Multilingual Services Expectations

Five Day In-Person or Remote Learning

  • EL Resource Teachers Expectations (updated 03/09/21)

    EL Resource Teachers deliver services targeted to students’ English language proficiency level, driven by their ACCESS scores and aligned to the WIDA Can Do Descriptors and ELD Standards. Services will be delivered utilizing research-based strategies and techniques (SIOP) and Kagan strategies.



    Five-Day Model (updated 03/09/21)

    • Direct services will be provided pushing-in the general education classroom or small group (no more than 3 students at a time to keep social distancing) pull-out (only students from the same classroom or case by case must be approved by Director and Principal)
      • With the updated ISBE Guidelines, we can have students between 3 to 6 feet apart (effective after Spring break). If teachers’ instructional areas allow for more than three students, EL teachers may pull-out students based on individual linguistic needs
    • Activities will be structured by English proficiency levels to address students’ English development goals
    • Any student in the ranges of 4.1-4.7 will continue to be in a consult status, EL teacher will monitor students’ progress and will maintain a log of communication with classroom teachers, if there is a concern by the classroom teacher
    • ELs will have choices to demonstrate language development
      • Vocabulary development
      • Writing prompts/responses
      • Reading
      • Response to reading
      • Small leveled group meetings 
      • Google Classroom
      • Google Hangouts
      • Seesaw
      • Videos recordings
      • Hyperdocs or learning kits that contain resources in multiple formats and languages
      • Hardcopies must be available for students as needed
      • Weekly - targeted activities that emphasize all four language domains (listening, speaking, reading, and writing)
      • Activities can be presented in multiple ways to students
    • EL Teachers will continue to communicate with their students individually at least once a week to check-in with them (case by case)
    • Group and individual communication must be logged/documented
    • Ongoing parent communication
    • Grading 
      • Provide feedback that affirms language growth and it is helpful
      • Praise effective communication
      • Validate student work even if using a mix of English and native language

     

    Bilingual self-contained teachers deliver instruction will be targeted to students’ reading, writing, and math needs, driven by current data and the instructional services provided

      • Bilingual teachers will follow the provided scheduled assigned by the building principal
        • Grading and continuous feedback provided
        • Ongoing parent support

    EL services for remote students (updated 03/09/21)

    EL teachers will continue to provide EL services to remote students on Wednesdays only

    • ELs will have choices to demonstrate language development
      • Vocabulary development
      • Writing prompts/responses
      • Reading
      • Response to reading
      • Small leveled group meetings 
      • Google Classroom
      • Google Hangouts
      • Seesaw
      • Videos recordings
      • Hyperdocs or learning kits that contain resources in multiple formats and languages
      • Hardcopies must be available for students as needed
      • Weekly - targeted activities that emphasize all four language domains (listening, speaking, reading, and writing)
      • Activities can be presented in multiple ways to students
    • Group and individual communication must be logged/documented
    • Parent support on Wednesdays
    • Grading 
      • Provide feedback that affirms language growth and it is helpful
      • Praise effective communication
      • Validate student work even if using a mix of English and native language
    • Communicate with remote teachers to monitor progress