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AMAO – Annual Measurable Achievement Objectives. AMAOs are targets set by the state that specify the percentage of ESOL students who are expected to attain English language proficiency and the percentage of ESOL students who are expected to improve their level of English language proficiency.
AYP – Adequate Yearly Progress. Under the No Child Left Behind Act of 2001, each state establishes a definition of Adequate Yearly Progress (AYP) to use each year to determine the achievement of each school district and school in reading and mathematics. States are to identify for improvement any school that does not meet the state's definition of AYP for two consecutive years. Adequate yearly progress is designed to ensure continuous improvement each year toward the goal of 100% proficiency in 2014.
Common Tasks – assignments that all students must complete regardless of the pathway chosen. Rubrics should accompany the assignment of any common task to guide students in the composition and the self-and/or peer-evaluation processes. These tasks reference the Maryland State Department of Education Core Learning Goals.
Core Text – the textbook series that supports the ESOL Instructional Guide.
ELL – English language learner is a student who uses a language in addition to or other than English.
ELL Plan – The accommodations documentation for ELLs in the ESOL program. It is required in Grades 2-12 for all levels of ESOL proficiency.
ESOL – English for Speakers of Other Languages. This term is used to identify the programs, staff and students related to the Division of ESOL/Bilingual Programs.
Essential Questions – Focus questions for a unit of study.
Indicators – content and skills which students are expected to learn during the course of each thematic unit. These indicators reference the Montgomery County Public School English/Language Arts Framework.
LAS Links – Language Assessment System Links. The state-mandated test of English language proficiencyadministered to grade K – 12 ESOL students annually each spring. LAS Links results areused to demonstrate the progress MCPS and Maryland State ESOL students are making towards the state’s annual measurable achievement outcomes (AMAOs) in progress and attainment of English language proficiency. Assessment results are used by ELL Teams to help make decisions as to each student’s participation in ESOL programs.
LAS Links Placement Test - The state-mandated test of English language proficiencyadministered to grade K – 12 ELLs entering MCPS. Assessment results are used by ELL Teams to help make decisions as to each student’s participation in ESOL programs.
LEP – Limited English Proficient. An acronym used at the federal level for English language learners.
NCLB – No Child Left Behind (2001) Revised Elementary and Secondary Education Act. This law expands the scope and frequency of student testing, revamps accountability systems and guarantees that every teacher is qualified in their subject area. It requires states to made demonstrable annual progress in raising the percentage of students proficient in reading and math.
Pathway – The path the teacher chooses to address the goals, essential questions, and common tasks outlined for the unit.
preLAS - The test of English language proficiencyadministered to pre-kindergarten ELLs upon entry to MCPS and to pre-kindergarten ESOL students each spring. Assessment results are used by ELL Teams to help make decisions as to each student’s participation in ESOL programs.
RELL Plan – The accommodations documentation for ELLs who have exited the ESOL program within the last two years. It is required in Grades 2-12 for all RELLs.
Supplementary Text – Text which relates to the literary focus of each unit.
TOEFL - Test of English as a Foreign Language. The results of this assessment are used for college admissions. |
