Description of Students
The Multilingual Program is comprised of approximately 79 students in Kindergarten through 5th grade. These students are identified as Limited English Proficient (LEP) and are eligible to receive support services through the ML program. Students are served through pull-out groups, push-in, and/or monitoring.
ML Program Goals:
*To support students in EL development (specifically production-speaking and writing).
Providing direct instructional support for students from the lowest proficiency in English language production to those students on the cusp of exiting.
Providing classroom teachers with instructional strategies to support students’ English Language production.
*Continue to collaborate and communicate with classroom teachers, support staff, administration, and parents.
Continuous conferencing with inclusion teachers
PD for all teachers, administration, and support
Parent workshop
*To scaffold support to increase student intrinsic motivation and independence.
Beginning and end-of-year student proficiency level conferencing
Celebrations for student proficiency level achievement per ACCESS
Program Models & Units of Study:
Newcomers will be served using the pullout service delivery model to assist students in developing BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency). National Geographic’s In the USA curriculum will be utilized for instruction. This curriculum is a balanced literacy text that is based on the order of language acquisition
K-5 and some 1st will be served using the push-in or pull-out model at least one day per week.
1st-5th Grade continuing MLs (Literacy 3.4 and below) and Consultative (3.5 - 6.0) will be served using the pull-out model. ML teacher will determine lessons based on ACCESS scores, teacher input, and needs identified by Lexia English, our online learning platform. The Lexia English and Lexia Reading Core 5 curriculum will be utilized for additional instruction. These programs focus on the development of listening, reading, and speaking skills and feature whole language elements for ML students, data reporting, and mini-lessons for areas as needed.
Assessment Procedures/Evaluation of Student Progress
Initial placement in the ML program is assessed using the WIDA (Word-Class Instructional Design and Assessment) Kindergarten screener for K5 and 1st-grade students. First-semester K5 students will take the listening and speaking portions of the screener. K5 second-semester students and first-semester 1st-grade students will take all 4 parts (listening, speaking, reading, and writing) of the screener. Students in 2nd grade and above will take the WIDA online screener. K-5 students who pass the screener will be monitored for four years.
All students are assessed each year (February-March) using the ACCESS FOR ELLs assessment. In order for students to exit the program, they must receive a 4.0 or higher in all four domains (speaking, listening, reading and writing) and a 4.4 or higher overall. Students who pass the ACCESS assessment will be monitored for four years.
All students will receive regular progress monitoring as dictated by the National Geographic’s Made in the USA and Lexia Core curriculums. Speaking rubrics will be used for students participating in Talk, Read, Talk, Write.
Rules for Behavior
Students are to abide by the school-wide discipline plan while in the MLP classroom.
Communication with Parents
A Parent Notification form is sent home at the beginning of the year informing parents of their child’s participation in the ML program.
WIDA Standards Framework
Language for Social and Instructional Purposes
English language learners communicate for social and instructional purposes within the school setting.
Language for Language Arts
English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.
Language for Mathematics
English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.
Language for Science
English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.
Language for Social Studies
English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies.