Every Multilingual Learner (ML) is guaranteed a minimum of one daily period of ESL instruction. The specific instructional delivery model is determined strictly by the student’s WIDA proficiency level (Scale: 1.0, 2.0, 2.9, 3.0, 4.0, 4.5+).
Students require small-group ESL instruction delivered by an ESL-certified teacher utilizing the district's approved curriculum.
Scheduling Priority: Students should primarily be pulled from ELA or Balanced Literacy. If master scheduling prohibits this, prioritize Social Studies, followed by Science, and finally Math.
Teacher Coordination: ESL staff must coordinate closely with the mainstream classroom teacher to ensure the student is not academically disadvantaged by their absence.
Students receive targeted language support within the mainstream classroom.
Collaboration: ESL teachers must co-plan with the content teacher to provide adapted materials, structured scaffolds, and differentiated tasks.
Documentation: A formal journal entry is required for every push-in period (see documentation requirements below).
ESL I (5 credits): Prerequisite: WIDA Level 1.0–2.5. A foundational course focused on building both social and academic English, alongside reading and writing fluency.
ESL II (5 credits): Prerequisite: WIDA Level 2.6–3.9. An intermediate course covering all four language domains: vocabulary development, grammar, reading strategies, and essay writing.
Inclusion Support: High school students at or above a WIDA Level 4.0 receive standard inclusion (push-in) support.
Educators must exclusively utilize the department-approved ESL curricula:
Grades K–5: Connect
Grades 6–12: English 3D
Compliance Note: The use of substitute or supplementary curriculum materials is strictly prohibited without prior, explicit approval from the Department Head.
Accurate and timely documentation is a non-negotiable professional responsibility. The following templates and forms must be uploaded to the designated Google Drive every Friday by the end of the day:
ESL Pull-Out Lesson Plans: Submitted weekly.
ESL & Bilingual Teacher Push-In Journals: Updated daily, logging one row per push-in period.
Bilingual Aide Push-In Journals: Updated daily by the aide, logging one row per period.
Mandatory Journal Format All push-in journal entries must adhere to a strict two-sentence framework:
Sentence 1 (Action): State what you did, with whom, and on what topic.
Sentence 2 (Outcome): State what happened as a result, citing concrete evidence.
These expectations apply to all content teachers who have at least one ML in their classroom. Every handout, lesson, and assignment must feature appropriate sheltered instruction techniques.
Content & Language Objectives: Both must be clearly posted every day.
The Language Objective must explicitly state what the student is expected to do with the language during that specific lesson.
Tier 1 (Basic Words): Requires minimal direct instruction.
Tier 2 (High-Utility Academic Words): Requires continuous, explicit instruction across all content areas.
Tier 3 (Domain-Specific Words): Must be taught directly in context.
Approved Methods: Utilize think-alouds, partner reading, text-dependent questions, write-arounds, and cut-and-grow strategies.
Prohibited Methods: Round-robin reading is strictly prohibited.
The Silent Period: Teachers must respect the silent period for newly arrived language learners.
Note on Independent Work: MLs below a 3.0 proficiency level should never be expected to produce written work independently without extensive scaffolding and support.
Grades 1–8 ELA Benchmarks: For MLs scoring below a Level 3, the ESL teacher is responsible for planning and grading the ELA benchmark.
Accommodations: All MLs are legally entitled to bilingual dictionaries and extended time on assessments.
Grading Mandate: No Multilingual Learner may fail an assessment solely due to a language barrier.