The curriculum for transitional bilingual education students is tied directly to the Common Core Standards, Illinois Spanish Language Arts Standards, District 68 core curriculum, and WIDA English Language Proficiency (ELP) Standards. Bilingual education is provided to Spanish speaking students through one or more of the three models of instruction: self-contained, push-in and/or pull-out.
In the Self-Contained Model, the following characteristics are present:
- Students receive native language instruction and/or native language support with Spanish speaking peers in a self-contained classroom in all core subject areas according to grade and level of English language proficiency.
- Native literacy instruction follows the district literacy curriculum using the Spanish version of the evidence based reading series, Reading Street/Calle de la Lectura published by Scott Foresman.
- Native language development and literacy instruction begins in pre-kindergarten.
- Student literacy skills are developed in both languages: English and Spanish.
- Transition to English literacy is expected of all students in the program.
- Native language support is provided by certified bilingual teachers.
In the Push-in Model, the following characteristics are present:
- The Bilingual/ESL teacher and the classroom teacher co-teach lessons; both teachers are equally involved in the planning, implementation, and assessment of classroom instruction.
- Instruction takes place in the students' grade level classrooms.
- Materials and strategies are specifically adapted to meet the needs of bilingual students.
- Ongoing, regularly scheduled collaboration occurs between the Bilingual/ESL teacher and the classroom teacher in order to ensure lessons are matched to students' needs.
In the Pull-out Model, the following characteristics are present:
- Students receive Bilingual services outside of their regular classrooms.
- Instruction takes place in small group settings.
- Students are grouped by grade level and/or English proficiency levels.
- Bilingual instruction is based on district grade level curriculum; therefore, students are not missing core content while out of the classroom. The core content is covered by the Bilingual teacher and adjusted for their English language proficiency level.
- Materials and strategies correlate with students' English proficiency levels.