SD73.5 - Notice of Program Enrollment

Description of English Proficiency Level

1- Entering: Knows and uses minimal social language and minimal academic language with visual support.

2- Beginning: Knows and uses some social English and general academic language with visual support.

3- Developing: Knows and uses social English and specific academic language with visual support.

4- Expanding: Knows and uses social English and some technical academic language.

5- Bridging: Knows and uses social and academic language working with grade-level material.

6- Reaching: Knows and uses social and academic language at the highest level measured by this test.

Your child’s Instructional Program Design is indicated below. We believe that this is the best option to meet your child’s instructional needs and promote academic success in school.

[ ] Transitional Bilingual Program – Collaboration

Transitional Bilingual Program: Collaboration serves English Learners who are placed in classes with non-ELs and/or ELs from various language backgrounds. Home language instruction occurs through a co-teaching or pull-out model, or a classroom teacher who has a bilingual endorsement differentiates language instruction and provides some small group instruction in the home language for part of the day to TBE ELs.

Core academic content taught in English and the language other than English with a gradual shift to instruction in English as student’s English proficiency increases.

In a departmentalized setting, bilingual core courses are offered by a bilingual classroom content teacher or by a bilingual endorsed content teacher in small groups or through co-teaching. For those content areas where home language instruction is not available in a setting such as above, a separate instructional period (resource) offering home language instruction is provided.

ESL instruction is provided.

Intentional and meaningful collaboration between teachers serving the ELs is required.

[ ] Transitional Program in English – Collaboration

Transitional Program in English: Collaboration serves English Learners who are placed in classes with non-ELs.

Core academic subjects are taught in English. Pull-out/co-teaching instruction in core academic subjects occurs using specific strategies for Els, or an ESL-endorsed mainstream classroom teacher differentiates language instruction and uses specific strategies for ELs.

In a departmentalized setting, specific core academic courses for ELs are not offered but EL strategies are used by the ESL-endorsed classroom teacher to differentiate, or additional services are offered through co-teaching or as a separate instructional period.

ESL instruction is provided.

Home language instruction and/or support is offered as determined by the needs of the ELs.

Intentional and meaningful collaboration between teachers serving the ELs is required.

Exit Procedures

Students remain in the Transitional Bilingual Education program/Transitional Program of Instruction for three years or until they reach proficiency in academic English.

Program Acceptance

You do not need to take any action to accept this placement.

As a parent, you have the right to:

Visit the classes in which your child is enrolled and to meet with the staff to learn more about the program.
Decline enrollment in a program, withdraw your child immediately from the program, or choose another program if available. You may take this action by notifying the school in writing. Declining the recommended program will mean that your child may be placed in a program where English is the dominant language of instruction.