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English Language Learners Program

U-46 is a diverse district with families from over 80 countries making the area their home.  Meeting the needs of children from so many different cultures has presented the district with the challenge of meeting the educational needs of the children while making families feel a part of the school community. When new families enter the district in need of English language support they visit the Family Welcome Center. From the time a family enters the Family Welcome Center until the child successfully moves into an English only classroom, support is in place to help the children along the way. This web site provides an overview of the English Language Learner (ELL) Program.

The goals and objectives of the ELL Program are guided by the vision and mission statements.  Providing quality education that will enable all students to reach academic success is the aim of all district initiatives.

Vision

All students who exit an English Language Learners Program in School District U-46 will succeed in General Education classes.(2005)

Mission

The mission of the English Language Learners (ELL) Program is to prepare students to acquire academic language proficiency skills and promote academic development.(2005)

 Belief Statements

In accordance with the requirements of the State of Illinois, School District U-46 provides programs designed to meet the needs of students whose native language is one other than English. The purpose of the instructional programs is to accelerate English language acquisition and literacy by promoting academic achievement and valuing the social and cultural knowledge that a child brings to school.

School District U-46 is committed to providing high quality English Language Learners (ELLs) programs that validate a student's native language and culture to ensure linguistic, academic, and social-cultural success in a diverse society.

 

We believe that in order to ensure academic success for all learners it is essential to provide programs of instruction based upon the most effective practices that are grounded in scientifically based research. Therefore, we are committed to the following beliefs that will allow us to:

 

  • Promote understanding of and respect for cultural and linguistic diversity of students, parents, staff and community.
  • Provide instruction that builds on students' cognitive abilities and prior education that will enable students to achieve high standards.
  • Provide instruction for ELL students in the most appropriate setting according to students' needs, state and district guidelines.
  • Emphasize English language development and content area learning at every grade level, K-12.
  • Use of native language instruction to develop a deeper conceptual and linguistic proficiency that is strongly related to the development of literacy in the English language.
  • Use native language instruction, as available, to access content area curriculum while simultaneously providing English language instruction.
  • Provide ongoing consistent district wide assessment of students that reflects the stages of English language acquisition.
  • Evaluate data and make program adjustments to continually improve students learning.
  • Develop and maintain services in the areas of special needs, gifted, and at-risk students.
  • Support and expand early childhood and family literacy programs.
  • Develop higher teacher competencies through comprehensive professional development for all staff based on best practice for English Language Learners and state professional standards.

 

Goals of the English Language Learners Program

  • Use student's first language as a vehicle to accelerate in a developmentally appropriate way their English acquisition as early as possible.

  • Provide explicit instruction that fosters academic growth and success within the general education environment.

  • Provide transition opportunities and support for ELL students who are ready to participate in the general education program.

  • Provide exposure and interaction with academic English language models through interactions within the school community.

  • Share and create awareness and understanding of diverse cultures.

 

Objectives

 

1.   Instruction for ELL students will parallel the appropriate grade level curriculum and will align with the Illinois Learning Standards, the District's Curriculum Roadmap for Literacy and Mathematics, and the English Language Proficiency Standards for English language Learners in Illinois.

2.  ELL students will receive instruction in receptive and expressive English language development beginning with initial enrollment in the district and as determined by an individual student language proficiency assessment.

3.   Language Arts instruction will be provided in the student's native language in order to build a strong foundation for learning and transitioning into English and literacy acquisition.

4.   Instruction in the content areas and language arts in English will be provided according to the student's English language development and district guidelines.

5.   Content area instruction will be provided in the student's native language for the understanding of basic and accelerated concepts to the extent necessary and possible according to student's needs, state and district guidelines.

6. School District U-46 will provide professional learning experience to all staff in order for students to achieve high academic standards in the following areas:


  • Provide a deep understanding of the goals and objectives of the
    English Language Learner Programs.

  • Promote an understanding of individual and cultural diversity.

  • Utilize effective ELL instructional strategies to support English
    language learners.

Assessment

No Child Left Behind requires that students are tested to determine if they are progressing and the school is meeting Adequate Yearly Progress.

The academic performance, including proficiency in English, of each ELL student enrolled in the Transitional Bilingual Education Program is assessed annually using multiple assessments including IMAGE and the ACCESS tests.

Placement of Students

When families register in the District, they are asked to complete a Student Information Form. If they respond, “YES” to any of the three questions related to language background or if the student is new to the country and their English is limited, they will visit the Family Welcome Center to complete a Language Survey (Bilingual Screening Form). This survey will indicate the language used at home and language of instruction in previous schooling years. While at the Welcome Center the evaluator will administer language proficiency tests to the child, and based on his/her performance on these tests a recommendation will be made to the parents regarding appropriate placement and services for the child. The student will then be placed in academic setting that best meets his/her needs. Students may be placed in an ESL, Dual Language, Bilingual, Newcomer, or General Education Program.

Services for ELL students:

 

Newcomer Program - The Newcomer Program is a short-term program that teaches English and acculturation to U.S. schools, as well as academic subjects. The Newcomer Program is for students who are recent immigrants to the United States, with limited English proficiency and limited education in their native countries. Students attend special classes separate from native English-speaking students for a limited period of time.

Early Childhood Center - The Early Childhood Center provides classes for four-year old children identified as a child who would benefit from early learning experiences in a preschool environment. Children are selected based on individual screening and assessment.

Dual Language – The goal of the program is to develop strong skills and proficiency in students' first language and a second language. Normally, about half of the students in the classroom are native English speakers and the other group is English language learners (ELL). ELL students all speak the same language; however instruction is in English and, for example, Spanish languages.

 

Transitional Bilingual Education – The Transitional Bilingual Education  (TBE) program is for non-native English speaking students who have difficulty with written or spoken English. The program provides instruction in the student's native language with transition into English. The program helps students to succeed in academic subjects and learn English. These classes count toward graduation requirements for high school level students.

 

Transitional Program of Instruction (TPI)

Also known as ESL
The Transitional Program of Instruction is for non-native English speaking students who have difficulty with written or spoken English. The program provides support to help students to succeed in academic subjects and learn English. The classes count toward graduation requirements for high school level students.