Translating Online Content
How can I change the language on the district and school websites?
How can I change the language on my device to my preferred language?
You can change the default language and settings to a preferred language on most computers, phones, and tablets. This option is commonly found under the “Settings” section of your device.
How can I translate online content into another language?
Google Translate is a free, online application available on most devices. It can also be used without internet connection once downloaded onto your device. Google Translate can be used to translate text, handwriting, speech, and websites in over 100 different languages.
Follow these directions to download Google Translate:
- On your computer, install the Google Chrome web browser if you have not already. Google Chrome includes the Google Translate feature.
- For iPhones and iPads, download the Google Translate app from the Apple App Store.
- For Android devices, download the Google Translate app on Google Play Store.
In addition, Microsoft Translator is a free translation and transcription service that allows text and speech translation through cloud services in 73 different languages.
Follow these directions to download Microsoft Translator:
- Overview of Microsoft Translator
- For your Windows desktop, install Microsoft Translator.
- For Android Devices, install Microsoft Translator.
- For iOS Devices (iPhone, iPad, and Apple Watches), install Microsoft Translator.
English Language Learner Overview
Identifying English Language Learners
All parents and guardians of newly enrolled students must complete a Home Language Survey which lets the school staff know which language(s) your child speaks at home.
If your responses show that your child speaks a language other than English at home, the school may give your child the WAPT (Kindergarten screener) or the WIDA Screener (grades 1-12).
These screeners measure your child's knowledge of English and shows whether your child needs support programs and services for English proficiency. If the screener shows your child needs support learning English, your child will be identified as an English Language Learner.
If your child is transferring from another state or Tennessee school district, the school will receive records from the previous school indicating whether or not your child participated in an English as a Second Language program and his/her progress toward English proficiency.
Service Models for English Language Learners
Wilson County Schools provides the following models for instruction in the English as a Second Language Program:
- English Language Development Class - In this model, students go to the ESL teacher for their core English instruction. This model is designed for students with a proficiency level of 3.5 or less.
- Pull-out Model - students are taught in a small group setting with a certified ESL teacher for an hour or more per day. We strive to deliver this model at a time when the students will not miss classroom instruction.
- Co-Teaching Model - In this model the ESL teacher goes into the classroom and teaches side by side with the content teacher. Normally this is during the Reading/Language Arts class, but could be during any class.
- Sheltered Instruction Model - In this model the ESL teacher is certified to teach both ESL and the content of the class. The students receive both content and language instruction from the dual certified teacher.
Exiting the English as a Second Language Program
Each spring, English Language Learners take an English Language Proficiency assessment called ACCESS for ELs. The assessment measures English proficiency in each of the four domains: Speaking, Listening, Reading, and Writing. The scores from the domains are combined to produce a score for literacy and comprehension as well. All scores are combined to produce an overall composite score for each student.
In order to exit the ESL Program, students must score a minimum of 4.2 in Literacy and 4.4 Overall Composite.
Once a student exits, they enter their Transitional Years. For the first two transitional years (T1 and T2) students are monitored by the ESL teacher to be sure they are successful in the classroom without the support of the ESL teacher. For the third and fourth transitional years (T3 and T4) students are no longer monitored but still remain a part of the ESL subgroup for district and school accountability.
Tennessee has adopted the WIDA Standards for English Language Learners.
WIDA has developed three families of assessments for specific English language development needs.
- WIDA Screener assessments are generally used just once to identify and place English Language Learners
- WIDA MODEL interim assessments may be used up to twice per year to measure developing English language and to predict performance on ACCESS for ELLs
- ACCESS for ELLs annual summative assessments meet federal requirements for monitoring English language development as well as to support ELL reclassification
WIDA Screener is an English language proficiency assessment given to new students in Grades 1–12 to help educators identify whether they are English language learners (ELLs). It is a flexible, on-demand assessment that can be administered at any time during the school year. WIDA Screener is available in two formats – online (U.S. only) and paper (U.S. and International). WIDA Screener assesses each of the four language domains: Listening, Speaking, Reading, Writing. If a student is identified as an ELL, proficiency level scores from WIDA Screener can be used by educators to compare across ELLs and to plan differentiated levels of support for each child.
WIDA MODEL is a suite of English language proficiency assessments for Grades K-12 that assesses each of the four language domains: Listening, Speaking, Reading, Writing. As a flexible, on-demand language proficiency assessment, WIDA MODEL can be administered at any time during the school year, depending on the needs of the district, school, teacher or student. Scores can be used to predict student performance on ACCESS for ELLs. MODEL serves as an interim assessment during the school year, providing information that informs instructional planning and other decisions related to students' education. Ity can predict student performance on ACCESS for ELLs and/or guide instructional and curricular decisions while waiting for ACCESS score reports.
ACCESS for ELLs is the collective name for WIDA's suite of summative English language proficiency assessments that measure language development in each of the four language domains: Listening, Speaking, Reading, Writing. ACCESS is taken annually by English language learners in Kindergarten through Grade 12 in WIDA Consortium member states. Educators use ACCESS results, along with other WIDA resources, to make decisions about students' English academic language and to facilitate their language development. Test scores can be used for accountability purposes, as benchmarks to measure future performance, as a measure to support reclassification decisions about whether a student can exit English language support services, to support instructional planning, and to show the progress students have made.
Learn more about WIDA Screener, WIDA MODEL, and ACCESS for ELLs on the WIDA website.
Doing Well in the English as a Second Language Program
Your child's school will hold parent-teacher conferences at least once per year to let you know how your child is doing in school. You may also request a meeting with your child's teacher(s) at any time.
Each spring your child will participate in the Tennessee Ready Achievement Assessment. This assessment measures your child's progress in learning in reading, math, social studies, and science.
Become Involved in your Child's Education and Success
Your involvement in your child's education is a key part of his/her success in school. Below are just a few ways to be involved:
- Ensure that your child goes to school every day, arrives on time, and is ready to learn.
- Ensure that your child reads and completes their homework assignments daily.
- Attend all parent-teacher conferences and parent meetings.
- Help your child obtain a public library card and visit the library frequently.
- Attend parent-workshops and conferences that are specially designed to assist you in helping your child.
- Serve as a parent volunteer in your child’s school.
- Create a supportive home environment for learning and studying.
- Read with your child in your home language every day and encourage them to read daily.
- Attend school activities such as field trips, assemblies, Parent-Teacher Association,, and Community Education meetings.