Multilingual Learners

Types of Multilingual Programs

Full Time (FT) TBE Program:

• Primary focus of instruction is provided in native language and in content-based ESL and English language literacy in subjects that are either required by law or by the school district, including language arts, math, science, and social studies.

• Students receive minimum of 300 minutes of service per week.

Part-time (PT) TBE Program:.

• Primary focus of instruction is content-based ESL and English language literacy (native language utilized to the extent necessary) in subjects that are either required by law or by the school district, including language arts, math, science, and social studies.
• Students receive minimum of 150 minutes of service per week. 

Part-time (PT) TPI Program:

• For students from language backgrounds other than Spanish
• Primary focus of instruction is content-based ESL and English language literacy in subjects that are either required by law or by the school district, including language arts, math, science, and social studies.
• Students receive minimum 200 minutes of service per week.

Identification

• Identify new students through the Home Language Survey (HLS).
• Assess new students prior to placement in the Multilingual program if the Home Language Survey indicates another language is spoken in the home.

Assessment/Multilingual Program Placement

• Determine continuing Multilingual student’s English language proficiency level in the areas of listening, speaking, reading, and writing using the ACCESS test.  All students enrolled in the Multilingual program take the ACCESS test during the winter of each school year.  

• Assess new students within 30 days of enrollment to determine English language proficiency levels using the WIDA Screener and IPT for Spanish speaking students. 
• Notify parents if a student qualifies for program placement.  Notify parents of new students of placement no later than 10 days after the student has been tested.
• Place students in appropriate program based on program entrance criteria using both formal and informal assessment measures.  Eligibility is primarily based on state mandated ACCESS/WIDA Screener scores.. 
• Description of ACCESS/WIDA Screener listening, speaking, reading and writing levels:
• Level 1 – Entering: Knows and uses minimal social and academic language
• Level 2 – Beginning: Knows and uses some social and general academic language
• Level 3 – Developing: Knows and uses social English and specific academic language
• Level 4 – Expanding: Know and uses social English and technical academic language
• Level 5 – Bridging: Knows and uses social and academic language at grade level
• Level 6 – Reaching: Knows and uses social and academic language at highest level
• Composite Score/Level – 35% Reading, 35% Writing, 15% Listening, 15% Speaking
• Literacy Score/Level – 50% Reading, 50% Writing

Continuing Services and Exiting from the Multilingual Program

• Students are assessed on a yearly basis to determine if they still qualify for Multilingual services.  Parents are notified of the assessment results.

• Students can continue to receive services beyond three years if they continue to qualify and parents give their written approval.

• If parents choose to decline recommended services or withdraw their child from the program, they must notify the school district within 30 days from the date they receive the initial notice from the school.  A conference with school personnel is also required and an “Multilingual Parent Conference Summary/Waiver of Multilingual Services” form must be signed by the parents.