APA FORMAT
2
Analysis of ESL/ Bilingual Program
Georgeen Carthan
ELL Program, American College of Education
BE5013 - Foundations of ESL and Bilingual Education
July 17, 2022
Analysis of ESL/ Bilingual Program
In Illinois, schools’ legal obligations regarding ELs' instruction and language development depend on how many students speaking the same language attend their school. If 20 or more students with the same language background attend, the school is required to offer a program following the Transitional Bilingual Education (TBE) model. This model includes instruction in both English and the student’s native language. If fewer than 20 students with the same language background attend, students are to receive a program following the Transitional Program of Instruction (TPI) model. Under this model, ELs receive English language development but might not receive instruction in their native language.
70,400 students are classified as English Learners (ELs) at Chicago Public Schools. Upon enrolling your student in a CPS school for the first time, you will be asked to complete a Home Language Survey. Two questions are asked in the Home Language Survey or HLS. Answers on the HLS determine whether a student is screened for EL admissions. A test of English language proficiency is given to students who must be screened in the following areas: listening, speaking, reading, and writing. Different categories are tested depending on the student's age and grade level. Depending on the test score, your student may be placed in a Transitional Bilingual Education Program or a Transitional Program of Instruction. Both ELs and native English speakers can enroll in a Dual Language Program. CPS Bilingual Education Services provides rigorous and equitable instruction for ELs by federal, state, and CPS requirements.
Chicago Public Schools provides four models of instruction for ELs:
“Model 1: Bilingual Learning Behavior Specialist (Special Educator) Special Education Instructional Setting: The Bilingual Learning Behavior Specialist (special educator) can provide services to students recommended for an Instructional Special Education Program (more than 50 percent of the school day) or a Resource Program (student is in general education program with special education services for less than 50 percent of the school day). Language of Instruction for Special Education Services: Instruction provided in the appropriate native language and ESL, as specified in the student's IEP, shall be adapted and tailored to meet the linguistic needs of the EL.
Model 2: Team-teaching between bilingual teacher and an English Monolingual Learning Behavior specialist (Special Educator) Special Education Instructional Setting: This team-teaching model serves students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education program with special education services for less than 50 percent of the school day). The team-teaching model requires teachers to be in the same classroom when they provide instruction cooperatively. This model can be implemented in inclusion programs in which the monolingual Learning Behavior Specialist goes to bilingual education classrooms to service ELs with IEPs. Effective implementation of Model 2 requires the intentional scheduling of both teachers to ensure consistent planning time to best evaluate and instruct ELs with diverse educational needs. Both professionals must have access to EL IEPs in order to jointly address and implement what is outlined in them. The team-teaching model allows for cooperative technical assistance, consultation, instructional planning, and instructional delivery supports. Language of Instruction for Special Education Services: Instruction for ELs is provided in the appropriate native language and in ESL.
Model 3: English as a second language Learning behavior specialist (special educator) Special Education Instructional Setting: The ESL Endorsed Learning Behavior Specialist can provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education with special education services for less than 50 percent of the school day). Language of Instruction for Special Education Services: Instruction is provided in English using ESL strategies.
Model 4: Team-teaching between an ESL teacher and an English Monolingual LBS-Special Educator Special Education Instructional Setting: This team-teaching approach can be arranged to provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education class with special education services for less than 50 percent of the school day). This team-teaching model requires teachers to be in the same classroom when they provide instruction cooperatively. Effective implementation of Model 4 requires the intentional scheduling of both teachers to ensure consistent planning time to best evaluate and instruct ELs with diverse educational needs. Both professionals must have access to EL IEPs in order to jointly address and implement what is outlined in them. The team-teaching model allows for cooperative technical assistance, consultation, instructional planning, and instructional delivery supports. Language of Instruction for Special Education Services: Instruction is provided in English using ESL strategies.”
www.legislature.mi.gov. https://www.legislature.mi.gov/documents/2017-2018/Journal/Senate/htm/2017-SJ-05-18-048.htm
Based on my experience as a teacher and working closely with the individuals who do the screening for EL learners, I do not see the use of their native language being implemented into the curriculum. Resources are limited for students who speak other languages. There are times when students are provided with program materials in other languages. Some reading programs, for example, offer stories that have been translated into another language. In some classrooms and school libraries, teachers have bilingual books available to students. However, the Illinois General Assembly Amended the Courses of Study Article of the School Code as of 03/24/2022.
“Requires the State Board of Education to develop a curriculum relating to the Native American experience for students in kindergarten through grade 12. Provides for the State Board of Education to consult Native American tribes and individuals in developing the curriculum. Requires the implementation of the Native American curriculum starting in the 2023-2024 school year. Requires the State Board of Education to report progress of developing the curriculum to the General Assembly.”
HB4548 - ilga.gov. https://www.ilga.gov/legislation/102/HB/PDF/10200HB4548.pdf
English Learners (ELs) are entitled to and must receive appropriate Bilingual Education Services until the state-designated exit criteria is met. ELs are required to be annually assessed for English language proficiency (ACCESS for ELLs 2.0 ®) to monitor progress in listening, speaking, reading, and writing. Students identified as ELs are not considered English language proficient in the state of Illinois until they obtain an overall composite proficiency level of 4.8 on the ACCESS for ELLs 2.0 ® Assessment. • When a student is screened for English language proficiency and does not meet the minimum criteria set by ISBE, that student is identified as an EL and must be immediately placed into Bilingual Education Services • Program Year (PY) refers to student year(s) of participation in Bilingual Education Services. ISBE counts program years as full academic years. • Preschool and kindergarten services for ELs are classified as PY0. • Students who are enrolled for fewer than 150 days during a specific academic year, will not have their PY advance the following year • ELs must receive Bilingual Education Services until the state-designated exit criteria are met • Students meeting the state-designated exit criteria before receiving Bilingual Education Services for a minimum of three years, are entitled to continue receiving those services for the remainder of the three years (until PY3 is complete), unless a parent/guardian submits a request to transition them into the General Program of Instruction • PreK and K do not count toward the total years in the program.
Analysis of Bilingual/ESL Program
|
Program:
|
|
|
|
|
|
What is your evidence? |
Can this program be improved? How? |
Comments/Next Steps |
|
Is the program successful in promoting the achievement of English learners? NO |
CPS’ own evaluations of its bilingual programs between 2017 and 2020. Schools were cited for failing to offer enough instruction in the students’ native language, a lack of bilingual teachers and materials, and for failing to properly serve students with disabilities.
More Than 70% Of CPS Bilingual Programs Fall Short - WBEZ. https://www.wbez.org/stories/more-than-70-of-cps-bilingual-programs-fall-short/835b5876-98ea-4a4b-b082-3b92c298f8a6
|
Yes, this program can be improved. |
|
|
Is the program tailored to meet the linguistic, academic, and affective needs of English learners? Yes/No |
|
|
|
|
Does the program provide English learners with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English- speaking peers? Yes/No |
|
|
|
|
Does the program make the best use of district and community resources? Yes/No |
|
|
|