Bilingual Education


The English as a Second Language (ESL) program is offered to students  who speak languages other than English and utilizes a resource instructional delivery system concentrating on ESL instruction.  The program is designed to increase the English language proficiency skills in the areas of listening, speaking, reading and writing.  The program is staffed by ESL teachers and teaching associates.  Native language support is given, whenever possible, to enhance the educational development of each student.  There are three types of resource instruction that is provided.  These approaches are offered used together.

Transitional Program in English-Collaboration

Transitional Program in English:Collaboration serves English learners who are placed in classes with non-ELs.

Core academic subjects are taught in English.  Pull-out/co-teaching instruction in core academic subjects using specific strategies for ELs is provided, or the ESL-endorsed mainstream classroom teacher differentiates language instruction and uses specific strategies for ELs.  

In a departmentalized setting, specific core academic courses for ELs are not offered but EL strategies are used by the ESL-endorsed classroom teacher to differentiate, or additional services offered through co-teaching or as a separate instructional period.

ESL instruction is provided.

Home language instruction and/or support is offered as determined by the needs of the English learners.

Intentional and meaningful collaboration between teachers serving the English learners is required.



This system serves students in grades 6-12.  ESL classes are provided during the regular school day by an ESL teacher.  Students enrolled in the TPI program receive ESL instruction in a self-contained setting for one to two periods each day.  An ESL study hall is also available at the middle school level for to provide students with support in their mainstream content classes.

Students may receive one or more of the instructional systems described above.  Program delivery is based on the number of second language students needing services, scheduling, and linguistic and academic needs of the students. 



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