ESL
The English as a Second Language (ESL) program provides students with a language background other than English with equal access to academic content and to experience academic learning success in classes where English is the language of instruction. The program is designed to increase English language proficiency in listening, speaking, reading, and writing. Multilingual Learners must experience the same academic curriculum as native English speakers, regardless of the language, race, ethnicity, or religion of the EL student (Civil Rights Act of 1964; Lau v. Nichols; Castaneda v. Pickard; Plyler v. Doe; etc.). The ESL “curriculum” is essentially the “general” curriculum that a native-English speaker would experience in each subject area. Therefore, the EL curriculum will be the general curriculum plus additional support to help the EL student fully understand the core curriculum. Native language support is given whenever possible to enhance the educational development of each student. ESL teachers and EL Paraprofessionals staff the program.
Eligibility for English Learners (ELs)
At the time of registration, all new families to the district complete a Student Information Form and the Home Language Survey. In accordance with Illinois School Code 228.15, the district screens the English language proficiency of each student identified through the Home Language Survey as having a non-English background by using the prescribed screening instrument applicable to the student’s grade level. Students are screened to determine their English language proficiency, which determines whether they qualify for services in the English Language Program. Westchester Public Schools 92 ½ uses the Illinois State Board of Education prescribed screening instruments PRE-IPT, WIDA Screener, MODEL™, and ACCESS 2.0 to determine student eligibility. A recommendation regarding appropriate placement and services is made based on the results of the prescribed screening.
Bilingual Services
Westchester Public Schools 92½ offers various services and programs to support its diverse student population. The District offers the following continuum of services to support English Learners.
Transitional Bilingual Education (TBE)
Westchester Public Schools 92½ supports students who are English Language Learners. In Kindergarten through 8th grade, students receive TBE services through the co-teaching model or a combination of the EL/Bilingual teacher pushing into the classroom for instruction or pulling out of the classroom for individual or small group instruction. EL/Bilingual certified teachers work in collaboration with the general education teacher to plan lessons using the Illinois Learning Standards and English Language Development Standards. The teachers use a variety of co-teaching strategies to deliver lessons in English and Spanish in the general education setting. Instruction is provided on the history and culture of the country, territory, or geographic area that is the native land of the students or the parents of English learners, as well as the history and culture of the United States.
Students also receive instruction in their home language and English for the following subjects: English Language Arts, Math, Science, and Social Studies.
Part-Time TBE
EL students who score a literacy composite of at least 3.5 (4.0 oral for 1st semester of kindergarten) on the age-appropriate screener or assessment receive part-time TBE. Students who qualify for part-time TBE receive daily instruction in English and the student’s home language as determined by the evaluation of the student’s English proficiency level.
If the student's score either on the screener or on the ACCESS for ELLs® is below the minimum identified above, a part-time placement for the student is allowed only if at least one of the following conditions is met.
| Native Language Proficiency |
A native language proficiency test documents that the student has minimal or no proficiency in the home language, and a parent provides written confirmation that English is the primary language spoken in the home. |
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| Academic Performance in Subjects Taught in English |
Any student whose student grades, teacher recommendations and State or local assessment results in the previous school year indicate that the student has performed at or above grade level in one or more core subject areas (i.e., reading, English language arts, mathematics, physical sciences, social sciences) that were taught exclusively in English. |
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| Academic Performance |
Any student in a departmentalized setting whose student grades, teacher recommendations and State or local assessment results in the previous school year indicate that the student has performed at or above grade level in at least two core subject areas that were taught in a U.S. school in the student's native language or via sheltered instruction in English. |
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Students with Disabilities |
Any student with a disability whose Individualized Education Program developed in accordance with 23 Ill. Adm. Code 226.Subpart C identifies a part-time transitional bilingual education program as the least restrictive environment for the student. |
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Limited Native Language Instruction |
The limited use of native language instruction is permissible for a student whose native language has no written component or one for which written instructional materials are not available. Oral native language instruction or support should be provided based on the student’s needs. |
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Parental Preference |
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Transitional Program of Instruction (TPI)
In Kindergarten through 8th grade, students receive TPI services through the co-teaching model or a combination of the EL/Bilingual teacher pushing into the classroom for instruction or pulling out of the classroom for individual or small group instruction. A student’s proficiency in English determines the structure of the TPI. It is designed to enable students to keep pace with peers in achievement in core academic content areas. The EL/Bilingual certified teachers collaborate with the general education teacher to plan lessons using the Illinois Learning Standards and English Language Development Standards to provide ESL instruction and ensure appropriate ESL instructional materials are consistent with program design and student needs. The teachers use a variety of co-teaching strategies to deliver lessons in English in the general education setting. Instruction is provided on the history and culture of the country, territory, or geographic area that is the native land of the students or the parents of English learners, as well as the history and culture of the United States.
Students also receive instruction in their home language and English for English Language Arts, Math, Science, and Social Studies.
Newcomer Program
Students new to learning English benefit from a more intense short-term program that teaches acculturation to the United States. Students attend special classes for short periods separate from their native English-speaking peers.
English Learners Assessment
ACCESS 2.0 for ELsTM stands for Assessing Comprehension and Communication in English State-to-State for English Learners.
ACCESS 2.0 for ELs™ is a test that assesses social and instructional English and the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains: Listening, Speaking, Reading, and Writing.