The curriculum for transitional bilingual education students is tied directly to the Common Core Standards, Illinois Spanish Language Arts Standards, Woodridge 68 core curriculum, and WIDA English Language Proficiency (ELP) Standards. Bilingual education is provided to Spanish speaking students through one or both models of instruction: self contained and push-in.

Self-Contained Model (Pre-K – 2nd Grade)

• Students receive native language instruction in all core subject areas according to their grade and English Proficiency level in a self-contained classroom.
• Native literacy instruction follows the district literacy curriculum.
• 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.

Push-In Model

• The Bilingual/EL teacher and 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 classroom teacher in order to ensure lessons are matched to the students’ needs.

The Transitional Program of Instruction (TPI) is for non-native English speaking students who have difficulty with written or spoken English. The goal of the program is to help students transition into general education classroom at high levels of social and academic English proficiency. The program provides support to help students succeed in academic subject and learn English.

• Students receive varying levels of language and content support based on ELP, academic and language needs of the student.
• The majority of the instruction takes place in the general education classroom with push-in support from the EL teacher during reading or writing instruction.
• Students with lower proficiency levels in English can receive additional support from the EL teacher during a 30-45 minute pull-out time.
• Students receive literacy and math instruction in the general education classroom.
• All students have the opportunity to receive additional literacy-based intervention during the school day based on the student’s individual needs.