EMSA’s Multilingual Program is a proud partner of ELLevation. ELLevation supports Multilingual Instruction by supporting the setting of language goals for Multilingual Learners. This system also supports planning instruction for Multilingual Learners as well as progress monitoring and reporting.
EMSA Multilingual Learners Program Support Framework
|English Language Proficiency Support Services (ELPS)||Spanish Bilingual(Bilingual Services)|
|Type of Service||Co-taught (in some cases, pull out) services for students who are part-time Spanish bilinguals or Multilingual Learners that speak a language other than Spanish.|
Moderate Services: 5- 9 Periods Per Week (1st to 8th Grade Students with
WIDA scores between 3.5 and 4.5)(KG students with WIDA scores between 4.0 and 4.5)
Low Services: 3 Periods Per Week (Students above 4.5, but still qualify for services)
Support (from EL certified teacher who is not the classroom teacher) can happen in (by order of priority) Module ELA lessons, Skillsblock, or Math dependent on student needs.
Students are placed in general education classroom with other Multilingual students in a classroom cluster receiving the same type of support.
ELPS Teacher will co-plan content with classroom teachers to provide access to general education curriculum for Multilingual Learners.
*This is not an intervention program. The goal of this program is to give Multilingual Learners equitable access to general education curriculum.This is a service that is required by article 14C in federal school code and Section 228 in Illinois School Code.
|Bilingual services for students who are full time Spanish bilinguals|
High Services: More than 9 Periods Per Week
Support from Spanish Bilingual teachers and bilingual staff that provide students access to Module ELA lessons, Crew, Math, and Explore concepts.
Students are placed in a general education classroom that has a full time Spanish speaking staff member (Bilingual TA) that is co-teaching with the classroom teacher throughout the day during Crew, Math, Skillsblock, and Explore. Additional required support is provided from a certified Spanish bilingual teacher who will provide students with access to the Spanish ELA standards and bridge to English during ELA modules. Students will receive foundational literacy skills in English during skillsblock.
Students are placed in the general education classroom that has a bilingual cluster of Spanish speaking students in the classroom.
Spanish bilingual teacher, Bilingual TA and general education teacher will co-plan content to provide access to full time bilinguals to the general education curriculum. At times this may be a pull out program.
*This NOT a dual language program. The goal of this program is to give Full Time Spanish bilingual students equitable access to the general education curriculum. This program is only open to students designated as English Learners by state and federal code who are native Spanish speakers. This is a service that is required by article 14C in federal school code and Section 228 in Illinois School Code.
|Language Designation||KG: Spanish speaker with WIDA Model Score Above 4.0 and below 5.0 or no prior history of Spanish bilingual education.|
1st-8th grade: Spanish speaker with WIDA Screener/ACCESS score of more than 3.5 and below 4.8 (ACCESS) or 5.0 (Screener) or qualified for services but does not have prior Spanish education the year before or does not demonstrate Spanish proficiency.
Student language designation is not English or Spanish… i.e. Lithuanian, Mandarin, etc.
|KG: Spanish speaker with proficiency level below 4.0 and has had pre-kindergarten in Spanish/comes from a Spanish speaking household. |
1st-8th grade: Spanish speaker with WIDA proficiency level on ACCESS or Screener below 3.5 and has demonstrated Spanish proficiency and has had prior schooling in Spanish. proficiency level on ACCESS or Screener below 3.5 and has demonstrated Spanish proficiency and has had prior schooling in Spanish.
|Entrance Requirements||Spanish Speakers: Answer of “Yes” on either question on Home Language Survey or Spanish entered in SIS in prior school and Score above 4.0 on WIDA Model and below 5.0, Score above 3.5 on WIDA Screener/ACCESS and below 5.0 (Screener) or 4.8 (ACCESS)|
Non Spanish Speakers: Yes on either question on Home Language Survey or A language other than English entered in SIS and Scores on WIDA Model/ Screener or ACCESS that qualifies them as needing support. Model Score below 5.0, ACCESS score below 4.8, Screener Score below 5.0.
|Spanish Speakers: Answer of “Yes” on either question on Home Language Survey with Spanish as the designated language. Student must have a proficiency level below 4.0 on WIDA MODEL or below 3.5 on WIDA Screener or ACCESS and demonstrated Spanish proficiency and has had prior schooling (grades 1-7) in Spanish.|
Must score sufficient grade level score in Spanish- Skillsblock benchmark and Spanish MAP assessment.
Curriculum and Instruction
WIDA Can Do Descriptors are used to guide support in listening, speaking, reading, and writing to help students reach English Proficiency goals. Visit WIDA’s website to review this here. When needed, teachers also utilize the Spanish ELA standards to support Spanish bilinguals. Visit WIDA’s website to review this here.
English Language Arts: Multilingual teaching staff uses guidance from EL Education along with Spanish scaffolds to support the Spanish to English transition to support instruction of Bilingual Students. Guidance from EL regarding Multilingual Learners is here. As an EL education school, we work to give all students access to the EL Education K-8 ELA Curriculum.
Mathematics: Multilingual staff support students during mathematics using the Eureka Math Curriculum seen here. Teachers utilize Eureka math resources in Spanish to support Spanish bilinguals. Additionally ELLevation Math seen here to support students in grades 3 and up in comprehending the language of Math.
Instructional Goal Setting for Multilingual Learners
Goal setting for the multilingual program will be a three part process.
After students have taken their Fall MAP assessment, Multilingual teachers and students will review WIDA Sceener or ACCESS data. From the data on the WIDA assessments, teacher and student will work together to create goals that coincide with the WIDA Can Do descriptors one proficiency level about a student’s Screener or ACCESS scores. MAP data will be used to inform reading and writing goals. For grades K-2, team will also factor Skills block benchmark testing into the goals. They will also brainstorm strategies on improving the domain. They will also practice speaking about these goals for the MPAC celebration of learning.
Teacher will check in with students regarding winter data. They will review ELA Module assessment data and MAP data. From there, an analysis of language domain goals will happen with the teacher and the student. They will either brainstorm more strategies for improving the students’ domain goals or edit the student’s goals.
Teacher and student will review MAP data, ACCESS data (scores come out in early May) , and ELA Module Assessment/Skillsblock benchmark data. They will draft next steps for the Fall. There will also be celebrations!