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Winton Woods ESL coordinator reports growth to ~1,150 English learners, recommends SIOP training and targeted materials
Summary
The district’s ESL coordinator told the board the program serves roughly 1,150 current or recently exited English learners representing about 37 countries, noted staffing and assessment results, and recommended wider SIOP training and additional instructional materials.
The Winton Woods City School Board on Feb. 24 received a detailed report on the district’s English‑learner (EL) program from K–12 ESL program coordinator Gary Giblin.
Giblin told the board the program today encompasses about 1,150 students who are either currently receiving EL services or have recently exited the program, and that staff supporting those learners include 14 licensed ESL teachers plus additional tutors for a total of 31 employees working across the district’s schools. He said the students speak roughly 37 different languages, with Spanish the most common language after English.
Giblin described the district’s assessment and support structure: new students are typically served immediately with Spanish interpreters available at enrollment, EL classes are scheduled at levels (beginning/intermediate/advanced), and the district uses a platform called Elevation to manage EL data, parent notices in preferred languages, instructional strategies and professional development modules.
On outcomes, Giblin said English learners take four domain tests in the Ohio English Language Proficiency Assessment (OELPA) each year and that the EL subgroup missed the district growth target, citing a growth measure of about 48.3 against a 50.2 target (district webpages and the state report card were identified as sources for the detailed figures).
Giblin recommended broadening SIOP (Sheltered Instruction Observation Protocol) training — a set of instructional strategies to scaffold language and content — so more classroom teachers can adapt lessons to students’ language levels. He said SIOP is beneficial to ELs and to struggling readers generally, and discussed Elevation’s “strategies” feature that maps a student’s reading level to targeted classroom strategies.
Board members and staff raised questions about implementation: Dr. Johnson asked what a district‑wide SIOP rollout would look like; Giblin and Superintendent Denny said training can be provided by regional partners and could be layered/differentiated for teachers with existing experience. The board also discussed testing rules for newcomers and accommodations for students who are both EL and eligible for special education services; Giblin noted the ALTA ELPA option intended to reduce barriers for EL students with disabilities.
Why it matters
The ESL program’s size and linguistic diversity shape staffing needs, curriculum choices and assessment plans. The board heard that more instructional materials and staged professional development will be necessary if EL enrollment continues to grow.
What the board asked staff to do
Board members requested follow‑up on a phased SIOP training plan, an inventory of additional instructional materials needed for EL instruction, and confirmation of how assessment accommodations (including language directions and ALTA options) are applied in district testing.
Direct quotes
“English is a second language. That’s the subject tonight. That’s the reason that we’re here.” — Gary Giblin, K–12 ESL program coordinator
“We belong to a consortium called the ALPA 21 consortium.” — Gary Giblin
Ending
Giblin provided contact information for further questions and said the district will continue to use Elevation to manage EL records, parent communications and recommended instructional strategies. The board did not take formal action on the presentation; staff will return with implementation details on professional development and materials if requested.
