Emergent Bilingual Programs
The Transitional Program of Instruction (TPI) supports the classroom instruction for Emergent Bilinguals in grades K-8. The program helps students develop their listening, speaking, reading, and writing skills and is taught by English Learner (EL) Specialists.
Students in Kindergarten to 5th Grade receive collaborative resource support from EB Specialists for basic English, literacy, and content areas based on their English language proficiency level. In schools with high numbers of ELs in a certain grade level, students are placed in a Sheltered English classroom. The Sheltered Program is currently available in grades K-2; students in these classes receive full day language support with an EL certified classroom teacher using grade-level Distrcit 25 curriculum in all content areas.
Students in middle school Grades 6-8 receive support from EB Specialists for basic English, literacy, and content area support. Students may receive support 1-3 periods per day based on their English language proficiency level.
A Transitional Bilingual Education (TBE) program is provided at schools where there are 20 or more students of one language group in the EB program. This part-time program provides instruction from a Bilingual Specialist in the native language and English in core academic subjects. Native language support may also be provided in the regular classroom setting as well through co-teaching and collaboration.
Identifying Emergent Bilinguals
District 25 uses the Illinois State Board of Education's criteria to determine eligibility for the English Learner/Bilingual program. If a parent/guardian has inidicated the student speaks another language OR another languge is spoken at home on the Home Language Survey, the student must be screened for English Language Proficiency.
CHART FOR DETERMINING ENGLISH PROFICIENCY FOR PRESCHOOL STUDENTS
SCREENERDOMAINS ASSESSED Cut-score for English Language ProficiencyListeningSpeakingReadingWriting Pre-IPT Oral® Preschool-Age 3XX NA NA Score at Level D or E on a scale of level A-E) Pre-IPT Oral® Preschool - Age 4 and Age 5XX NA NA Score at Level E (on a scale of level A-E)
CHART FOR DETERMINING ENGLISH PROFICIENCY FOR KINDERGARTEN STUDENTS- 1st GRADE
SCREENERDOMAINS ASSESSED Cut-score for English Language ProficiencyListeningSpeakingReadingWriting MODEL™ Kindergarten (1st Semester)XX NA NA Oral language proficiency level is 5.0 MODEL™ Kindergarten (2nd Semester)XXXX
Overall composite proficiency level is 5.0 and the composite literacy (reading/ writing) level is 4.2
MODEL™ First Grade (1st Semester)XXXX
Overall composite proficiency level is 5.0 and the composite literacy (reading/ writing) level is 4.2DETERMINING ENGLISH PROFICIENCY FOR 1st GRADE(second semester)- 12th GRADEWIDA ACCESS™ Placement Test (W-APT) or WIDA Measure of Developing English Language (MODEL) Districts must use either the WIDA-WAPT or MODEL as a screener for students entering the second semester of 1st grade through 12th grade to determine students’ English language proficiency and to identify students eligible to receive EL services.
The WIDA Consortium consists of 38 member states, including Illinois. The consortium has developed the English Language Development (ELD) Standards and Spanish Language Development (SLD) Standards. These language standards focus on development of the four language domains (listening, speaking, reading, and writing) through various proficiency levels. The Can-Do Descriptors were developed to help classroom teachers understand students' abilities in oral and written language.
Assessment of Language Proficiency:
ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English.
ACCESS for ELLs 2.0 is aligned with the WIDA English Language Development (ELD) Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing. Testing occurs each year around January-February and can be computer-based or paper-based depending on grade level.
Once students acquire English proficiency, EL services will end and they will be monitored for two years to ensure success in the mainstream classroom. In some instances, EL teachers may communicate with parents to suggest continued support beyond proficiency.