Lever 2 Essential Action:
ESL program clearly prioritizes emergent bilingual students through English instruction using content-based language instruction (CBLI) methods in reading and language arts, mathematics, science, and social studies with primary language access as available.
ESL program clearly prioritizes serving emergent bilingual students.
2.1.a - Ensure all EB students are served by ESL certified teachers across all content areas.
2.1.b - Ensure the allocation of space for emergent bilingual students, enrolling throughout the year, in classrooms with ESL certified teachers.
2.1.c - Encourage EB students to use their first language to transfer knowledge to English with the use of a variety of linguistic and academic supports.
A clear ESL model is communicated, implemented, and evaluated.
2.2.a - Encourage students to make metalinguistic and metacognitive connections in both L1 and English through modeled strategies.
2.2.b - Evaluate the ESL program based on qualitative and quantitative data.
Emergent bilingual students with different levels of English proficiency have multiple pathways within the ESL program that increase English proficiency from year to year.
2.3.a - Support campuses with content-based ESL program implementation across all grade levels, prioritizing high-need areas such as content or grade level.
2.3.b - Ensure programming and support for recent immigrants and SLIFE students entering throughout the year.
2.3.c - Show clear evidence of communication and respect for students' home languages, actively integrating families, school, and the local community in this effort.
2.3.d - Support the reclassification of emergent bilingual students through routine and responsive classroom accommodation decisions that move students towards English proficiency.
Program model ensures high academic achievement in English and the importance of global awareness through Linguistically Sustaining Practices.
2.4.a - Plan for, deliver, and seek feedback on linguistically accommodated content instruction that is based on Linguistically Sustaining Practices, ensures academic and linguistic achievement, and promotes English language acquisition and global awareness.
2.4.b - Promote a district-wide plan for academic achievement and English language development across all content areas while promoting global awareness.
2.4.c - Ensure that there are opportunities for all stakeholders to be involved and valued in the ESL program.
2.4.d - Demonstrate alignment and implementation of linguistically appropriate practices and instructional strategies that are based on Linguistically Sustaining Practices and cross-linguistic connections.
Stakeholders are actively involved in creating a school that values the global awareness of students.
2.5.a - Provide opportunities for all stakeholders to be involved and valued in the ESL program.
2.5.b - Staff at all levels are actively involved in the creation and implementation of a schoolwide plan that addresses the development of global awareness and elevates the understanding of literacy development for emergent bilingual students among all stakeholders.
Program model builds on the assets of students’ languages for literacy development.
2.6.a - Schedule reflects oral and academic literacy development according to the ESL content-based program model.
2.6.b - Schedule reflects equal educational access to special programs such as gifted and talented, honors, AP, dual credit, and special education classes that provide opportunities for the highest academic achievement.
2.6.c - Through an asset-based lens, support students’ linguistic approaches, such as translanguaging, while maintaining a strategic use of instructional language.
2.6.d - Appropriate allotment of oral and academic language and literacy development time.
2.6.e - Model adheres to consistent and strategic use of linguistically accommodated English instruction while supporting translanguaging.