An EL Parent Handbook for Understanding Our Schools and Community
We are glad you are here!
Norwalk Public Schools
2019-2020
We hope that this Parent Handbook will provide you with information that will help your family’s transition to our community. We welcome you and hope that your family will soon feel a part of your school neighborhood and the city of Norwalk.
The Gift of Two Languages Knowing two languages is a gift you can give your child. Many children lose the ability to speak and read in their home language when growing up in the United States. With encouragement from you, though, your child can become fluent in not just one language, but two! (From: Colorín Colorado 2007)
Thank you to the School District of Clayton, Missouri – we based this Parent Handbook on your ideas! 1
TABLE OF CONTENTS
General School District Information 3
Classroom Life 4
Norwalk Public Schools English Learner Program 5
State and District-wide Assessments 8
Developing Friendships 8
Special Days for Children at School 8
Your Child at Home 9
Wisdom from Other International Families 10
Appendix:
Local Resources 12 Assessment Calendars 14 Dictionary of Common Terms 17 EL Education Department Contact Information 19
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GENERAL SCHOOL DISTRICT INFORMATION
It is important that parents be involved in their child’s school life. You, as a parent, are considered a “partner” with the teacher so that your child will learn successfully. It is important to read and save school and community information including handbooks, online newsletters, brochures, and the school website. Always check your child’s backpack for important school and community information.
Your child’s school website includes information about: the school calendar and school hours; policies on attendance, illness, late arrivals (called “tardy”); Food Service information (lunch fees and menus); school philosophy; schools bus schedule; announcements on upcoming events and homework expectations.
Norwalk Public Schools district website has updated information about events, curriculum and other useful information. Links will lead you to individual schools or topics. Additionally it provides information about “snow days” when schools are closed or have a delayed opening or early dismissal due to inclement weather. www.norwalkps.org
DON’T BE AFRAID TO ASK QUESTIONS!
The school secretary, can answer questions about school procedures, schedules and registration. When you call the school, a secretary will answer the phone. Please let the secretary know if your child is not coming to school because of illness, a family trip or a doctor’s appointment. The secretary will inform the teacher. If you need an interpreter to assist you, please ask the school secretary: “Do you or anyone there speak _____?” If no one is available to assist, please call the EL Welcome Center at 203-854-4093. We will be happy to assist you or find someone who can.
There is a school nurse at every school. She checks immunization records. She takes care of children who become ill in school or have injured themselves. She will notify you to tell you if it necessary for your child to go home. If a child vomits or has a temperature of about 100.4º F (~37.7º C), the child must go home and someone must come to the school to pick him/her up as soon as possible.
Children may visit the nurse for an ice pack, a temperature check, a bandage, or clean clothes after a bathroom “accident,” or a fall in the mud on the playground. Some children visit the nurse when they just feel lonely or sad – and they say they are feeling a little sick. The nurse comforts them and sends them back to class.
If your child needs medication or treatment to be administered in school, we must have a written order from the physician on file in the school nurse’s office (authorization form available from the school nurse).
The principal is the director of the school who manages the daily schedule, and is in charge of the building, students, and staff.
The school social worker works with small groups of children and individuals. They have experience and training in helping a child who needs special help in his social life and shares helpful ideas for the child’s teachers and parents. All children and families can talk to the school Social Worker. Many, many American families talk to Social Workers or therapists about their worries and concerns. Your child’s teacher is interested in your questions and comments about your child’s experiences and activities. If you would like to schedule a special time to talk with the teacher, you may send a note, email or leave a message on the teacher’s voice mail. You will receive a list of those phone numbers early in the year or just telephone the school office.
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The English learner (EL) teacher, is available to answer questions and to help you as well as your child. Please feel free to contact the EL teacher by calling the school office or by email (see list of teachers included at the end of this Handbook).
Parents in the school are happy to answer questions. Perhaps you will meet parents if you drop off your child in the morning or pick him/her up in the afternoon.
CLASSROOM LIFE
When school begins, children have many questions. “What will I learn?” “Who will be my friend?” “How will I understand?” These questions are common to all. The new English language learner also wonders about how to learn when he does not yet understand English. American schools and culture may be very different from what you and your child have experienced in your home country.
Don’t worry!
Students learn English as they learn information and skills and as they make friends and manage their days in a new culture and in a new language. Classmates and teachers support the children. Learning happens as students ask questions, discuss books, do research, and present what they have learned. Your child learns with the help of books, technology, collaborative student groups, and especially the teacher’s guiding hand. The EL teacher is your child’s guide and advocate as well as a language teacher.
Parent-Teacher Connections
You will receive information about your child’s progress in written form three times per school year. Parents must sign and return the first and second progress reports. You will keep the final copy of the report.
In the elementary grades, formal parent-teacher conferences are scheduled in the winter and spring for every family. You will make an appointment to meet with your child’s teacher to discuss your child’s work and progress. Our teachers believe in helping the “whole child” to develop cognitively, emotionally and socially. You will hear about your child’s work habits, friendships, manners, and emotional development as well as academic progress. If you need an interpreter at the meeting, be sure to inform the teacher beforehand (or you are welcomed to bring your own adult interpreter).
It is a good time to discuss your hopes and your concerns. The teacher expects you to ask questions, too. We suggest that your write your questions and bring them to the conference. Written words often help in communicating. Parents and teachers work together to strengthen and educate the child. Conferences give the “team” a formal opportunity to exchange information and to share plans for the student’s success.
If at any time that you would like to talk to your child’s teachers(s) you are welcomed to call the school and make an appointment. You can also talk to your child’s teachers by phone or send an email if that is more convenient.
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NORWALK PUBLIC SCHOOLS ENGLISH LEARNER PROGRAM
What is an EL?
The acronym “EL” refers to English Learners. An EL student is defined as a child whose home language is not English and who is still in the process of becoming proficient in English. The EL Education Department is responsible for providing English language instruction to EL students. The current laws in the United States (and in Connecticut) require that EL students receive special English instruction until they are proficient in English.
How do we identify children who can benefit from the EL program?
Children come from many different language, cultural and schooling backgrounds when they come to the Norwalk Public Schools. School districts are required by law to identify children who can benefit from EL services. Families go to the EL Welcome Center at Norwalk City Hall, 125 East Avenue, so that we can screen students for EL services and interview parents about the student’s educational background. These procedures help us determine the best educational program for your child.
The assessments that we administer examine the child’s English proficiency in four areas: speaking, listening, reading and writing. Your child will receive a score of Level 1 through Level 5 in each of these areas and an overall score. Here is a brief description of what the Levels mean:
Level 1: Beginning has minimal comprehension may produce one- or two-word responses nods "yes" and "no" draws and points Level 2 Early Intermediate has limited comprehension produces short phrases uses present tense verbs Level 3 Intermediate has good comprehension can produce simple sentences makes grammatical and pronunciation errors frequently misunderstands jokes and idioms Level 4 Proficient has very good comprehension (listening and reading) makes few grammatical errors Level 5 Above Proficient may have a near-native level of proficiency
Depending on the assessment results, and with parent approval, your child may be enrolled in the EL program. We also test the child in math (secondary students only) and native language (Spanish-speaking students only). These additional assessments help us determine the appropriate academic placement for your child.
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Once the child is designated as an “EL,” he/she will receive a special instructional program designed to help improve English proficiency. The content of this program is carefully coordinated with the mainstream classrooms, district and state standards for content (i.e. math, science, language arts, and social studies) and literacy development.
What are the goals of the EL program?
We have high expectations for all students who enter the EL program and we expect all students to graduate from high school. Our specific goals of the EL program are:
To facilitate English language acquisition through communication skills of listening, speaking, reading, and writing. To help students learn to use English effectively to participate and succeed in social and educational environments. To provide educational experiences that will prepare students to complete high school and to enter institutions of higher education and/or the world of work. To orientate students and their families to the school and the community. To facilitate the acculturation process by exposing students to the customs, traditions, and behavioral expectations of their new environment. To encourage students to continue to value and celebrate their cultural heritage, and maintain their native languages.
How can I help my child improve his/her English?
Parents of EL students should continue to use the language(s) of the home to communicate with their children. If there are already two other languages in your home, continue to use them both. If parents are proficient in English, they should let their children see them using English to communicate with others. It is important that students see the value of bilingualism.
Reading to your child in the home language and discussing the stories in the home language will help your child learn about ideas and express himself/herself. You can also discuss picture books or simply tell and discuss oral stories from your home country. These important skills will transfer to English and will help your child learn faster. Playing family games is also worthwhile and can be very enjoyable. If you already speak English, you can assist your child with homework. If you are not comfortable reading in English, you can borrow audio tapes and books from the local libraries. You may also want to get books in your language that cover the same concepts and topics that your child is studying in school.
To help your child practice English outside of school, you can visit storytelling and other programs for children at the local libraries. Your children can also borrow books from the library. Children learn language in natural settings as well, and in a context when they want to communicate with other children. Therefore, arranging play dates and taking advantage of any opportunities to socialize with English-speaking children are great ways to help your child learn English. It is helpful to your child when you become active in school through the Parent Teacher Organization (PTO) or as a volunteer on field trips or at other classroom activities. Most importantly, parents should let their children know the value and advantages of gaining a second/third language in an increasingly multicultural world.
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How do we decide when a child is ready to exit the EL program? There is a specific set of criteria used to determine if an EL student is still in need of ESL services. The set of criteria is reviewed by a team including teachers and other staff. The review involves the child’s performance in the areas of speaking, listening, reading and writing, as well as the child’s classroom performance and test results. Children that exit the program can still receive support for two additional years, if necessary.
What is my child’s EL schedule?
At the elementary level, EL students may leave their classrooms for small group EL instruction, or they may receive support in their mainstream classroom. Please see your child’s EL teacher for the exact days and times.
At the secondary level, EL students participate in EL classes, as needed, for their English credits, as well as “sheltered” classes where they learn their academic subjects taught by teachers trained to teach ELs. If needed, they also attend ESL tutoring sessions to receive help with their academic subjects. In addition, they attend electives such as art and physical education with their mainstream peers.
How long does it take the average child to successfully complete the EL program?
This is a difficult question to answer. All children are different and they come from a variety of backgrounds and previous school experiences. In the EL program, there is a distinction between “social” language and “academic” language. Social language is acquired more quickly than academic language which may take several years to acquire. Please do not hesitate to contact your child’s EL teacher if at any time you would like to discuss his/her progress.
Should students' mistakes in English always be corrected?
Children learn a second/third language in stages. Many mistakes happen at first, a n d then they gradually lessen as the child learns more English. Successful language learning depends upon the freedom to make mistakes. By testing the limits of the new language system, students learn the rules of the language. Stressing perfection and accuracy in the early stages limits and slows down this natural process. Infants learn their first language in the same way.
Does learning more than one language at the same time confuse students?
The human brain can store many languages at the same time, just as computers do. In some countries and cultures, children become fluent in five or more languages. Having strong skills in one language helps children to learn other languages more easily.
Should I worry if my child is not learning English as quickly as other EL students?
Learning a second/third language is not the same as learning a native language. Whereas most children develop their first language at approximately the same rate, the rate of learning a second/third language varies greatly. Parents should not be concerned if their child is not learning English as quickly as other children. Generally, students become fluent in conversation in one to three years, but it takes much longer to become fluent in academic work – usually five to seven years, and sometimes longer.
STATE AND DISTRICT-WIDE ASSESSMENTS
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The school district administers several state and district-wide assessments throughout the school year to check on progress. Teachers help prepare students to take the tests, but it is natural for ELs to receive low scores at first, since these tests are usually administered in English. Please help your children do their best on these assessments by ensuring a good night’s sleep and a good breakfast.
Please see the Assessment Calendars in the Appendix for information about tests and progress reports. Some test results are mailed to your home. EL teachers help to administer some of these tests and some ELs, depending on their level, will receive supports during testing such as additional time or bilingual dictionaries.
Tests do not automatically affect your child’s class placement or promotion. Teachers, counselors, and administrators look at many factors to determine the next year’s placement.
DEVELOPING FRIENDSHIPS
Can you remember when you were a child? Having friends and feeling part of a group were probably very important. Your child will probably want that very much, but it may be a struggle at first because he/she has so much to learn in this new place. He/She has to learn English and how the school operates. He/She has to learn the culture of American children and the American school. It may be difficult for him/her.
Even American children feel sadness, loneliness and frustration when they move to a new neighborhood and school—and they already know the language and culture!
Your child will be trying to see how American children play, what they eat for lunch, and what clothes they wear. Your child may want to wear the same kind of clothes to feel more a part of the group. You do not have to spend much money buying clothes. Discount stores like Target and Walmart may have just the kind of pants or shirts your child would like. Some children do not want their parents to speak their home language in public. They many not even speak their native language at home. They may want to do everything “American.” This worries the parents, but it is very normal. The child wants to fit in to his new school world. He or she will truly be bicultural and bilingual. We encourage our EL families to continue to use their native language at home. Research points to the benefits of bilingualism for all children (and adults).
Friendships come and go when children are in elementary school. A child’s special friend on Monday may not be his/her special friend on Wednesday. This, of course, may cause tears and frustration at home. Some friendships, thankfully, are more lasting and satisfying. Children and teens enjoy doing things together. It is lovely to have a recess companion, play soccer with a group, and have a friend at the lunch table. The friendships may begin at school and are extended in activities out of school such as playdates, sleepovers, and telephone chats.
SPECIAL DAYS FOR CHILDREN AT SCHOOL
Halloween is October 31. It is a holiday many children enjoy. It is a festival when children may dress in costumes and masks. Children make their own costumes at home or purchase ready-made costumes at stores like Target, Walmart or Costco. At school, there may be a parade and special treats. You are welcome to attend, too. Check your school newsletter for more information.
In the neighborhood, children dress in costumes in early evening and, holding a bag, visit neighbors and say, “Trick or Treat.” The neighbor puts a treat like candy in your child’s bag. Neighbors who welcome children will usually have a porch light on and perhaps some Halloween decorations like carved pumpkins, ghosts, 8 witches, or spider webs. (It’s a very scary holiday that children love!) Neighbors who do not wish “trick-or- treaters” to visit them usually do not have a porch light on and few lights on in the house.
The time for trick-or-treating is from about 5:45-8:00p.m. Young children go trick-or-treating with parents who make sure they are safe. It’s a good idea to carry a flashlight. It is a fun family time to walk a few blocks and to see all the costumes and excitement.
Thanksgiving is the 4th Thursday of November. This is the main family gathering time for American people of all faiths and backgrounds. Turkey is the traditional meat, but ham and chicken are also served.
Winter Holidays. In December, stores are filled with decorations for holidays. Christmas is a major commercial holiday, which is also celebrated by Christians as a religious holiday. Christmas decorations and gift ideas are everywhere. Hanukah is a Jewish family holiday, also in December. Kwanza is a relatively new holiday that African-Americans celebrate. Our Norwalk schools do not actively celebrate these holidays because religion is to be observed by the family—not in the public schools. At school, we celebrate winter, snow and friendship between all kinds of people. The children may present musical concerts at school and have class parties. The Holiday Recess gives families time to visit, relax, travel, and celebrate.
Valentine’s Day is February 14. On Valentine’s Day, children give each other Valentine cards that basically say, “I like you.” They may make the cards or buy them. Valentine cards are everywhere—Walgreens, Walmart etc.—and they are usually inexpensive. Children usually give Valentines to everyone in the class. Sometimes children decorate boxes or bags for their collected cards. Children may also give Valentines to their teachers. The stores are full of these items. Valentine’s Day is a colorful and happy festival in the middle of winter.
Birthdays are always special. Your child may be invited to a birthday party. Usually the birthday party is for several friends of the birthday child. It may be at the child’s home or at a special place like an ice-skating rink, a bowling alley, restaurant, or museum. Birthday invitations will be given to you in written form or by a phone call or email. If the invitation says “RSVP,” it means to let the person know if your child can or cannot come. If the invitation says “Regrets Only,” it means to only let them know if your child cannot come. All of the other information should be written on the invitation—where to bring your child, time of party, etc. Usually the party is for children only, unless parents specifically are invited to attend. Your child will bring a wrapped gift, which may cost from $5-$15. Some children bring gifts that are more costly. Don’t worry. A less expensive gift is FINE! Be sure you pick up your child on time.
Although every school celebrates traditional holidays, each school has its own special days too. These special days provide a glimpse into the American way of education. Do join us! Please check your school newsletter for more information on these special events.
YOUR CHILD AT HOME
Your child will be using a lot of energy at school trying to learn so many new things. It will be hard for him to relax at school. At home, your child can finally “be himself.” He is with the people who love him and know him. He can finally feel comfortable at home, and his behavior may change. Some of our EL parents report that their children are tired and angry when they come home. Many do not do what their parents wish them to do, like clean up their rooms or do homework. Sometimes they are disrespectful to their parents. This is usually because of stress. It is very difficult to learn quickly in a new language.
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Try to realize that this is a difficult time for your whole family. Parents are stressed, too!! Be a warm and loving parent—but make sure your child does what he needs to do. Children do best when their parents can be loving AND provide structure. Be a good listener and hear your child’s frustration without blaming. Give your child time to relax when he comes home—to rest, to watch TV, to play a favorite game, etc. He needs and will appreciate that relaxing time. Also, give your child a consistent routine at home. Try to have dinner together. Make sure that there is enough time for homework and for sleep. You are your child’s leader.
WISDOM FROM OTHER INTERNATIONAL FAMILIES
When a person moves to a new country, a new city, or even a new neighborhood, the person adapts and changes. An EL student must adjust to both language and cultural differences. There is much research on the phenomenon of “culture shock” (see Mini Dictionary) or cultural/linguistic transition. Here are some sample stories that may reassure you and your family that these changes in behaviors, feelings, and attitudes are quite natural stages a child goes through.
The “WOW!” Stage An eight year old glowed with excitement. He chattered in his home language. He was delighted with his new colored markers, the books, the gym, and the school lunch. So many children wanted to be his special “buddy,” his helper in this new school. His parents reported that he was happy at school and that he had many friends. They were surprised and relieved. Norwalk was such a nice place and they had few worries.
“I used to be scared, but now I’m not!”
The “OH, NO!” Stage The child looked around. Everyone looked different. The food was different. No one understood him because he didn’t speak English. The teacher had a big smile but made no sense. In his own country, he was a successful student. Now he felt like a baby. He couldn’t write. He couldn’t read. He couldn’t talk. He couldn’t even play with anyone. He was sad and angry. He cried when no one could see him. He began to hit other students. He refused to work. His teacher and classmates were upset with his behavior. He told his parents he wanted to go home. He wanted to return to his old life, to his old school, to his old country. He missed his grandparents and his friends. They sympathized. They were feeling the same way. The glow of arrival had disappeared. The challenges seemed too difficult. They felt that they could never learn English well enough. They could never make friends. They could never be successful. The OH, NO! stage is painful.
“I used to be a giant; now I am turtle.”
The “OK, BUT NOT GREAT” Stage The child began to do some of the class work. He was able to speak in two or three word phrases. He continued to use gestures or drawings to communicate. His teachers and friends helped him. He found he could understand the directions and even distinguish some words and sentences. He knew the class routine. He was still sad but less angry. He was becoming more comfortable in his new school culture.
“I used to be lost, but now I have a map.”
The “I AM HERE” Stage
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Now he had friends. He spoke, read and wrote well enough to join in the class activities. He welcomed the newest student to his class and volunteered to be her “buddy.” He showed her around the school. He showed her where the supplies were in the classroom. He told her when lunch was scheduled. He had settled into being part of the learning community. He shared stories of his homeland and his new life. He talked in both languages. He and his family felt comfortable and more balanced between their two homes, two languages, and two different ways of living.
“I used to be a stranger; now I have friends on two continents.”
The “BACK HOME?” Stage One more “stage” of transition often occurs when the family returns to their home country. They expect to have no confusion or “shock” because, after all, it is “home.” Yet, a similar confusion and a similar “homesickness” period may happen. It too will pass. The student and family readjust to being bicultural, bilingual and at home in two (or more) places. Hurrah!
“I used to be a child in one land; now I know more. I used to study in one language; now I have four!”
Parents need time to adjust, too! It is difficult when nobody knows you like the people in your home country. Even if you continue in the same profession, your job may be different. Many parents must change careers. It is very difficult and it takes courage to change one’s life. It is also exciting, courageous, and optimistic to have new experiences. New friendships will happen. You will talk to other parents about school and your children. You will meet others at the schoolyard or in the grocery store. Your family will become more comfortable.
“In my country, I had a job every day. My mother took care of my child. I had a helper who made the dinner and did the laundry. Now I have no position. I am alone to do only housework. It is lonely. I worry that I have no place in my new life. No one understands that I used to work. I used to be valuable.”
Personal identity changes, too. You no longer have your family, friends, and co-workers as part of your world. This can create great loneliness. The school is a good place to meet other adults, to discover and to learn about this new culture.
Children learn English and American culture more quickly than their parents do. It is often much more difficult for parents during this time of change.
Here is some wisdom from families who came before you and were once newcomers themselves:
Share your stories, ideas, emotions, and concerns with others. Know that what you are feeling is what so many other newcomers feel. Know that on some days you will feel hopeful, and on some days you will feel frustrated and sad. See this time as an adventure, an opportunity to learn more about other languages, cultures, and yourself.
APPENDIX
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Local Resources Becoming comfortable in a new city, a new country, and a new language can be confusing and difficult. Here are some resources, which might be useful. Norwalk is a great city for families. There are many convenient, fascinating, and free resources. Use the telephone book or Internet or ask a friend.
Public Transportation Information:
Norwalk Transit – Wheels Bus - 203-299-5161. Website: www.norwalktransit.com/norwalk Norwalk Taxi Service - 203-855-1764. Website www.norwalktaxi.com
Language Resources: Norwalk Public Schools Continuing and Adult Education: Provides Adult ESL Classes during the Fall Session: Sept. – Dec. and Winter Session: Jan. – May. 203-854-411
Norwalk Public Library o Literacy Program - Website: www.norwalklib.org/index.aspx?NID=644 o Rosetta Stone (online language learning) – available with a Norwalk library card
Places to Visit: Taking your children to local cultural and education places such as museums and aquariums during their free time will help them learn new information and improve their English. They can invite a friend to foster friendships and conversation.
Public Libraries are free or inexpensive sources for books, videos, CDs, computer time, technology classes, and special events like storytelling, reading competitions, and book groups. o Norwalk Public Library 1 Belden Ave. 203-899-2780 Website: www.norwalklib.org o Norwalk Public Library So. Norwalk Branch - 10 Washington Street, 203-899-2790 Website: www.norwalklib.org/sono The Maritime Aquarium in Norwalk - 10 No. Water St. 203-852-0700 Website: www.maritimeaquarium.org Stepping Stones Museum for Children - 303 West Ave. 203-899-0606 Website: www.steppigstonesmuseum.org Lockwood Mathews Mansion Museum - 295 West Ave. 203-838-9799 Website: www.lockwoodmathewsmansion.com Sheffield Island Lighthouse Tour Ferry - 4 No. Water St. 203-838-9444 Website: www.seaport.org/page-872480 . City of Norwalk: City Hall 125 East Avenue – 203-854-3200 Website: www.norwalkct.org Visit the City of Norwalk website for more information on:
Beach and Park passes Driver’s License information Fair Housing/Rent City Recreational Programs (Sports programs for children)
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Medical/Dental Resources Parents can contact a private physician or Healthcare Centers listed below for an appointment for a School Physical. Parents must bring their children’s immunization records and birth certificate. Someone who can legally sign the consent forms must accompany children.
Norwalk Health Dept. – 125 East Ave. 203-854-7776 Website: www.norwalkct.org/676/Health School Based Health Centers at Brien McMahon High School and Norwalk High School (for HS Students only) BMHS 203-852-9488 - NHS 203-838-4481 Norwalk Community Health Center – 120 Conn. Ave. 203-899-1770 Website: www.norwalkchc.org Day Street Community Health Center – 49 Day Street - 203-854-9292 (includes dental services) Website: www.chc1.com/Locations/Norwalk Bob Macarley Americares Free Clinic of Norwalk - 98 So. Main St. 203-899-2493 Website: www.americares.org/en/sub/afc/our-clinics/norwalk West Avenue Dental 520 West Ave. - 203-939-1460 Website: www.westavenuedental.com
Preschool Possibilities For many children, preschool is their first experience in a structured setting with teachers and groups of children. It’s an opportunity to learn to share, follow instructions and begin the foundation for learning that will occur in elementary school. Staff at high-quality preschools will help your child learn and grow socially, emotionally, cognitively and physically through play and developmentally appropriate activities. Here are some of the preschool program within the Norwalk Public Schools.
NPS - Norwalk Early Childhood Center – 11 Allen Road – 203-945-0320 Brookside Elementary Preschool - 382 Highland Ave. 203-854-4113 Fox Run Elementary School - ELLI Model Pre- Kindergarten Classrooms – 203-899-0606 Naramake Elementary School - ELLI Model Pre- Kindergarten Classrooms – 203-899-0606 Tracey Elementary School - ELLI Model Pre- Kindergarten Classrooms – 203-899-0606
You may check with the Norwalk Early Childhood Office for more information and recommendations about other programs available throughout the City of Norwalk. These programs are NOT “daycare,” but rather structured pre-school settings. Programs are often housed in churches but are not necessarily “religious.” Be sure to visit and see which one might be best for your child. Some of these programs may offer a sliding fee scale for children whose families qualify for tuition assistance determined by family size and income.
Norwalk Early Childhood – 125 East Avenue - 203-854-4148 Website: www.norwalkct.org/1510/Early-Childhood 2-1-1 Childcare Infoline Website: www.211childcare.org
Summer Opportunities During the summer months, we offer several programs to help your child continue to learn English. Some ELs in the elementary schools and middle schools will be given the opportunity to attend summer school. For high school ELs, we have the ESL Summer Academy. Be sure to look for information that will be sent home in the spring. You can also check to the Norwalk Public Schools website (www.norwalkps.org) for additional information about summer programs. 13
Assessment Calendars for 2019-2020 Elementary Schools
MONTH GRADES ASSESSMENT
End of August Grades K-5 School Begins
September Grades K-3 Reading (mClass - DIBELS)
September Grade 3 Naglieri
September/October Grades 3-5 Reading, Math, Language Usage (NWEA)
October Grade K Foundational Skills (Entrance Inventory)
December Grades K-5 Conferences; Progress Report #1
January Grades K-3 Reading (mClass - DIBELS)
January/February Grades K-5 English Proficiency (LAS Links)
January/February Grades 3-5 Reading, Math, Language Usage (NWEA)
March Grades K-5 Conferences; Progress Report #2
March/April Grades 3 Reading, Math (NWEA)
March/April Grades 4-5 Reading, Math, Language Usage (NWEA)
April/May Grades K-3 Reading (mClass - DIBELS)
May Grades 3-5 English and Math (Smarter Balance)
May Grade K Foundational Skills (Exit Inventory)
May Grade 5 Science (NGSS)
June Grades K-5 Progress Report #3
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Middle Schools
MONTH GRADES ASSESSMENT
End of August Grades 6-8 School Begins
September/October Grades 6-8 Reading, Math, Language Usage (NWEA)
October Grade 8 English and Math (PSAT)
October Grades 6-8 Interim Report #1
November Grades 6-8 Progress Report #1
December Grades 6-8 Interim Report #2
January Grades 6-8 Progress Report #2
January/February Grades 6-8 English Proficiency (LAS Links)
January/February Grades 6-8 Reading, Math, Language Usage (NWEA)
February Grades 6-8 Interim Report #3
March Grades 6-8 Progress Report #3
April Grades 6-8 Reading, Math, Language Usage (NWEA)
May Grades 6-8 English and Math (Smarter Balance)
May Grade 8 Science (NGSS)
May Grades 6-8 Interim Report #4
June Grades 6-8 Progress Report #4
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High Schools
MONTH GRADES ASSESSMENT
End of August Grades 9-12 School Begins
September/October Grade 9-10 Reading, Math, Language Usage (NWEA) Grades 9-11 October English and Math (PSAT) Grades 9-12 October Interim Report #1 Grades 9-12 November Progress Report #1 Grades 9-12 December Interim Report #2 Grades 9-12 January Progress Report #2
January Grade 9-10 Reading, Math, Language Usage (NWEA) Grades 9-12 January/February English Proficiency (LAS Links) Grades 9-12 February Interim Report #3 Grades 9-12 March Progress Report #3 Grades 11 March 25 SAT
April Grade 9-10 Reading, Math, Language Usage (NWEA)
May Grade 11 Science (NGSS) Grades 9-12 May Interim Report #4 Grades 9-12 June Progress Report #4
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Dictionary of Common Terms
Assessment is the word to describe an evaluation of progress or a test. Some assessments are formal and standardized (NWEA, LAS Links) and some assessments are more informal and given by a particular teacher for just his/her class.
Babysitting describes when a person is hired to supervise children (not just babies) when the parents “go out” for a special activity or to work. Usually the babysitter is a teenager; sometimes parents “trade” by taking care of each other’s children for free. The parent leaves instructions about a meal, bedtime, or suggested activities, and, of course, phone numbers in case of an emergency. It is not advisable to leave children alone.
Bilingual Education refers to providing support in the native language so that ELs can understand academics more easily while they are in the process of learning English.
Brown Bag means to bring a lunch in a disposable bag. On field trips, teachers prefer that children bring their lunches in a plastic or paper bag so that there is no worry about leaving a lunchbox on the bus or elsewhere. Sometimes adults meet over a “brown bag lunch.” This means bring just your own lunch. It is not a formal meal.
Carpooling is sharing the responsibility for transportation. For example, if your child is going to a soccer practice, you may arrange to take a few children to the practice in your car, and another parent will agree to bring your child back home. If you do not drive a car, it is fine to ask another parent to help transport your child. Make sure that the child understands who will take him/her home. Schools and childcare facilities may require written permission before another parent can pick up your child. Always make sure that you have the necessary telephone numbers.
Culture Shock is a feeling of confusion, doubt, or nervousness caused by being in a place (such as a foreign country) that is very different from what you are used to.
English Learner (EL) Program, (often called the ESL program) is used to describe the English program for students learning the English language. Each school has an EL teacher who will be helpful to you and to your child.
ESL stands for English as a Second Language. See “English Learner (EL) Program” above.
Field Trips describe when school groups go by school bus to visit different learning facilities such as museums, theaters, or the symphony. Parents sign a permission slip so that their children may attend these school functions.
Lunch may be your child’s favorite time at school. Students may bring their lunches from home or they may buy a hot lunch, a sandwich, or milk. Norwalk Public Schools has a Free/Reduced Lunch Program. Applications are available at the schools and on the NPS web site. Applications have to be completed annually and the completed forms (one per family) must be returned to the school office for processing. You will be notified in writing if you do or do not qualify. You may set up a lunch account “My School Bucks” though the NPS web site. Each time your child eats a school lunch the price is deducted from the My School Bucks account. When the account is almost finished, you receive a notice so that you can add money.
NPS is an abbreviation for Norwalk Public Schools.
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Playdates – A child may ask if your child can come to their home after school the next day. If it is OK with you, your child would go home with that child. You will talk to the child’s parent and ask when to pick up your child at the friend’s house. Usually it is before dinnertime. Sometimes the playdate is on the weekend. Another child may invite your child to go to the zoo or ice-skating. Talk to the other child’s parent and find out who will take the children, and if you can help by driving or joining the group. If your child wants to ask another child for a playdate, talk to the friend’s parent about time, snack questions such as food allergies, and pickup arrangements. An adult should always be there when children play with friends. Playdates are wonderful ways for children to extend friendships and for adults to get to know each other, too.
Parent-Teacher Conferences are scheduled twice a year in the elementary schools. You may ask for an informal conference at any time by telephoning or writing to the teacher. Some parents prefer e-mail contact.
Potluck means that each family brings a special food to share with others. It is an easy and fun way to entertain and to taste many kinds of food.
PTO stands for Parent Teacher Organization (some schools call it a PTA – Parent Teacher Association). This organization sponsors school events such as a school festival, field (sports) day, a curriculum night, book fair, Halloween and Valentine classroom parties, etc. It may publish a school telephone book. All parents may join for a small fee.
“Push IN” and “Pull OUT” are terms to describe where teacher and students meet for learning. For example, the EL teacher may teach “in” your child’s classroom to support students in learning. The EL teacher may also take students “out” of their classroom and bring them to learn in the EL classroom. Teachers decide which setting is best for each student/situation.
Room Parent is a parent who helps with classroom parties and organizes volunteers.
Sleepovers and Slumber Parties – A friend may ask your child to sleep at her house, usually on a weekend or during vacation time. If it is OK with you and you have talked with the parents, your child will take a little backpack of pajamas, a toothbrush, favorite pillow, etc. to the friend’s house. Ask if there is anything special your child should bring and at what time to pick up your child in the morning. Be sure to leave your contact number and any medical information such as allergies with the host. Sometimes a child may have a little party, called a “slumber party,” when several children are invited.
Summer Vacation is about two and a half months. Some students attend summer school and some may attend programs through the Norwalk Public Schools and other community organizations such as the libraries. Some programs start registration in the spring so, as summer approaches, check the NPS website for information, ideas, and costs.
Telephone Customs – Many times children telephone each other in the evening to “chat.” This is a nice way to strengthen friendships and to practice English, but parents must decide how much time a child can talk on the phone, especially on school nights. Please make sure that the school and your carpooling or playdate friends have up-to-date phone numbers for you.
Volunteering time in the library, art room, or your child’s classroom is a good way to learn about your child’s new school and to be helpful to the teachers. You can help at home, too - teachers appreciate help preparing for special projects. Parents volunteer to go on a field trip and they attend class parties and presentation days. What a wonderful way to be a part of your child’s American school life!
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EL Education Department Contact Information
Director Helene Becker [email protected] 203-854-4090
Administrative Secretary Greylin Vasquez [email protected] 203-854-4090
EL Welcome Center
Testing/Data Facilitator Cassandra Perrone [email protected] 203-854-4092
Bilingual Facilitators Jessica Navarro [email protected] 203-854-4097 Johanna Valencia [email protected] 203-854-4093 Bilingual Parent Coordinator Mariela Schriel [email protected] 203-854-4091
Elementary School EL Staff
Brookside
EL Teachers Lisa Page [email protected] Maria Duda [email protected] 203-899-2830 Bilingual Aide Marisol Santiago [email protected]
Columbus
EL Teacher Jennifer Dunnaville [email protected] 203-899-2840
Bilingual Aide Carla Ceja [email protected]
Cranbury
EL Teachers Doris Rios [email protected] 203-846-3600 Jennifer Dunnaville [email protected]
Bilingual Aide Katherine Ordonez [email protected]
Fox Run
EL Teacher Carrie Greenspan [email protected] 203-899-2860
Bilingual Aide Aracely Feighery [email protected] 19
Jefferson
EL Teachers Jennifer Hodge [email protected] 203-899-2870 Maria (Fernanda) [email protected] Palacios Shauna Sutton [email protected]
Kendall
EL Teachers Eduardo Camargo [email protected] 203-899-2880 Jeanne Kahn [email protected] Diana Comfort [email protected] Sofia Olexovitch [email protected]
Bilingual Aide Rosaura Carbajal [email protected]
Marvin
EL Teachers Cvetelina Ivanova [email protected] 203-899-2890 Elizabeth Morales [email protected]
Bilingual Aide Sara Robertson [email protected]
Naramake
EL Teacher Iziar Mikolic [email protected] 203-899-2900
Bilingual Aide Juana Gomez [email protected]
Rowayton
EL Teacher Elizabeth Griffin [email protected] 203-899-2940
Bilingual Aide Lorena Fernandez [email protected]
Silvermine
EL Teachers Brenna Dinkelacker [email protected] 203-899-2950 Kim Damato [email protected] Liza Bermudez- [email protected] Montgomery Tracey
EL Teachers Jumelle Denis [email protected] 203-899-2960 Lineth Angel [email protected]
Bilingual Aide Marisa Bernier [email protected] 20
Wolfpit
EL Teacher Janet Jacobs [email protected] 203-899-2980
Bilingual Aide Fernanda Auba [email protected]
Middle School EL Staff
Nathan Hale
EL Teachers Alexis Pollina [email protected] 203-899-2910 George Villegas [email protected]
Bilingual Aides Eltesia Martinez @norwalkps.org Teresa Omondi [email protected]
Ponus Ridge Michael Faugno [email protected] 203-847-3557 EL Teachers Rose-Ann Vonella [email protected] Teddy Lopez [email protected]
Bilingual Aides Karin Garcia [email protected] Luz Carbo [email protected] Tania Dominguez [email protected] Roton
EL Teachers Karin Magan [email protected] 203-899-2930 Monica Orban [email protected]
Bilingual Aide Alice Ayme [email protected]
West Rocks EL Teachers Cristina Figueroa [email protected] 203-899-2970 Yidania Rojas [email protected] Donna Reeves [email protected]
Mano-a-Mano Sheila Chimento [email protected]
Bilingual Aides Angelica Paccha [email protected] Mary Reyes [email protected] Shantele Avila [email protected]
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High School EL Staff
Brien McMahon
EL Teachers Jacqueline Dellisanti [email protected] 203-852-9488 Steven Kandro [email protected] Kristen Laczkowski [email protected] Melissa O’Donnell, EL [email protected] Dept. Head Ralph (Rodney) Arganese [email protected] Bilingual Aides Ana Martinez [email protected] Kathy Louis-Fin [email protected] Steven Bourdier [email protected] Carla Ceja [email protected]
Norwalk High
EL Teachers Emily Banks [email protected] 203-838-4481 Carola Osses, [email protected] EL Dept. Head Nicholas Pelzer [email protected] Kyle Heaslip [email protected] Lisa Devine [email protected] Sonise Clervil [email protected]
Bilingual Aides Alejandro Rivera [email protected] Saleska Quesada [email protected] Izabel Chavez [email protected] Gloria Mendez [email protected]
Updated 02-4-20 22