K - 12 students are identified as English Language Learners (ELLs) if, at the time of their enrollment, they meet the following criteria: 1. There is a second language spoken at home in a regular basis and/or the student speaks a second language AND 2. The student scores: A. Below an overall proficiency level of 4.8, in a scale of 1 to 6, when he/she is administered our language proficiency screener (Listening, Speaking, Reading and Writing) OR B. The student scores above the 4.8 overall level, but his/her Reading and/or Writing score is below 4.2 The assessments are administered by bilingual teachers (summer and kindergarten enrollment weeks in large numbers)…by the time the child(ren) starts attending school, he/she has been screened and placed in the most appropriate program and school. VVSD’s ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ENROLLMENT PROCESSES

ELL’s native language is Spanish & overall English Proficiency is below 4.0 NO Is the child in K, 1 st or 2 nd grade? Self-Contained Bilingual K to 2 nd grade classroom Language arts and math are delivered in Spanish GR is done in Spanish Science and social studies are to teach English as a Second Language (ESL) through approved curriculum and AVENUES textbook during daily minute sessions. Transition to English as language of instruction in all areas (except GR) starting in January of 2 nd grade. Spanish only used as needed. Self-Contained Bilingual 3 rd to 5 th grade classroom Language of instruction is English. GR reading is done in English for students who benchmarked at minimum reading levels L-M. Students below these levels do GR in Spanish. Science and social studies are to teach English as a Second Language (ESL) through approved curriculum and AVENUES textbook during daily minute sessions. At the end of 5 th grade, if ESL/Bilingual services are still needed, they continue in middle school Is the child in 3 rd, 4 th or 5 th grade? Has the child reached 4.0 in ACCESS at the end of the year? NO YES Is the overall proficiency above 4.8 and above 4.2 for R/W? ELL support stops. Child is placed in general ed Child is placed in general ed next year and becomes Part Time ESL Pull Out

ELL’s native language is other than Spanish & overall English Proficiency is below 4.8 OR ELL’s native language is Spanish but child has an overall English proficiency above 4.0 but below 4.8 Overall English proficiency is below 4.0 (non- Spanish ELL only)  Full Time ESL Pull Out Overall English proficiency is at or above 4.0 (all native languages  Part Time ESL Pull Out Child is pulled out from the general education classroom several times a week for 30 minute s of instruction in ESL. ESL lesson guidelines, curriculum and AVENUES textbooks are used to plan and deliver instruction (refer to documents posted on Edline) Services are suspended once the child scores at or above 4.8 in overall English proficiency AND 4.2 in reading and writing ESL services are available at the middle school level, for graduating 5 th graders who still need them

ELL’s English Proficiency is below 4.0 NO English literacy is developed through the ESL Language Arts courses: ESL Level I – Beginners ESL Level II – Intermediate ESL Level III – Advanced ESDL Level IV – Bridging Students are taught the same Science, Social Studies and Mathematics curricula than general education students. If the child’s native language is Spanish, he/she is supported in these areas through bilingual instruction. As students move from ESL Level I-II to III/IV, they start being transitioned to general education for science, social studies and/or mathematics; partial ESL placement Has the child reached 4.0 in ACCESS at the end of the year? NO YES Is the overall proficiency above 4.8 and above 4.2 for R/W? ELL support stops. Child continues his/her education in the general education program. Parents are informed and letter mailed Child is transitioned to gen ed for all content areas, except ESL; double dose of literacy

FAQ regarding ELLs and their Programs of Instruction: 1.ELLs with IEPs – Students with SPED needs are not excluded from ESL/Bilingual. Services are provided following IEPs. The two programs work in synchrony. 2.Parents of ELLs who waive services – Support through reading interventions and tutorials are in place by schools, as needed (same as for non-ELL gen ed students). Program options are discussed with parents at the time of enrollment. 3.When preparing and delivering lessons, ELL teachers follow not only the Common Core/Illinois Learning Standards, but also the World- Class Instructional Design and Assessment (WIDA) Standards for ELLs (L, S, R, W for Socials Studies, Science, Math, Language Arts and Social Language) – Curricula taught in ELL/Bilingual is the same than the one taught in gen ed. Same depth, scope and rigor. 4.ELLs are integrated with non-ELLs during specials and extra curricular activities – Schedules are created so ELLs in Bilingual ed participate in all school activities with full inclusion..

FAQ regarding ELLs and their Programs of Instruction: 5.Professional Development for teachers of ELLs – Multiple training opportunities and workshops: a) Guided Reading (Complete Literacy Program, including Reading and b)Writing Workshops c) Illinois, Spanish and WIDA learning Standards. d) SIOP e) Academic Vocabulary f) Interventions for ELLs g) ACCESS, MODEL, LAS and WAPT 6.District’s Improvement Plan and needs of ELLs – The goals in District’s Rising Star are universal, but two of them were chosen for being fundamental in meeting the needs of ELLs. Additionally, ELL/Bilingual Ed has filed an addendum spelling out specific steps taken to meet their instructional needs