Elementary Bilingual Program Planning Update to the Board of Education September 17, 2007

Review of Work/Meetings Regarding 2008-09 Planning for the Bilingual Program March-May 2007 All-call to staff and convened an Elementary Bilingual Planning Team of 20 participants that met five times. July-August, 2007 Held two Administrative Bilingual Planning conversations to identify the specific problem and possible solutions. August 2007 Conducted individual interviews on the bilingual program with the four attendance area principals. August 2007 Held several conversations with Dr. Gorrell to explore ideas. August 2007 Held two central office administrator discussions on the future of the bilingual program. August-Sept. 2007 Contacted five area school districts to gain insight about their ELL program models

Review of Work/Meetings Regarding 2008-09 Planning for the Bilingual Program cont. August-Sept. 2007 Plan to provide regular Board of Education updates August-Sept. 2007 Reviewed research on bilingual programming model and best practices. September 2007 Sought information and insight from two DPI consultants regarding bilingual programming models. September 2007 Held a listening session with the GE Bilingual Team to learn about their ideas regarding potential program changes. September 2007 Sought out several native Spanish-speaking staff members at GE to gain a cultural understanding of the value of the bilingual program to families. September 2007 Planning to host a GE bilingual parent meeting to talk about the current program and gain parental perspectives on potential program changes.

ELL Growth

Wis. State Statute 115.97 Bilingual-bicultural education program required. (1) A school board may combine pupils in attendance at separate schools in its bilingual-bicultural education program. A school board shall be eligible for state aid under s.115.995 if the number of limited-English proficient pupils served from the combined schools meet the requirements under (2), (3) or (4) … (2) If in a language group under s.115.96 (1), there are 10 or more limited-English proficient pupils in kindergarten to grade 3 in attendance at a particular elementary school and whose parents or legal custodians give written consent to such pupils’ placement under 115.96 (3), the school board shall establish a bilingual-bicultural program for such pupils during the school term. Such programs shall be taught by bilingual teachers. (3) If in a language group under s. 115.96 (1), there are 20 or more limited-English proficient pupils in grades 4-8 in attendance… (4) If in a language group under s 115.96 (1), there are 20 or more limited-English proficient pupils in grades 9-12 in attendance…

ELL Population Growth By Site BLUE - Bilingual Program Model Program starts at SOMS RED- Elementary Bilingual Program Model Starts at SC GREEN - Elementary Bilingual Program Model shifts to GE Site 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 CV 2 20 27 28 38 21 31 SP 37 17 32 49 51 71 79 SC 18 13 25 114 129 7 GE 155 CKCS 23 BRMS 5 11 SOMS 14 26 36 60 56 98 VAHS 9 16 43 70 109 Total 63 92 135 168 223 329 453 533

Guiding Principals for the Elementary Bilingual Program Allow students reach a high level of English proficiency. Allow students to effectively learn academic content to reach promotion and graduation requirements. Allow students to develop an understanding and appreciation of their own and other cultures and languages. Provide students access to instruction that helps them maintain and develop proficiency in their home language. Provide students and their families opportunities to interact and participate with the entire school community.

What Program Model Exist to Serve English Language Learners? Instructional programs for English language learners (ELLs) fall under two main categories -- bilingual education or English as a second language (ESL) -- based on the language(s) used to provide instruction.  In bilingual education programs, content instruction is provided through both English and the students’ native language while the students develop English proficiency.  In ESL programs, all instruction is provided through English.  All bilingual education programs include an ESL component.  In practice, schools and districts throughout the nation vary widely in their implementation of program models for ELLs; they typically use a combination of instructional models that include some elements of bilingual education and ESL.  The following tables illustrate the characteristics of common program models implemented in U.S. schools. Source: Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students

Bilingual Programming Models Two-way Immersion Developmental (Late-exit) Bilingual Transitional (Early-exit) Bilingual Sheltered Instruction in English

Bilingual Program Models Descriptions

The Graph represents Grade Level (x-axis) compared to Norman Curve Equivalents (y-axis) Average performance of native-English speakers making one year’s progress in each grade (NCE =50)

Additional Information to Consider Implications of any program changes/modification on: Student Achievement English Proficiency Staffing Locations Resouces Parental Input Feasability