The classroom teacher has the responsibility for the primary, direct instruction of English Language Proficiency eligible students. English Language Proficiency resources are provided to supplement the ELP student’s basic educational program. The purpose of this supplemental service is to teach English to non-English speaking students who qualify for services using the State guideline.
The ELP Program provides services to students depending on the student’s level of instructional need and the resources available. By participating in the ELP Program, an ELP student may be assigned to participate in one or more of the following supports during the school year.
Outside the classroom
Students work with an ELP trained Instructional Assistant away from the regular classroom setting. Usually this occurs for a short period of time each day. Specialized ELP materials are used to help students learn English. The classroom teachers, in collaboration with the ELP Instructional Assistants, plan for the instruction.
Inside the classroom
Different levels of support can be delivered within the classroom setting:
•Students in a content ELP program use a combination of ELP materials and regular classroom materials to learn conversational English while simultaneously developing academic skills. The Paraeducator designs lesson accommodations and modifications according to the English language needs of the student.
•Monitored students work entirely under the direction of a Paraeducator.
In each of our schools, ELP students meet daily in small pull-out groups. These groups are organized by the student’s English language needs. The groups develop skills of listening, speaking, reading, and writing. Sheltered curriculum is used to support learning language and concepts of all content areas (i.e., math, science, and social studies).