In CCPS, students are identified for ESOL services based on state entrance guidelines and WIDA assessment criteria.  In grades PreK-12, ESOL Resource Teachers provide individualized language instruction for identified MLs based upon their age, English proficiency level, prior schooling experience and native language proficiency.  MLs are placed age appropriately as per the CCPS International Student Enrollment Process into mainstream classes.  ESOL Resource Teachers provide both content-based plug-in and pull-out services for MLs.

At the elementary level, newcomer/beginning level MLs receive a balance of content-based pull-out and plug-in services because they require more direct instruction with language objectives and content.  Intermediate and advanced students receive scaffolded language instruction in the content classroom.  ESOL instruction focuses on pairing the WIDA English Language Development (ELD) standards with CCPS grade-level curriculum. ESOL teachers collaborate, co-plan and co-teach with content teachers to determine how to best meet language goals as students also meet grade-level curriculum content standards, as well as ensure these elements are present in daily instruction.

At the middle and high school levels, students are placed in academic-leveled classes, as well as honors/AP classes, which provides them with the best possible opportunity for college and career readiness.  Students receive individualized support from the ESOL teacher and classroom teachers.  At the high school level, MLs are eligible to receive two world language or elective credits upon completion of the courses ESOL I and II. ESOL III and IV are offered on an as needed basis and may count as elective credit.  These courses are taught by ESOL Resource Teachers and are designed to meet the content and linguistic needs of secondary students.   In addition, MLs receive ESOL support in content area classes, as well as instructional support during flex time to provide specific instruction that targets skills that the students need.   

In elementary and middle school, MLs who are not being successful in school and/or have experienced interrupted education, and/or are in danger of becoming long-term MLs are often a part of targeted interventions in each school.  Classroom/ESOL teachers complete an intervention checklist documenting teaching strategies, modifications in materials or assignments, and environmental changes used to support the students. At the high school level, additional supports are put in place that align with each student’s graduation plan.

For MLs who are also identified for special education or gifted and talented services, ESOL Resource Teachers and the Dual Language Assessment Specialist (DLAS) regularly collaborate and co-plan with content teachers, case managers, special education staff, advanced academic staff and intervention specialists.

Information from the Maryland State Department of Education can be found at Multilingual Education Branch.

• The ESOL Program in Carroll County Public Schools has experienced dramatic growth over the past 5 years
• We currently serve ~650 MLs in grades PreK-12
• Students represent 30+ languages and countries
• Approximately 50% of our students are immigrants (less than 3 years in the U.S.)
• Students spend an average of 3-5 years in the program

ESOL staff collaborate with content teachers to scaffold instruction and amplify classroom learning materials. Regular collaboration occurs between the content teachers, the ESOL Resource Teacher and specialists/support staff to develop each student’s academic and service plan.  We also collaborate with content teachers and content supervisors to modify district-level assessments to reduce the linguistic barriers, so MLs can demonstrate content knowledge. Materials purchased align with grade-level content as well as language goals.  Modifications of content materials, assignments, assessments (reducing the linguistic complexity but keeping the rigor of the curriculum), including adding visuals, providing vocabulary support, etc. are developed collaboratively by school-based and ESOL staff.

Professional learning (PL) and growth is one of our main ESOL Program and Title III priorities, along with providing high quality service to students, as evidenced in Pillar 4 of the CCPS Blueprint Plan.  A significant portion of Title III funding is used to support co-planning with content teachers as well as creating and maintaining professional learning communities across the county.  ESOL staff collaborate with the content teachers and school-based/central office administrators throughout the year to ensure MLs have supports in place that provide access to the core curriculum. Additionally, classroom teachers and support staff are provided with extended paid opportunities to meet the ESOL staff before/after school to co-plan instruction, as well as to work with ESOL teachers during the school day on similar initiatives. 

The ESOL Team is involved in extensive family outreach efforts.  All family and community engagement activities that we have conducted have had an immediate impact on student engagement and ultimately student performance.  This is evidenced through increased attendance as well as grades.  The focus is on creating a strong partnership with families so they feel empowered to be active participants in their child’s learning.   Outreach efforts occur regionally as well as at the individual school level. 

ACCESS for ELLs is an English language proficiency test that measures students’ academic English language skills.  A language proficiency level is a measurement of where students are in the ongoing process of building language skills. When students reach the highest levels of language proficiency, they no longer need language support services.

Testing helps teachers understand whether students have the language skills they need to fully participate in the classroom. Your child’s teachers use ACCESS for ELLs test scores as they decide how best to teach your child. Test scores also help teachers track your child’s progress in learning academic English and help schools decide what English language support services to provide.

Your child does not need to study for ACCESS for ELLs. The test is an opportunity for students to demonstrate all the ways that they understand and can communicate in English.

This test is given annually across the state of Maryland in January-March.

Registrations occur at the home school.  

If you are bringing in a child who is high school age-appropriate (grades 9-12), one of the most important documents is the transcript from their country of origin.

Carroll Community College offers adult education and ESOL classes. 

Website:  English for Speakers of Other Languages (ESOL) classes 

Phone: 410.386.8630. (Se habla español.)  

Email: esol@carrollcc.edu 

If you need interpretation or translation support, contact the CCPS International Line at 410.386.1699.

We are a dynamic, hard-working, fun team of educators from a wide variety of backgrounds, with one common purpose; teaching Multilingual Learners.

You can apply online by selecting the link below to be redirected to Applitrack.

 Applitrack