Mission Statement

The ELL programs strive to make education accessible to English Language Learners through both the Transitional Bilingual Education program and the Transitional Program of Instruction, providing an engaging and nurturing environment which promotes success in English Language acquisition

  Transitional Bilingual Education (TBE)

The TBE program is a state mandated program is designed to serve students when 20 or more of the same language group attend one attendance center.  TBE is an approach to teaching language minority students who are not yet proficient in English.  In this approach, students receive native language support/instruction while acquiring English skills.  When the students meet the state and district exit criteria, they receive all instruction in English.  The goal of TBE is proficiency in English.  The TBE program comes in various forms.  Below are the three primary programs found in RLAS 116.

 A.    Self Contained (Spanish Instruction)
       ·         Serves students in K-5
          ·         Bilingual teacher and possible a bilingual aide staff the classroom
          ·         Concepts in the native language are strengthened while teaching children English.
          ·         Amount of native language instruction decreases as English language proficiency increases. Subjects that are
                     taught in native language are Science, Social Studies, Math, and Language Arts. (As defined by Article 14 C, DELL
                     department ISBE)
          ·         ESL is also given on a daily basis.  (length is no shorter than 30 minutes per day)
          ·         Mainstreaming occurs when children have successfully acquired their English proficiency. 
          ·         District learner objectives are taught at grade level.

 B.     ESL/Sheltered instruction
          ·    Serves students in K-5  
          ·    Teachers may or may not speak the students’ native language; a possible ESL aide may help. 
          ·    Students are taught in a sheltered instruction classrooms called ESL rooms.
          ·    Most commonly used throughout the district. 
          ·    Our TPI students are placed in these classrooms.
          ·    ESL teacher may provide initial instruction in the content areas to students based on  
                individual student academic and linguistic needs.

 C.     Departmental: 
           ·      Serves students in grades 6 -12
        ·     Middle School and High School curriculum is supplemented with intense instruction in English as a Second
                    Language  (ESL) in rooms where level 1-4 students are taught.
        ·     Native language support may be necessary for those students one year below grade level.

For any of the above, depending upon amount of services needed, students can either be full or part-time students (full time are those students who have all or most of the Bilingual/ESL teachers; part time are those students in one or two ESL classes or students who may need a class of Spanish support). 

Suggested ESL instruction minutes in a Bilingual classroom:

  Placement of Students into the Program

 There are four tools we use in order to help determine eligibility into the program: 

1. Home Language Survey

2. Language Test (W-APT MODEL for Kindergarten Students; W-APT 1 to 12; Pre-LAS for Pre-K)

3. Qualifications and Placement Procedures for English Language Learners at RLAS 116

4.  When available a parent interview or interview with other district personnel student is coming    from.

www.wida.il.us

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Technology in the classroom:

Imagine Learning

Read 180

System 44

Earobics Literacy Launch

Lexia

Compass Learning

DynEd

Fast Math

Reading A-Z

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Program Data

• Annual Measurable Achievement Objectives

ACCESS testing data

http://www.isbe.net/bilingual/htmls/access.htm