which interest him.

As with reading, relying on phonics to spell is not a useful strategyfor Arthur. He has worked on learning sight words this year andhas enjoyed graphing his progress. Arthur has learned the “Read,Cover, Recite, Check” (RCRC) method to study weekly spellingwords and math facts. Consistent application of these strategieshas helped Arthur academically and emotionally. He has progressedwell through the regular Grade 3 curriculum with the benefit ofadaptations. Graphing, charting, and drawing activities andstrategies have all been useful for Arthur to learn and expressknowledge without the frustration of demanding writing andreading tasks. Another key to his success this year has been a focuson language across the curriculum. Key vocabulary and languagestructures are taught explicitly in language arts, math and all othersubjects. Specific skills are embedded within integrated units so thatinterest is maintained and students understand that their learningis cross-curricular, and that their knowledge can be applied to helpthem tackle new problems.

Arthur will return to a regular class next year but will require agreat deal of support in order to be successful and happy at school.An Individual Education Plan (IEP) meeting with his teachers at the


start of the next school year would be very helpful in implementingstrategies that proved successful this year.

—Stephanie (Tess) Cooper

Profile D, “Li”

“Li” is a 10-year-old student born in Hong Kong. He was born witha heart condition, weighing about four pounds at birth. He startedto walk at two years of age, and to speak in sentences at aroundthree. He had poor general health until he was four years old,when he had a heart operation to correct his condition. Prior tohis operation, he was unable to do any physical activity and wascarried a lot of the time. His parents explained that if he cried hewould turn blue, so, as a result, they did everything they could tostop him from crying. After his operation he became stronger andwas physically able to do more for himself. He started to wearglasses at the age of eight to correct farsightedness. He is small instature for his age.

Family InformationLi lives with his two parents, a 16-year-old sister in Grade 11, andtwo brothers ages 11 and 12, who are attending the student’shome school. His father is university-educated and speaks Englishvery well. His mother is a housewife whose English is more limited.Cantonese is spoken at home. The family chose to emigrate toimprove their quality of life. The father has temporarily returnedto Hong Kong for work.

Li’s parents are concerned about their son’s progress and under-stand that he is not like his brothers, who are doing well in school.The father described feeling frustrated when working with him.His parents appear to be very protective and accommodating withthis student. He is an affectionate boy but his behaviour is that ofa much younger child. The parents have requested more homeworkand seem to feel, at least partly, that he will catch up in time.

Schooling Content and Teaching ObservationsLi attends a school of 400 students. It is unique in that it is anopen-area school. Teachers plan co-operatively, platoon, andcombine classes on a regular basis. The school has one Grade 4-7ESL class—a district class for ESL Reception-level students—andthe ESL Observation and Support Program. Presently 68% of thestudents speak English as a second language. Twenty-four differentlanguages are represented in the school population. The school hasa Parents Advisory Committee that meets monthly and is actively


involved in raising money for the school. The school motto isSTRIVE, which stands for:

S - strive for a safe, positive learning environmentT - try to achieve your personal bestR - reach for responsibilityI - involve yourself in the school communityV - value and respect the rights of othersE - encourage others and set a good example

Although it is a district program, the class and students areconsidered, and consider themselves to be, part of the school.Teaming takes place with other classes on a regular basis. Thestudents are part of a buddy program which allows them to takea teaching role with younger students. Working co-operativelywith other staff members has increased their understanding of theprogram and has resulted in more referrals to the program fromwithin the school.

Li completed Grade 1 in Hong Kong. He was a below-averagestudent who reportedly failed English. Since arriving in Canada,he has attended the same school for Grades 2 and 3. This year heis in the Grade 4 class of the ESL Observation and Support Program.All his teachers have described his behaviour as “very immatureand extremely dependent.” When he arrived at the program site,his grade equivalent reading level was Grade 1.3 on the WoodcockReading Comprehension Test. On the Brigance Math ComputationalTest he had an equivalent of Grade 1.75.

This year he has continued to demonstrate immature and dependentbehaviour. He plays with the other students in the class, but oftenplays the foolish role. He sometimes refers to me as “Daddy” insteadof using my name. He is content to have others do work for him,or to be excluded from class activities he does not want to do (hedoesn’t feel embarrassed). No matter how simple the work or howclear the explanation, Li needs to have any new work or instructionsexplained individually. He has very little pride in what he doesand, therefore, rushes through most assignments. His drawings areimmature and repetitive. He resists any activities (such as clay work)that require his hands to get dirty. Learning new concepts is verydifficult. He often seems overwhelmed by new information and isunable to attach it to existing knowledge.

Li does, however, concentrate on work he is very familiar withand is able to do. He enjoys playing most games in P.E. and seemsconcerned about the feelings of other students in this setting.


Li received a psychological assessment last year which designatedhim as mildly intellectually disabled. He received English LanguageCentre (ELC) support three to four times per week for two yearsbefore entering the ESL Observation and Support Program. He wasreferred to the program to receive more intense instruction and tolearn some strategies to foster independence.

ESL Observation and Support ProgramSince September, this student has been attending the ESLObservation and Support Program. The focus of the program is toimprove language skills while covering all areas of the curriculum.The students benefit from a lower teacher/student ratio and thefact that the program can be adapted to meet their individualacademic level and needs. The students are also taught learningand organizational strategies, such as RCRC (read, cover, recite,check) and writing down homework assignments. These and otherstrategies are designed to help them succeed when they returnto their home school. The students receive a Brigance MathComputational Test and a Woodcock Reading Comprehension Testwhen they enter the program. They are tested again when theyleave to see how much improvement has been made. In addition,students receive some Dynamic Assessment to help identify theirlearning needs and strengths.

Students receive three anecdotal report cards throughout the yearwhich are shared with the home school. When students leave theprogram, their home school receives an exit report. The reportdescribes the student’s strengths, areas that still requireimprovement, and recommendations for the student’s placement,education, and social and emotional support in the future.

Strategies Specific to LiThere are a number of strategies used on a daily basis that arequite effective with Li. Displaying and reviewing a day plan reducesthe student’s anxiety about the natural transitions that will takeplace throughout the day. To reduce confusion and the stress ofremembering homework assignments and important dates, thestudent uses an agenda. Each day the agenda is checked to ensureall homework is recorded in the appropriate place. The agenda alsoserves as a communication between the teacher and the parent.Li has a difficult time starting to write about any subject. Providinghim with a sentence frame and new vocabulary helps him generateideas, increase his vocabulary, and increase his self-confidence. Echoreading (where the student watches the words as the teacher readsand then rereads the same passage) with this student is an effectiveway to increase his vocabulary and develop reading fluency.


To improve Li’s ability to understand and follow instructions,listening skills are taught through various activities and games.The student is expected to make eye contact with the teacher wheninstructions are being given. Sequencing and categorizing activitiesare used to help him improve his organizational skills and cognitivecapability. In math, the student does either a daily multiplication,addition, or subtraction drill to improve those basic skills. He isencouraged to use a times-table chart as either a resource to helphim learn his times tables, or as a permanent aid if he is unable toremember the times tables.

—Calvin Ravening

Profile E, “David”

“David” is a nine-year-old Chinese student in Grade 4. His firstlanguage is a Chinese dialect, second is Cantonese, and third isEnglish. He has been in Canada since 1995.

Medical HistoryDavid’s father described him as a quiet, healthy, happy boy whoenjoys television and video games. He did not have any high feversand the pregnancy was uneventful.

Family InformationDavid came from China to Port Alberni, where he stayed fromFebruary to June 1995. He and his grandparents then came toVancouver while his parents remained in Port Alberni. He has oneolder sister. It appears that David stays close to home and doesnot attend any Heritage Language School or any English-language-related community activities.

School HistoryDavid did not attend school in China or in Port Alberni. Heattended two Vancouver schools before being referred to theESL Observation and Support Program.

Since September of 1998 David has attended the District ESLObservation and Support Program at a third elementary schooland having moved, will attend a fourth school in September, 1999.

Site DescriptionDavid attends a west-side school, with a population of fewer than200 K-7 students; this school has a Gifted Challenge Centre as wellas the ESL Observation and Support Program.


The program classroom has fewer than 15 students, in Grades 4, 5,and 6. Only one of the students is in Grade 6, thereby making thisa marginal exception to the norm of two chronological grade levelsin any one Observation and Support Program class. The class islocated in the main building with easy access to the library. Thisschool is the furthest site from the east and south sides of the city,where the majority of the referrals originate.

School ObservationsDavid is responsive and pleasant with one-to-one support. Heattends regularly and tries hard, is well behaved, and well-liked byclassmates. All home-school communication must be interpreted,including parent-teacher conferences and report cards.

Six months after starting school in Vancouver, David was referredfor Primary LAC/ELC for receptive and expressive languagedifficulties and learning problems in all areas. He was referred forspeech language assessment, and delays were noted in L1. It wasreported that because David’s L1 was a Chinese dialect and he didnot have formal schooling in Cantonese, and because English wasdeveloping very minimally, that formal assessment could not becompleted. Recommendations were to continue extensive languageand reading—small group work—and to refer him to the ESLObservation and Support Program. He was observed and acceptedfor September 1998.

This year, a Speech Language Assessment was completed and Davidwill receive a psychological assessment in September.

While all academic skills continue to be at an early Primary level,David has made some gains this year. He has been able to participatein more classroom activities because they are modified to suit hisneeds—in every subject. He has worked with one teacher all dayand has benefited from this structured, predictable environment.He has made gains in reading and math computation skills. Evenwith the support he has received, however, his expressive languageis limited and he requires one-on-one assistance to accomplishmost tasks. He is very awkward in Physical Education class and hastrouble with balance, jumping, climbing, or following a sequenceof instructions. He is improving, but is shy about asking forsomeone to be his partner.

Strategies Specific to This Student• Arrange placement at a table rather than a desk, and circle work,

where eye contact and interaction must occur in order tocomplete tasks.


• Start each day with circle time—he must learn classmates’ namesand language for greeting (“Good morning!”, “How are you thismorning?”). He must listen and generate at least one question foreach student and be prepared to respond when asked. He canpractise phrases like, “I’m not sure”, “Could you please say thatagain?”, and “I think so”, but is not encouraged to remain silent.

• Structure and shorten activities so that he can complete thosethings he can complete successfully and independently.

• Read material at his level aloud to teacher every day. Read forexpression and accuracy, read for a small audience, read toentertain, read to inform. Set a purpose for reading.

• Proofread his own work—minimally; be able to ask partner ifwork makes sense and is correct, and to ask for help, or forclarification, and not just sit or wait for teacher.

• Review what was learned and make connections about presentlearning.

School ProgressFor David, continued ESL with LAC support is imperative, yet thiswill not be sufficient for him to progress. An IEP planning meetingwill assist in program development; however, the psychologicalassessment should indicate the severity of his language impairment,and the allocation of a ministry letter necessary for accessingspecialized long-term district program placement.

—Susan Barton


10. Final Reflections

We have learned, in the first two years of working with ESL SpecialNeeds students, that it is imperative to have a complete profile ofstudents before we can begin to plan for and with them. Schools dohave a great deal of information, but it is important to have it all inone place, at the same time. Parents and students are very much apart of the process; otherwise the picture is incomplete. It takes ateam effort within the school to determine the best ways for thesestudents to learn, and it is crucial that there exists effectivecommunication between school staff and parents or guardians.

Developing cohesive support for ESL in Vancouver School Districthas been negatively impacted by the disbanding of the district ESLsupport team, which was widely regarded as offering provincialleadership in developing effective ESL strategies. Classes such asthese would have benefited from the additional supports that couldhave been offered by such a team, both in terms of what occurs inthe classes and in terms of students’ subsequent transition to regularclasses.

We feel that such transitions are not always positive. One of the keystrengths of the Observation and Support classes is the small classsize, and the common thread of language needs, both of whichallow for adaptation of pedagogy and curriculum to meet students’needs. When a student transfers from the Observation class to theregular school class, the commonality of the students does not exist,and the larger class size makes it difficult for classroom teachers tomeet all needs, especially without district support for adaptations.

Nevertheless, we feel that the Observation and Support classes dooffer positive and useful educational programs, and that we as staffin the classes are developing more ways to build and share ourunderstanding of what works best for the students in these classes.It is our hope that this report might encourage other educators toshare their ideas so that teachers across the province might betterserve the needs of all students.

In writing this report we are aware that not all educators aresupportive of the concept of the Observation and Support Program.For some, it may seem counter to the goal of integrating all studentsinto regular classes with specialist support. In considering provisionof services for ESL students with special needs we suggest a greaterconsideration and exploration of this issue. We do not argue thatthe classes described here are the only, or necessarily the best, wayto meet students’ needs. Rather, we suggest that we have learned anumber of strategies and approaches that we have documented


in this report, both to assist our reflection about assessment andprogramming, and to share such strategies with other teachers.We hope that this report may contribute to helping teachersconsider a range of strategies for ESL students with special needs.As such, these classes are but one route.

As of September 2000, the ESL Special Needs model was changedto a five-teacher ESL/Special Education District Team. Theseteachers provide school-based direct instruction, consultation,and assessment. They are planning an additional research projecton this model.


Appendices

1. General Information about District ESL Observationand Support classes

2. Pre-referral Intervention Strategies

3. a. Student Observation Report

b. District ESL Observation and Support Record

c. Intake/Assessment Flags

d. Vancouver ESL Tracking Record

e. Summary of Assessment and Support

f. Language Matrices: Characteristics of Students’Oral/Listening and Reading/Writing Skills

g. School-Based Team Meetings



Appendix 1

General Information about

DISTRICT ESL OBSERVATIONAND SUPPORT CLASSES

The District ESL/Special Needs Support program has beenestablished to meet the needs of ESL learners who have been inan English language program for at least one year and continueto experience significant difficulties in their language/learning.At the present time there are five classes: one for Primary studentsand four for Intermediate students.

SITE LEVEL

A IntermediateGrades 6/7

B IntermediateGrades 4/5

C Primary Grades 1, 2, 3Intermediate Grades 6/7

D IntermediateGrades 4, 5, 6

Colleen TsoukalasDistrict Resource Teacher, ESL Special NeedsDistrict Learning ServicesPhone: 713-5218 Fax: 713-5244


ESL/SPECIAL NEEDS OBSERVATION CLASSESINTERMEDIATE AND PRIMARY

District ESL Observation and Support Classes

Purpose: To facilitate program design and implementation at thehome school for ESL students with special needs.

Criteria for Entry to the Program:• Student may be a designated ESL student on Form 1701 or have

had ESL/ELC service recently.

• Students should be reception level learners (i.e., in a receptionclass or integrated with support).

• Students should enter the class after they have been inelementary school for a significant period of time (more thanone year), to allow for academic, cultural, and social adjustment.

• The primary consideration for entry into the class should bethat the child’s English acquisition (i.e., reception and/orexpressive) appears to be significantly delayed, but the causesfor this are confusing and complex.

The program is appropriate for:• Reception level learners who, after more than one year in an

English language program, or in a regular program with support,have been identified by their home school-based team asperforming significantly below the widely-held expectationsfor reception level learners of similar grade, age, and schoolexperience in academic, behavioural, and social areas.

The program is not appropriate for:• Students whose first language is English.

• Students whose disruptive behaviour is the primary concern.

Selection to the Program based on Recommended Proceduresfor School-based Team Screening:1. Teacher identifies student.

2. Teacher modifies program, makes adaptations to the program,seeks additional school resources/support, etc.

3. The school-based team completes a program referral form anddirects it to the DRT ESL SN (District Resource Teacher English asa Second Language Special Needs) Colleen Tsoukalas at DistrictLearning Services or to District Learning Services.


4. The DRT ESL SN consults with the Program Teachers regardingreferrals. Then the DRT ESL SN or delegate observes the studentin the classroom setting and may, upon request, meet with theschool-based team.

5. After the DRT ESL SN consultation, the DRT ESL SN makes arecommendation to District Screening.

Program:• The length of time will vary depending on individual needs.

Students can remain in the program up to one year.

• Students will leave the program and return to their homeschool.

• Program teachers will use a variety of formal and informalassessment tools to help determine student’s learning style.

• Program teachers will use a variety of materials and methods todetermine the most effective classroom learning strategies.

Exit Criteria:• Parents will be invited to conference with the program teacher

at each reporting period.

• The Home School teacher and/or school-based team will have anopportunity to consult with the program teacher.

• Home School resource support and/or recommendations forspecialized programs will be included in the exit report.

• Referrals to other District Programs will be the responsibility ofthe home school.

Documentation:• See program referral package.

Reporting:• Sending school will receive copies of reports.

• Parents/Guardians should meet with the teaching staff beforeboth entry and exit from the class.

• Students will receive reports reflecting the normal reportingperiods.

• Communication with parents will be both written and oral andwill be translated when necessary.





Appendix 2



Appendix 3a



Appendix 3b


Appendix 3c

In-take/Assessment Flags(Adapted from Oakridge Reception Centre, VSB)

IMMIGRATION

status

unusual immigration documents

number of moves from home country to...

status different from family

difference on dates of arrival and school registration

FAMILY

adoption met family beforeblood relationssiblings in home

identification of (age of) primary caregiver

absentee parents

students living alone

with other minors

recently deceased parent

cause

parental separation

parental involvement in education process/attendance at interview

education/occupation of parents

parental goals for student

parental observations about development/language, academic/social

siblings—in school/employed


STUDENT BACKGROUND

first language, second language—how many languages?

school reports / translations provided

language of instruction / experience with English

class size, number of schools

interrupted schooling / attendance

age started school

repeated grades

strengths / talents / skills / goals

health reports / immunization records / has a Doctor and Dentist

trauma / hardship

OBSERVATIONS DURING INTAKE / ASSESSMENT

preparation for process: brings records, transcripts, names ofschools..., equipment

active learning: asks questions, looks for cues around the room, usesa systematic approach, checks work, time on task

discrepancy between skills: e.g., orally proficient, reading or writingstill beginner level, great artistic ability—little language, regular,long-term English language support—little language gain

COMMUNITY / SCHOOL SERVICES / AWARENESS

school services—counselling, tutoring, schedules

transportation systems—routes—fares

Public Libraries—card, borrowing privileges, internet access,computers, research assistance, Community Centres and services,MOSAIC, SUCCESS, Immigrant Services Society...


Appendix 3dVancouver ESL Tracking

Registered School:

Student Information:

Student Information System Student ID: ______________________________________________

Last Name: _________________________________________________________________________

Given Names: ______________________________________________________________________

Called Name: _______________________________________________________________________

Address: ____________________________________________________________________________

Phone: _____________________________________________________________________________

Parent/Guardian: ___________________________________________________________________

Relationship: _______________________________________________________________________

Sex: ________________________________________________________________________________

Immigration Code: _________________________________________________________________

Birth date:__________________________________________________________________________

Entry in Country: ___________________________________________________________________

Country of Origin: __________________________________________________________________

Language at Home: _________________________________________________________________

English Contact: ____________________________________________________________________

Contact Phone: _____________________________________________________________________

Immigration #: _____________________________________________________________________

Visa Status: _________________________________________________________________________

Visa Expiry Date: ___________________________________________________________________

Home School: ______________________________________________________________________

Previous School: ____________________________________________________________________

Registration Date: ___________________________________________________________________

Start Date:__________________________________________________________________________

Program: ___________________________________________________________________________

At Risk: ____________________________________________________________________________

Ministry of Education Classification: _________________________________________________

Exit Date: __________________________________________________________________________

Comments: ________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Appendix 3e



Appendix 3f

Language Matrix: Oral/Listening

ESL Oral/Listening Assessment• Assessment of oral language/listening is a highly complex

process. The intent of this Language Matrix is to provide somebroad guidelines to assist in focusing on students’ oral language/listening so as to understand their current developmental stages.

• It is important to note that students may be at a variety of stagesin the various categories. For example, beginning in terms ofsentence structure, but developing or expanding in terms ofvocabulary.

• In addition, students may well go back and forth between levelsdepending on their age, the content, and the context.

• As with all students, teachers are encouraged to focus on thestudents as individuals whose growth in the areas listed, andlevels of support needed, will be uneven.

Using the Oral/Listening Matrix• You may capture oral language in a variety of ways, both formal

and informal.• The use of a tape recorder to capture discussions is a possibility.• A small sample of speech is all that is required when using a tape

recorder.• Focus on one aspect of language at a time as you listen to

students.• You may structure a variety of opportunities for students to

speak or listen at greater length, for example:• student tells a story;• student listens and retells a story• student debates a topic pertinent to her/his interests;• students gives an oral presentation;• teacher observes students in a co-operative activity.

• Please keep this matrix and use for ongoing assessmentthroughout the year and future Spring assignments.

• Put an X on each descriptor the student has attained. Date eachitem that has an X (e.g., X, focuses on one idea, 4/94).

• All other descriptors, not Xed, still need to be obtained, beforemastery is considered.



Language Matrix: Reading/WritingESL Reading / Writing Assessment• Assessment of reading and writing is a highly complex process.

The intent of this Language Matrix is to provide some broadguidelines to assist in focusing on students’ reading/writing soas to understand their current developmental stages.

• It is important to note that students may be at a variety of stagesin the various categories. For example, beginning in terms ofsentence structure, but developing or expanding in terms ofvocabulary.

• In addition, students may well go back and forth between levelsdepending on their age, the content, and the context.

• As with all students, teachers are encouraged to focus on thestudents as individuals whose growth in the areas listed, andlevels of support needed, will be uneven.

Meaning:The essential purpose of any piece of writing is to create andcommunicate meaning. The nature of any writing is affected bythe meaning the writer is attempting to convey and the writer’sunderstanding of that meaning.

Each descriptor does not necessarily describe a discrete stage ofdevelopment, but rather is a collection of observations aboutstudent reading/writing.

Using the Reading / Writing Matrix• Use an UNASSISTED, UNEDITED writing sample or unassisted

reading selection— ESL teacher needs to be aware of all details of the sample— topics may be individually selected— discussion or brainstorming acceptable

HOWEVER,• no words may be written on the board• no dictionaries (electronic or otherwise)• no spelling assistance given• For the first impression of level, look at the whole piece of writing

or listen to the reading—are there words, phrases, sentences?• Look at descriptors for more specific details.• Assign an ESL Level.• Please keep this matrix and use for ongoing assessment through-

out the year and future Spring assessments.• Put an X on each descriptor the student has attained. Date each

item that has an X (e.g., X, focuses on one idea, 4/94).• All other descriptors, not Xed, still need to be attained, before

mastery is considered.




Appendix 3g

Documents

The Vancouver ESL Observation and Support Program Needs PROJECT 17 The Vancouver ESL Observation and Support Program Strategies to assist in identifying, assessing, and programming