1. Elementary Bilingual Program Planning Update to the Board of Education
September 17, 2007

2. Review of Work/Meetings Regarding 2008-09 Planning for the Bilingual Program
March-May All-call to staff and convened an
Elementary Bilingual Planning Team of participants that met five times.
July-August, Held two Administrative Bilingual Planning conversations to identify the specific problem and possible solutions.
August Conducted individual interviews on the bilingual program with the four attendance area principals.
August Held several conversations with Dr. Gorrell to explore ideas.
August Held two central office administrator discussions on the future of the bilingual program.
August-Sept Contacted five area school districts to gain insight about their ELL program models

3. Review of Work/Meetings Regarding 2008-09 Planning for the Bilingual Program cont.
August-Sept Plan to provide regular Board of Education updates
August-Sept Reviewed research on bilingual programming model and best practices.
September Sought information and insight from two DPI consultants regarding bilingual programming models.
September Held a listening session with the GE Bilingual Team to learn about their ideas regarding potential program changes.
September Sought out several native Spanish-speaking staff members at GE to gain a cultural understanding of the value of the bilingual program to families.
September Planning to host a GE bilingual parent meeting to talk about the current program and gain parental perspectives on potential program changes.

4. ELL Growth

5. Wis. State Statute
Bilingual-bicultural education program required.
(1) A school board may combine pupils in attendance at separate schools in its bilingual-bicultural education program. A school board shall be eligible for state aid under s if the number of limited-English proficient pupils served from the combined schools meet the requirements under (2), (3) or (4) …
(2) If in a language group under s (1), there are 10 or more limited-English proficient pupils in kindergarten to grade 3 in attendance at a particular elementary school and whose parents or legal custodians give written consent to such pupils’ placement under (3), the school board shall establish a bilingual-bicultural program for such pupils during the school term. Such programs shall be taught by bilingual teachers.
(3) If in a language group under s (1), there are 20 or more limited-English proficient pupils in grades 4-8 in attendance…
(4) If in a language group under s (1), there are 20 or more limited-English proficient
pupils in grades 9-12 in attendance…

6. ELL Population Growth By Site BLUE - Bilingual Program Model Program starts at SOMS RED- Elementary Bilingual Program Model Starts at SC GREEN - Elementary Bilingual Program Model shifts to GE
Site CV 2 20 27 28 38 21 31 SP 37 17 32 49 51 71 79 SC 18 13 25
114
129 7 GE
155
CKCS 23
BRMS 5 11
SOMS 14 26 36 60 56 98
VAHS 9 16 43 70
109
Total 63 92
135
168
223
329
453
533

7. Guiding Principals for the Elementary Bilingual Program
Allow students reach a high level of English proficiency.
Allow students to effectively learn academic content to reach promotion and graduation requirements.
Allow students to develop an understanding and appreciation of their own and other cultures and languages.
Provide students access to instruction that helps them maintain and develop proficiency in their home language.
Provide students and their families opportunities to interact and participate with the entire school community.

8. What Program Model Exist to Serve English Language Learners?
Instructional programs for English language learners (ELLs) fall under two main categories -- bilingual education or English as a second language (ESL) -- based on the language(s) used to provide instruction.  In bilingual education programs, content instruction is provided through both English and the students’ native language while the students develop English proficiency.  In ESL programs, all instruction is provided through English.  All bilingual education programs include an ESL component. 
In practice, schools and districts throughout the nation vary widely in their implementation of program models for ELLs; they typically use a combination of instructional models that include some elements of bilingual education and ESL.  The following tables illustrate the characteristics of common program models implemented in U.S. schools.
Source: Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students

9. Bilingual Programming Models
Two-way Immersion
Developmental (Late-exit) Bilingual
Transitional (Early-exit) Bilingual
Sheltered Instruction in English

10. Bilingual Program Models Descriptions

11. The Graph represents Grade Level (x-axis) compared to Norman Curve Equivalents (y-axis) Average performance of native-English speakers making one year’s progress in each grade (NCE =50)

12. Additional Information to Consider
Implications of any program changes/modification on:
Student Achievement
English Proficiency
Staffing
Locations
Resouces
Parental Input
Feasability