ESOL/Bilingual Programs → Instructional Programs

Instructional Programs

World-Class Instructional Design and Assessment

The State of Maryland is a member of the World-Class Instructional Design and Assessment (WIDA) Consortium. As a member of WIDA, the Maryland State Department of Education and all public school systems in Maryland use the WIDA English language development standards and assessments to guide the development of English for Speakers of Other Languages (ESOL) curriculum, assess English language proficiency levels, and inform ESOL instructional placement decisions

There are five WIDA standards:

• English Language Proficiency Standard 1: English language learners communicate for Social and Instructional purposes within the school setting
• English Language Proficiency Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts 
• English Language Proficiency Standard 3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics 
• English Language Proficiency Standard 4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science 
• English Language Proficiency Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies 

Students progress through various levels as they attain the necessary English language proficiency for academic success in the general education program:

• 1-Entering – A student requires significant visual cues to support comprehension and responds in single words or set phrases using the words that are most common and frequent in English
• 2-Emerging – A student understands general language in a familiar context and responds using phrases or short sentences, making frequent errors that interfere with communication
• 3-Developing – A student understands and uses specific language related to various topics and uses expanded sentences in expanded discourse and makes some errors that can confuse communication
• 4-Expanding – A student understands and uses more complex language including some technical vocabulary and makes errors that do not impeded communication
• 5-Bridging – A student is using language to communicate at a level approaching the proficiency of English-proficient peers
• 6-Reaching – A student is using language to communicate at a level comparable to that of English-proficient peers

At all levels of English language proficiency, all teachers working with English language learners are expected to provide appropriate supports to ensure that every student has meaningful access to content instruction. In Maryland, students who reach an overall English language proficiency level of 5.0 (Bridging) are exited from the ESOL program.

How We Support Schools

School Support
The ESOL instructional specialists provide direct support to schools and professional development opportunities for ESOL teachers, general education teachers, special educators, as well as other support professionals and school-based administrators.

How We Support Students

ESOL in Pre-K and Elementary School
The goal of the ESOL curriculum is to enable the English Language Learner (ELL), who is learning English as a new language, to develop the language skills needed to achieve academically, participate successfully in the school and classroom setting, and adjust socially to the U.S. culture.

ESOL in Middle School
The ESOL program at the middle school level enrolls linguistically and culturally diverse secondary students, who require intensive structured English language instruction and orientation to a new cultural and academic environment.

ESOL in High School
The ESOL program at the high school level enrolls linguistically and culturally diverse secondary students who require intensive English language instruction and orientation to a new cultural and academic environment.

Multidisciplinary Educational Training and Support Program (METS)
The METS program is designed to meet the linguistic and academic needs of English language learners who have had limited or no previous schooling or significant schooling gaps due to interrupted or disrupted education.

Students Engaged in Pathways to Achievement Program (SEPA)
The SEPA program is a career-based instructional program for Spanish-speaking high school ESOL students who have experienced interrupted or limited formal education.

Career Readiness Education Academy (CREA)
CREA is a career-based readiness education program for older English Language Learners (ELLs) in MCPS who are not on track to meet the graduation requirements before turning 21 as a result of limited or interrupted formal education.