ELL District Values

In terms of instruction in the second language, we believe in linking prior experiences and knowledge to make connections for our English language learners.  All resources and units are parallel to the mainstream curriculum.  We commingle the language acquisition process with content instruction.

In terms of instruction in the first language, the primary language sets a firm foundation for learning.  While both native and second languages interact, our instruction acknowledges the rich, elaborate first language experience.

In terms of instruction in the areas of language and content, we advocate for our individual student needs.  Staff development and shared responsibility between the general education classroom teachers and English language learners is crucial to our students’ success.  We take from where they are, see them as capable, and help them to achieve their academic and social goals.

In terms of culture, language acquisition and cultural experiences are intertwined.  Embracing and accepting others for what they bring to us is paramount to our success.

In terms of parent involvement, it is important to engage parents as a valuable resource and as an asset in the child’s learning experience as we reinforce and extend conceptual knowledge.

In terms of other issues, clear communication is a continuum of developmentally appropriate instruction and assessment.

Attachments:

File	Last Modified
ELL District Brochure22011.pdf	01/03/12
Learn English -Lake Co Class 2012	12/15/11
ELLBrochureRussian2010.pdf	07/29/10
ELLBrochureKorean2010.pdf	07/29/10
ELLBrochureJapanese2010.pdf	07/29/10
ELL District BrochurePolish.pdf	07/29/10
ELLBrochureChinese2010.pdf	07/29/10

How students are identified and screened?

The Home Language Survey, which is filled out at the time of registration, begins the identification process.  If there is another language spoken in the home other than English, including parents, extended family, or other caretakers in the home, then the Home Language Survey is passed onto the TBE/ELL teacher(s).

If the HLS identified another language other than English spoken in the home, the initial screening process begins.  On the back of the HLS contains an Instructional Language Survey that must be completed and passed onto the TBE/ELL resource staff to set up a time to interview the parent and student.

The initial screening process consists of the following:

• Home Language Survey
• Screener tools- WAPT(grades 1-8), IPT (EC), WIDA- MODEL(K)
• Instructional Language Survey
• View previous student records
• Math assessment (Jr. High only)

After the screening process, if the student qualifies for the TBE/TPI program, parents will be notified by mail of the results within two weeks of the screening.

Attachments:

File	Last Modified
TBEflowchart2010.pdf	11/15/10
TPI Flowchart2010.pdf	11/15/10

Withdrawal from program

Any parent has the right to withdraw his/her child from the TBE/TPI program.  Withdrawal must be requested in writing.  Withdrawal will be considered after the parent has been informed of the objectives and goals of the TBE/TPI program.

Different levels/Characteristics of TBE/TPI Learners

TBE/TPI learners, like all learners, do not fit neatly into compact levels of learners.  These characteristics are meant to be a guideline only.

Students move through the different proficiency levels as they acquire the language.  These levels align to composite scores given with the screener and the ACCESS state test.

Entering – Level 1

Beginning- Level 2

Developing- Level 3

Expanding- Level 4

Bridging- Level 5

Reaching- Level 6

How students are serviced

All students are looked at individually, and based on their needs are put into clusters where the ELL/TBE teachers can best service them. The ELL/TBE teachers collaborate with the general education teachers on an on-going basis to make sure they can accommodate/modify what they are doing with the ELL/TBE students that aligns with the curriculum being taught at that grade level.

Here are some of the types of services we provide:

Pull-out- Typically these students’ ranges are in the levels of 1, 2 and 3 (see levels above) and are pulled out of the Language Arts block to work with the ELL/TBE teachers on skills to enhance their English language proficiency.

Push-in- Typically these students’ ranges are in the upper 3’s, 4 and 5 (see levels above).  Push-in is where the ELL/TBE teacher goes into the classroom and assists the general education teacher/curriculum with the ELL cluster within the classroom.  These students are on their way to exiting the program, so their type of support looks different then the level 1,2, and 3’s

Co-Teach – This is where the teacher works with the general education teacher in a specific subject area to go in and teach together to best meet the needs of all the students in the classroom, including the ELL cluster.  This is typically done in the upper grades 5-8.

Russian Transitional Bilingual Program

“Transitional Bilingual Education Program” means a full-or part-time program of instruction via English and the students’ home language, required of schools with 20 or more students of the same non-English language classification, inclusive of Kindergarten.

What is a TBE (Transitional Bilingual Education) Program and how does a district start one?
“Transitional Bilingual Education Program” means a full-or part-time program of instruction via English and the students’ home language, required of schools with 20 or more students of the same non-English language classification, inclusive of Kindergarten.

Where are these programs in District 102?
As of the 2009-2010 school year, we have two full-time programs at Pritchett Elementary and Tripp Elementary School.

How does my child qualify for this program?
Students are screened with the W-APT screener (described above under “How students are identified and screened”) just like ALL students in the program/district.  If a student’s second language is Russian and they qualify for the program, the ELL/TBE teacher will notify that your child has the opportunity to be in this type of program.  

What do services look like for my child in the TBE program?
Students are serviced everyday of the week from anywhere to 30-45 minutes during their Language Arts block.  2 to 3 times a week the student’s are seen and instructed in their native language (Russian) with Russian language and literature skills in the areas of listening, speaking, reading and writing.  The remainder of the week is spent working on specific skills and vocabulary aligned to the general education curriculum in English.  

What is the overarching goal in the TBE program?
In the Russian Transitional Bilingual Program the TBE teachers work with the students to help them build literacy and language in their native language (Russian), which in turn helps them develop English language proficiency at a faster rate.  The main goal is develop both languages at the same rate so that the children can flourish bilingually. This will help the student academically and cognitively throughout their lives.

Attachments:

File	Last Modified
TBE District Brochure2010.pdf	07/29/10

Additional Services that ELL Students Might Receive

District 102 has the unique opportunity to provide additional support to meet the needs of all learners in many areas.  Two major areas that might also benefit ELL students are the additional Math support from Math interventionists as well as additional Reading support from our Reading interventionists.  The two additional supports in our district are called Response to Intervention services.  All students in the district have the opportunity to receive RtI services if they show through assessment, classroom performance and teacher(s) recommendation that it would be beneficial for the student.  This is a great opportunity for all students in our district because it allows for students to meet with an interventionist and work on skills to improve academically.  Of course, parents would be notified prior to additional services being provided to your child.