English Learner Programs, Amount and Scope of Sequence

A.  English Learner Programs

1.  Grades K-5:  English Language Development (ELD) in collaboration with the elementary literacy block

     a.  The goal is to build the EL student’s language proficiency to a level that allows them access to the general curriculum.  All four language domains: listening, reading, writing, and speaking, are addressed in the language instruction.

     b.  The model of instruction follows a Collaborative/Push-In model with a focus on accessing and making the grade level content comprehensible.

     c.  The Treasure Chest for English Language Learners (McMillan/McGraw-Hill) curriculum is used in conjunction with the Treasures (McMillan/McGraw-Hill) curriculum found in the mainstream classroom.

     d.  The Treasure Chest for English Language Learners curriculum is most often used for students who are operating in WIDA Language Proficiency levels 1, 2, and 3.  Those students who are in WIDA Language Proficiency levels 4 and 5 will receive EL support from the EL teacher using the mainstream Treasures curriculum.

     e.  All curriculum choices and instruction are driven by the WIDA ELP standards as well as the common core standards.

2.  Grades 6-8:

     a.  The goal is to build fluency in all four language domains: listening, reading, writing, and speaking.

     b.  The Scott Forseman EL Sunshine Edition curriculum is used along with supplementary materials such as Read, Reflect, Respond (Saddleback).

3.  Grades 9-12:

     a.  The goal is to build fluency in all four language domains: listening, reading, writing, and speaking.

     b.  The National Geographic Inside curriculum is used along with many supplementary materials such as Read, Reflect, Respond (Saddleback).

B.  Amount and Scope of Service

1.  Elementary Schools

     a.  Students are identified as an EL student, and are then placed in the EL program.

     b.  Students will meet with the EL teacher in either a pull-out, or scheduled literacy block time.

     c.  EL students are given support from the EL paraprofessional as needed.

     d.  EL students are also given access to Title I support (if applicable), Centennial Early Reading Foundation (CERF) support (if applicable), and Reading Corp (if applicable).

     e.  All elementary buildings offer additional Targeted Services before school.

     f.  Below is the general structure of the EL scope and sequence at the elementary level. 

 

 

WIDA Language Proficiency Levels

 

Level  1

Level 2

Level 3

Level 4

Level 5

GOAL:

Focus on basic communication by increasing vocabulary, listening activities, increased opportunities for oral interactions

Increase proficiency in basic and academic language and vocabulary  connected to the classroom curriculum

Increase proficiency in academic language and vocabulary  connected to the classroom curriculum

Increase proficiency in academic language and vocabulary  connected to the classroom curriculum

Increase proficiency in academic language and vocabulary  connected to classroom curriculum

SERVICE:

60 minutes + with the EL teacher and the EL para-professional

30 minutes/ 3-4 times per week:

30 minutes/2-3 days per week: small group literacy block

30 minutes/2-3 days per week: small group literacy block

30 minutes/2-3 days per week: small group literacy block

CURRICULUM:

Treasure Chest and

supplemental materials (English in My Pocket, oral language activities, listening activities, Total Physical Response activities)

Treasure Chest (guided reading),  Words Their Way for ELL

Treasures/ Treasure Chest (Guided Reading)

Treasures/ Treasure Chest (Guided Reading)

Treasures/ Treasure Chest (Guided Reading)

 2.  High School

     a.  Students are identified as EL, and are then placed into the EL program.

     b.  Each student is placed in an EL class, or class co-taught with the EL teacher, that meets their needs and English language proficiency.  Class may be:  Beginning EL (levels 1-3), Advanced EL (levels 4-6), Freshman Support (levels 3-6), Academic Support (levels 3-6), or mainstream English (levels 3-6).

     c.  If transcripts are available, student is placed at grade level.  If there are no credits from a previous school, student begins at the 9th grade level.

     d.  All EL students receive one or two class periods a day of EL service depending on individual English proficiency level.

     e.  EL teacher is at the high school every day in the morning to provide service.

     f.  Instruction within the EL class is geared to each student’s individual English proficiency level.

     g.  The current standards developed by the WIDA consortium are used to develop and choose curriculum for the EL program.

     h.  EL students also have access to Cougar Café (after school homework help)

     i.  EL teacher consults with mainstream teachers and the students’ counselors as needed.

     j.  Support staff (social workers, guidance counselors, nurse, psychologist) provide resources to EL students and their families.

3.  Middle school

     a.  Students are identified as EL, and are then placed in the EL program.

     b.  Students meet with the EL teacher daily in either a pull-out, or scheduled class time.

     c.  Pull-out time is 30 minutes a day for students whose level is 3 or above.

     d.  In scheduled class time varies from 55 minutes, to 90 minutes, depending on the language proficiency of the student.  Ninety minutes of EL time is given to students whose level is 2 or below.

     e.  EL teacher is shared with the high school, and is at the middle school every day in the afternoon to provide service.

     f.  Instruction within the EL class is geared each student’s individual English proficiency level.

     g.  EL students also have access to Targeted Services, academic support, and our Promise Fellow if they need extra academic support.

     h.  EL teacher consults with mainstream teachers and the students’ counselors as needed.

     i.  Support staff (social workers, guidance counselors, nurse, psychologist) provide resources to EL students and their families.

     j.  Paraprofessional supports the direct instruction provided by the EL teacher.

C.  Communication of English Learner Program

1.  All EL program information is located on the district website which can be translated through Google Translator

2.  EL/Bilingual Education Program description sent home at the beginning of each school year

3.  Intake meeting with parent or guardian: for new-to-district students

4.  Staffings

5.  Team meetings (middle school/elementary schools)

6.  Conferences: offered 2 times/year

7.  Phone calls using Language Line interpreter service when needed and is offered to all staff who are educating EL students.