1. Elementary Programs
a. Two-Way Bilingual/Dual Immersion (DI): These programs have a strong,
comprehensive instructional design that
includes English Language Development,
primary language instruction and SDAIE
(Specially Designed Academic Instruction in
English/other non-English language). There
are two language groups represented in the
Two-Way classroom: English learners and
English proficient students who serve as
language models for each other during the
instructional day. The goal of this program is
to promote high levels of bilingualism/biliteracy
in two languages.
b. Structured English Immersion (SEI)
and Transitional Bilingual Program (TBP):
Students receive primary language instruction
in core subject areas with the goal of
transitioning students to full English language
instruction. Students continue to learn more
difficult listening, speaking, reading and writing
skills in English through English Language
Arts and English Language Development
(ELD) Instruction. Once transitioned to English
language instruction, primary language support
is provided as needed, in math, science, and
history/social science from specially trained
teachers using SDAIE strategies.
c. Structured English Immersion (SEI):
Instruction is entirely in English, incorporating
a strong and purposeful English Language
Development program and sheltered English
strategies. Primary language support may be
provided through textbooks and appropriate
strategies including Preview/Review methods.
2. Middle School Programs
a. Structured English Immersion (SEI): Students continue to learn more difficult
listening, speaking, reading and writing skills
in English through English Language Arts
and English Language Development (ELD)
Instruction. Students received instruction
and primary language support, if reasonably
possible and as needed, in math, science, and
history/social science from specially trained
teachers using SDAIE strategies.
b. Two-Way Bilingual/Dual Immersion (DI): This program is for both English learners and
English only students. Students interact as
language models for each other. The goal for
all students is that they learn English and meet
grade-appropriate academic achievement
standards for grade promotion and graduation;
and become bi-literate and multicultural
scholars.
3. High School Programs
a. Heritage Language: Hmong/Spanish
Speakers: These programs are designed to
meet the unique instructional needs of heritage
language speakers of Spanish and Hmong
who typically have high oral/aural proficiency,
combined with under-developed or nonexistent
literacy. The programs also build upon
the cultural literacy of the students.
b. English Language Development
(ELD) and Specially Designed Academic
Instruction in English (SDAIE): Students continue to learn more difficult
listening, speaking, reading and writing skills
in English through English Language Arts
and English Language Development (ELD)
Instruction. Students received instruction
and primary language support, if reasonably
possible and as needed, in math, science, and
history/social science from specially trained
teachers using SDAIE strategies.
c. Long-Term English Learner Language
Support Program: A pilot program for
long-term English learners which provides
additional time and instructional strategies
to amplify the delivery of the core content for
long-term English learners. Additional support
is also provided by a Student Learning Center.
The Student Learning Center is staffed with
university students who serve as tutors and
mentors for Long-Term English Learners.
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