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English Learner Programs, Amount and Scope of Sequence

Guiding Principles & Educational Goals

The goal of the Centennial School District’s EL Program is to build each student’s language proficiency to a level that allows them to independently access the general curriculum. Consistent with WIDA’s philosophy, we believe that “all students bring to their learning cultural, experiential, and linguistic practices, skills, and ways of knowing from their homes and communities.” As educators it is our role to build on this foundation. This includes ongoing assessment of students’ language acquisitions strengths and needs so as to provide instruction relative to those needs. All four language domains: listening, reading, writing, and speaking, are addressed in the language instruction model.

English Learner Programming

Grades K-5: English Language Development (ELD)

  • The service model of instruction follows collaborative instruction, typically using parallel or alternative co-teaching, with the general education teacher with a focus on the content being presented in the classroom. The goal is accessing and making the grade level content comprehensible and supporting language learning through teaching towards meeting specific language goals.
  • Benchmark Advance for English Language Learners (Benchmark Education) curriculum is used in conjunction with the Benchmark Advance curriculum used in mainstream classrooms.
  • Benchmark Advance 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 transition to the mainstream Benchmark Advance curriculum with the support of the EL teacher.
  • All curriculum choices and instruction are driven by the WIDA ELP standards as well as the common core standards.

Grades 6-8 (Middle School)

  • The goal is to build fluency in all four language domains: listening, reading, writing, and speaking.
  • The Scott Foresman EL Sunshine Edition curriculum is used along with supplementary materials such as Read, Reflect, Respond (Saddleback).
  • Specific units and lessons are created to reinforce vocabulary and learning in students’ regular classrooms.

Grades 9-12 (High School)

  • The goal is to build fluency in all four language domains: listening, reading, writing, and speaking.
  •  The National Geographic Inside curriculum is used along with many supplementary materials such as Read, Reflect, Respond (Saddleback).
  • Specific units and lessons are created to reinforce vocabulary and learning in students’ regular classrooms.

Amount and Scope of Service

Elementary Schools

  • Students are identified as an EL student, and are then placed in the EL program.
  • Students will meet with the EL teacher in collaboration with the classroom teacher.
  • EL students are given support from the EL paraprofessional as needed.
  • 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). Except if students are newcomers, where they will not qualify for additional interventions for one full school year.
  • All elementary buildings offer additional Targeted Services.

Middle School

  • Students are identified as EL, and are then placed in the EL program.
  • Students meet with the EL teacher daily in either a pull-out, or scheduled class time.
  • Pull-out time is 30 minutes a day for students whose level is 3 or above.
  • In scheduled class time varies from 55 minutes, to 90 minutes, depending on the language proficiency of the student. 60 to 90 minutes of EL time is given to students whose level is 2 or below.
  • EL teacher is shared with the high school, and is at the middle school every day in the afternoon to provide service.
  • Instruction within the EL class is geared each student’s individual English proficiency level.
  • EL students also have access to Targeted Services, academic support, and our Promise Fellow if they need extra academic support.
  • EL teachers consults with mainstream teachers and the students’ counselors as needed.
  • Support staff (social workers, guidance counselors, nurse, and psychologist) provides resources to EL students and their families.

High School

  • Students are identified as EL, and are then placed into the EL program.
  • Each student is placed in an EL class, and/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): These classes are taught by the EL teacher and are offered every semester. They stress reading, writing, listening and speaking skills to aid student success in the mainstream classes. Freshman Support (levels 3-6), Academic Support (levels 3-6), or mainstream English (levels 3-6) classes are co-taught with the mainstream teacher and EL teacher. These classes are available as a co-taught class only when numbers of EL students dictate, but these classes are always available with a mainstream teacher only. They are all mainstream classes. EL students do not take more than two of the above classes in a semester with EL staff. There is currently no paraprofessional support at the high school for EL students.
  • 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.
  • All EL students receive one or two class periods a day of EL service depending on individual English proficiency level.
  • EL teacher is at the high school every day in the morning to provide service.
  • Instruction within the EL class is geared to each student’s individual English proficiency level.
  • The current standards developed by the WIDA consortium are used to develop and choose curriculum for the EL program.
  • EL students also have access to Cougar Café (after school homework help)
  • EL teacher consults with mainstream teachers and the students’ counselors as needed.
  • Support staff (social workers, guidance counselors, nurse, and psychologist) provides resources to EL students and their families.

Communication of English Learner Program

  • All EL program information is located on the district website which can be translated through Google Translator
  • EL/Bilingual Education Program description sent home at the beginning of each school year
  • Intake meeting with parent or guardian: for new-to-district students
  • Staffings
  • Team meetings (middle school/elementary schools)
  • Conferences: offered 2 times/year
  • Phone calls using Language Line interpreter service when needed and is offered to all staff who are educating EL students