The average number of ELL students in Ohio schools has increased by more than 275% from the 2006-07 academic year to present. Likewise, JALSD has seen over a 700% increase in ELL students from just the 2014-15 academic year to present.
As the ELL demographic continues to increase, the need for ELL resources, and the importance of understanding the ELL student experiences, has become crucial.
ELL resources history and background
Ohio schools began implementing ELL resources in 2015 with the federal Every Student Succeeds Act (ESSA), just after the spike of ELL students began. The ESSA jumpstarted the development of ELL resources and in 2018 standardized criteria for identifying ELL students was finalized alongside the requirement of audits, in smaller schools, of English proficiency resources as a measurement of school quality.
From here, ELL resources grew and specialized jobs were implemented in many districts and have continued to grow: TESOL teachers, bilingual specialists, bilingual aides.
Alongside the introduction of ELL staff positions, education resources were also modified and created as the understanding of ELL student needs grew: sheltered learning, newcomer grading scales, SIOP, and OELPS assessments.
(See graphics below for details on the types of ELL resources and definitions of acronyms used.)
Changes to Jonathan Alder ELL resources
Alder currently provides ELL services to students grades K-12. In 2014, Jonathan Alder hired a part time TESOL teacher. As the ELL student population grew, the need for TESOL Teachers also grew.
Krall says, “We added a [full time TESOL teacher] in 2017. In 2021, we added our second full-time TESOL teacher, and then in 2023, we added a third full-time TESOL teacher.”
These teachers are divided between the schools in the district to provide constant ELL support at all schools.
“Since we have three currently on staff, one stays primarily… at Monroe [Elementary],” says Krall. “One at Plain City [Elementary] and Canaan [Middle School] and one who’s at the junior high and high school.”
Two of the TESOL teachers move between schools; ELL services for students in those schools are typically one on one, or in small groups. This is because time is more limited, and only providing support during core classes isn’t sufficient for ELL students to thrive, especially early on in education.
However, because Monroe Elementary has a TESOL teacher all day, in the last academic year, 2023-24, sheltered learning was implemented.
The high school also provides a course particularly for ELL students.
“Here at the high school, particularly for our new students who are newcomers to the United States and don’t know the language at all, we have a course that they can get an English credit for EL ELA.”
In the 2023-24 academic year, a newcomer grading scale using A (achieving), P (progressing) and L (limited) was established at Jonathan Alder.
“We’ve also added, within the last two years, a newcomer grading scale policy, located in the Jonathan Alder High School course planning handbook. [Newcomers] can receive a different grading scale in all their core content classes, for their first year. However in their EL ELA class they’ll receive a grade in following the standard grading scale.”
As for future plans, the JALSD social services department recently completed a self-initiated program audit. This audit was an evaluation of the systems and resources the school provides to their student body and their families. All Ohio schools with enrollment numbers under 16,000 are required to partner with an ESC program, but most larger schools still participate for its developmental resources.
“Last school year [2023-24], we contracted with ESCCO, the Educational Service Center of Central Ohio,” says Krall. “They came out and did interviews and questionnaires with parents and staff, and then they looked at our programs and what we were offering. Then they provided the district with a summary of ‘this is what you’re doing well, if you’re looking for areas to improve, this is what we would recommend you look at for the next steps.’”
In the audit report ESCCO said they felt that the TESOL and ELL resources were spot on for effective coverage of student needs, but they gave feedback for the district to work on as well.
“What they recommended was more support in improving services on our district web page, which is something I’ve been working with our bilingual specialists to accomplish. It’s not quite there yet, but by the end of this year, we hope to have improved this resource. Another recommendation was to consider employment of a halftime coordinator that can focus just on EL.”
ELL student experience
Junior Paola Fiorini and senior Carla Fiorini were both newcomers to Jonathan Alder in the 2023-24 academic year after moving from Venezuela. They are users of the ELL services and part of the growing Latino demographic at Alder.
Paola and Carla Fiorini both took EL ELA classes with Mrs. Dowdell their first year at Alder.
“When I started going to Alder, I honestly didn’t have any confidence in my English because I didn’t know almost anything.” says Paola Fiorini. “Now I have learned a lot of English and am able to talk to my teachers and understand more.”
Education in other subjects can also be difficult; the newcomer grading scale helps with this, but it’s difficult without specific EL history, science and mathematics classes. However, student services still provides ELL students with assistance for these courses.
Carla Fiorini says, “This year, I communicate more when I need to ask questions, and I learned to express myself. I understand what is being taught much better, and I think my needs for translation assistance in my classes are well met.”
However, the ELL system is not perfect, and there are only so many available resources.
Carla Fiorini says, “When it comes to some assignments, I think that especially in the first year as immigrants, we wish we had the homework translated into whatever language we speak.”
As more ELL students enroll in Ohio schools, there is growth in cultural diversity and positive student experiences for both those already enrolled, and for those enrolling for the first time. In the efforts to create more welcoming environments, Ohio schools and students have been working to bridge the gap between cultures.
The last two years Alder has hosted a “Cultural Kid’s Night” at Monroe Elementary for any district student; this year’s event will be April 30. During this event, Alder provides various activities and resources available for ELL families.
“We have all the families come and we go to the library so kids can sign up and get a library card. [Daily Needs Assistance] was present and had a fluent Spanish speaker to help parents with other resources, learning activities and reviewing the curriculum,” says Krall. “We assisted parents with accessing technology platforms such as Final Forms and Canvas which they might have previously struggled with. Families completed a fun project together that they got to take home. Every family left with a pizza and some drinks. Overall, it’s a fun time to welcome the families to the district and for them to feel like part of it.”
High school students are feeling the impact of these efforts in some ways, but being outside of your home culture can still be challenging.
Paola Fiorini says, “I feel very welcome here, and people are very kind. However, sometimes it’s hard to feel represented here. The other students here have different cultures, but my culture has things from Venezuela.”
“Sometimes it doesn’t seem like people try to understand our culture, and I don’t talk to many people outside of sports,” adds Carla Fiorini. “However, the people I have met are very friendly.”
Editor’s note: Quotes from Paola and Carla Fiorini translated from Spanish to English by writer Ashton Kennedy
