Elementary K-5 Program Outline

◊ All students are mainstreamed into the regular education program when they arrive in the district, taking into consideration the student’s English Language Proficiency (ELP), previous school grade, and age appropriateness. The regular education program includes all content and related arts classes, such as music, physical education, art, computers, etc.

◊ An initial ELL team meeting will be held concerning the student according to the ELL Identification Protocol. The ELL specialist will be responsible for scheduling the meeting. The ELL team will then review IPT results, the Home Language Survey, and any prior academic information obtained in order to develop the student’s individualized ELL placement plan.

◊ Sheltered English Instruction (content-based) will be provided, with the possible addition of pull-out or push-in language services, which may include 1) individual and/or group language acquisition services, 2) individual and/or group grammar modeling, 3) individual and/or group vocabulary building, 4) individual and/or group word-building interventions, 5) individual and/or group reading assistance, or in-class assistance.

◊ Individual pull-out language services are usually scheduled for approximately 20-30 minutes each day, up to five days a week. Students new to the district and/or who may test as non-English speakers (NES) will receive more intensive assistance than others.

◊ ELL Specialists or paraprofessionals may facilitate the pull-out sessions under the direction and supervision of the regular classroom teacher.

◊ When social and academic performance suggest and ELDA (or equivalent) tests indicate the student to be an advanced intermediate (ELDA Level 4) ELL, the student is generally referred for transition services, wherein the only active assistance the student receives is Sheltered English Instruction from his/her classroom teachers. The ELL team will confer with the student’s teacher and parents to make the final transition determination.

◊ When social and academic performance suggest and ELDA (or equivalent) tests indicate the student to be fluent in listening, speaking, reading, and writing, the student will be referred for exit from the ELL program. The ELL team will confer with the student’s teacher and parents to make the final exit determination.

◊ Each student exited from the program will be monitored (but not tested for English language proficiency) for two complete years, with necessary assistance and re-evaluations given when class performance so indicates.

◊ All school correspondence with the parents is translated into their native language when possible. The student skill checklist or performance evaluations are also translated, when possible, so parents can read them.

◊ Both a Spanish-speaking and Chuukese-speaking interpreter/translator are available to assist with parent and student communications. When translation for languages other than Spanish and Chuukese are necessary, we use Tele-Interpreters, an over-the-phone translation service. We also utilize the TransACT Library, which has numerous school communications pre-translated into various languages. Please refer to ELL Family Communication Protocol on page 17 of this guide.

◊ Parent-Teacher Conferences are highly encouraged. Each ELL and his or her parents/guardians are given ample time for the conference in order to allow enough time for proper communication and understanding. Interpreters are offered either in person or through the use of Tele-Interpreters. Please refer to ELL Family Communication Protocol on page 17 of this guide.