English Learners » Program Design

Program Design

Program Goals:

1.  English learners will be reclassified at a rate higher than the county and state.

2.  All English learners will receive English language instruction based on the components of a linguistic approach, supported by the adopted principles and methodologies.

4.  Staff will provide parents and guardians of English learners with frequent and concise information regarding student progress.

5.  Administration will provide staff development to increase teacher expertise, leading to effective instruction of English learners.

Program Components:

1.       District-wide instructional program

2.       Trained and knowledgeable staff

3.       High-quality professional development to classroom teachers, principals, administrators, and other school or community-based personnel that is:

  • Designed to improve the instruction and assessment of English learners (20 USC 6825[c][2][A])
  • Designed to enhance the teacher's ability to understand and use curricula, assessment measures, and instructional strategies for English learners (20 USC 6825[c][2][B])
  • Based on research demonstrating the effectiveness of the professional development in increasing the pupil's English proficiency or the teacher's subject matter knowledge, teaching knowledge, and teaching skills (20 USC 6825[c][2][C])
  • Of sufficient intensity and duration to have a positive and lasting impact on the teacher's performance in the classroom (20 USC 6825[c][2][D])
Guiding Principles:
5 Key Language Principles
1. Students are asked to respond in complete sentences.
2. Teachers push students out of their comfort zone.
3. Teaching is focused. It has a goal. The language objective is clearly defined and articulated.
4. Students are talking/interacting for 50% of the time during a class lesson.
5. Students are grouped by language ability levels.
Instructional Features:
  • English is taught as a foreign language, as opposed to just teaching in English;
  • Language is comprehensible through visuals, realia, pictures, graphic organizers, TPR, gestures, role-playing, etc.
  • Conversational English is the focus;
  • There is consistent modeling and usage of correct English;
  • Collaborative writing is part of the daily lesson plan;
  • Daily lessons incorporate all aspects of speaking, listening, reading and writing;
  • Students are in a foreign language program;
  • Students acquire strong English skills to progress to the next fluency level;
  • Students receive reading and writing at their fluency level;
  • Students maintain a high degree of time on task;
  • Students become confident as they acquire competency in English.