I. 6-12 Overview of ESL/ELD Program Models. The MPS Multilingual Programming Framework sets forth the expectations for ESL Support and Service per ELP/WIDA Level per grade. Each school is encouraged to consult with the Department to modify these supports to best suit building and student needs. Parents can receive more detailed information about students' ESL supports for academic achievement and English Language Development from their students' ESL teacher.
level determined by WIDA assessment
Pre-Entering (Limited/Inturrupted Formal Education)
(and Level 1 and 2
Level 6 Reaching
Students at this level are performing at or near grade level and are in all mainstream classes.
Students are scheduled into grade level classes according to their identified English proficiency level
Stand-alone English Language Development Course (ESL)
ESL/ELD class aligned to grade level content concepts taught by licensed ESL teacher Elective credit
ESL/ELD class aligned to grade level content concepts taught by licensed ESL teacher
Elective credit options for Long-Term ELs:
-Academic language and literacy
-Adjunct ELD classes
English Language Development (ELD) is delivered during co-taught content classes
Optimally, a block class taught by an ESL teacher with Highly Qualified credentials of dual licenses ESL/ELA teacher Elective credit
Sheltered ELA, taught by a Highly Qualified*/ESL/ELA teacher
ELD/ELA 2-period block
1 ELD and 1 ELA
1 ELD and 1 Reading
Co-teaching: ESL teachers support students who are clustered in mainstream grade level content class in which content and ESL teachers co-teach or collaborate.
Core Content Courses (Social Studies, Science, Math)
Instruction is aligned to grade level standards and content curriculum in a sheltered setting serving only English learners.
Math and science taught by content licensed teacher Social students taught by ESL or Social Studies licensed teacher
Instruction is aligned to grade level standards and content curriculum in a sheltered setting serving only English learners. Taught by content licensed teacher
*Teachers not fully licensed for a core academic subject who are not new to the profession may demonstrate subject competence in order to attain federal “highly qualified” status through the state-approved HOUSE process (high objective uniform state standard of evaluation)
Amount of support
Level 1: 2 periods of English, can be a block taught by same teacher; or one period of stand-alone ELD, and reading or sheltered ELA
Level 2: One period of ELD and one period of sheltered content
Level 3: One period of stand-alone ELD (options including ESL, Academic Language, adjunct classes, support classes) and one period of co-taught content
Level 4: One period of co-taught content
Level 5: One period of co-taught content
Definitions and Levels of support
Academic Language classes are taught by licensed ESL teachers. They are offered to LTELs (Long Term English Learners), with the purpose of supporting students with the vocabulary, academic discourse, and writing demands of core content classes. Units of instruction are aligned to Focused Instruction. Classes are for elective credit.
Specific ELD classes linked with a content class in which both ELL and native speakers are enrolled. Uses the same content, but the focus of instruction is language development, using the content as a base. Classes are for elective credit.
Targeted support for the demands of content classes. Can be part of RTI (Response to Intervention) model (Tier 2 support for students identified by teachers). Can be short-term (flexible or quarterly interventions). Classes are for elective credit.
Stand-alone reading support class, taught by a licensed reading teacher. ESL teacher may rotate in and out of ELA classes, providing literacy support aligned to common core (Tier 1 core instruction for all EL levels)
An elective class for Level 4 and 5 English Learners. AVID stands for Advancement Via Individual Determination, and focuses on Writing, Reading, Collaboration and Inquiry to prepare students for college readiness.