EL (English Learner) Program Description
- Language acquisition is a gradual process. Basic conversational skills develop over one to two years. It takes three to five additional years for a student to acquire the academic and technical language necessary for independent school success.
- Language acquisition instruction will be integrated with Language Arts instruction and use the same or similar materials as are used by non-English Language Learners.
- To the extent possible, support will be provided in the student’s own language in the general classroom for content areas or out in a small group.
- It is preferable to decrease support for students gradually rather than exit them quickly with no support. As a result, the amount of time per week each student receives support will vary based on their ability to learn in English and the data we have on hand to assess their needs.
- English Learners (EL) will have equal access to instruction in the general education curriculum, but may require modified assignments and assessments.
- English Learners (EL) will have equal access to additional supports to help them succeed (ex. - Title I/31a support, special education support, etc.)
Kindergarten through Fifth Grades at Alpine Elementary
- EL students at the elementary level are supported through a scaffolded program where both pull-out and in-class support are provided. This support is gradually decreased as students become more independent learners in English. Our district utilizes various sources of data to determine what support students need (MAP, MEAP, WIDA, etc.).
- Students at the Entering or Beginning level on the WIDA usually receive instruction in Language Arts during specified grade level intervention time. This support is supplemental to the general education curriculum.
- Push-in support is provided by a paraprofessional (or migrant teacher during the first marking period) for Math, Science and Social Studies based on data and teacher recommendation.
- Services are decreased as needed and increased if the student is not being successful. Increased support may be provided by a bilingual paraprofessional, intervention specialist or special education teacher.
- The general education teacher differentiates using strategies based from S.I.O.P. (Sheltered Instruction Observation Protocol) for ELL students.