Quince Orchard High School Celebrates Diversity
People Around the World
Volume 3, Issue 2
February 2009
Bimonthly Faculty Newsletter
Meet the METS Students
Identification and
Placement
When new students are evaluated by the ESOL Testing Staff
at The International Student
Admissions Office, the decision
to place ESOL students in this
program is based on the following criteria:
 They score Low Beginning
or High Beginning on the
*LAS Links English Proficiency Test.
 They have had a minimum
of two years of a schooling
gap.
 They function at more than
three years below grade
level in Math.
*LAS Links is the state-mandated test
of English language proficiency administered to grade K – 12 English
Language Learners entering MCPS.
The results are used by ELL Teams to
help make ESOL placement decisions.
METS is a unique ESOL program offered at Quince Orchard designed to meet the linguistic and academic needs of English Language Learners who have had interrupted, disrupted or no previous
schooling. This program combines English language development,
learning strategies and sheltered instruction in the basic skills of
reading, math, and social studies. We offer METS level 1, 2 and 3
which are modified ESOL level classes. We also offer U.S. Culture,
Language of Math, and MAPS. Not every high school in MCPS offers
the METS Program.
Visit this site to read more:
http://
www.montgomeryschoolsmd.org/curriculum/esol/mets/index.shtm
ACCESSING PRIOR KNOWLEDGE...
21 METS students at QO completed a survey about their experiences in their countries. We learned the following:
Highest grade level completed before coming to the USA:
8th = 3 students,
7th = 7 students, 6th = 8, 5th = 1, 4th= 1, 3rd= 1
Average class sizes in country:
30-37 students: 45%
20-29 students: 45%
Had textbooks & notebooks: 100%
Look on our FileMaker
Database
Took books home to read and study: 90%
Visited a library: 38% (Several reported there were no libraries)
Repeated a grade: 43%
Reasons for repeating: working, sick, poor grades, disliked school
Father completed high school: 43%
Mother completed high school: 38%
Parents helped with learning to read/ studying: 67%
Ways of helping: made them study, helped to read and write, and
explained things.
Most difficult classes at QO
Students in the U.S. Culture Class in
2007-2008, taught by Mr. Arce
Matter & Energy: 30%, Math: 15%, History: 15%, US Culture: 15%,
English/ Reading Class: 20%, Art or Ceramics: 10%
HUMAN AND MATERIAL RESOURCES
METS Teachers: Ms. Fox, Ms. Fuhrman, Mr. Arce, Ms. Ciatto, Ms. Paratore
The ESOL Counselor: Ms. Fernanda Azocar is available on Mondays. Her office is in counseling.
The ESOL Parent Specialist: Mrs. Beatrice Weiss
Online Resources like this one: http://www.ncela.gwu.edu/practice/itc/ifsinfo.html
Literacy Coaches
PAW links are LIVE when you view this online at http://esol.qohs.org/PAW/PAW.htm.
Several MCPS Teachers (not based at QO), each with more than 15 years
experience teaching ESOL & METS, imparted the following:
About the Unique Needs of METS Students
METS Students generally...
 Have short attention spans
 May not be able to read and write all
letters
 May not be able to read and write cursive
 Have a weak vocabulary in their native
language
 Have few or no role models at home
with an education
 Experience issues of poverty
Often have home and job responsibilities
Need scaffolded instruction
 Need a lot of structure
 Have more success with small group learning
 Require a lot of feedback, often because
they are insecure due to lack of education
 Benefit from counseling in primary language
 Benefit from using computers


Challenges
METS Students...
May not see the importance of school, specifically they may not see education as a
way out of poverty
May use fighting as a way to solve problems
Generally learn at a slower pace
Sometimes have little or no background in-
formation about topics
Often experience frustration
May be dealing with family reunification
Lack study skills and test-taking skills: You really need to explain and model organizing a
folder, writing notes on a calendar, etc. Explicitly show/ practice the test formats, what to
take home to study, and ways to study the material at home. Then, use the same format on
the test that you practiced in class.
Ms. Ciatto with Awa Bojang
Advice to a Teacher New to Working with METS
▫ Teach organization ▫ Set routines ▫ Vary activities
▫ Be patient, supportive and sensitive ▫ Reteach as many times as needed
▫ Get an aide ▫ Treat them with respect
▫ Encourage them to get involved in school activities, create the opportunities for them to do so
▫ Have fun together!
INTERVIEW with Liz Ciatto, ESOL Paraeducator @ QO, 8 yrs working with METS
Unique Needs
Challenges
The language barrier
They aren‟t used to a school enNative customs
vironment, and so they lack soGetting them acclimated to our
cial and academic skills.
school and routines.
Advice
Be patient
Provide constant repetition
Explicitly teach appropriate
behaviors and expectations.
“I often bring in an older student to give them a „pep‟ talk so they
can see how someone like them has progressed,” Ms. Ciatto reports.
For contributions, ideas and feedback, please contact Elizabeth Fuhrman (ESOL).
All PAW issues are available online at http://esol.qohs.org/PAW/PAW.htm.
A Quince Orchard High School ESOL Department Publication