2.1 District 622 has in place a written plan of services that describes the amount, scope and sequence specific to each level of English language proficiency.
Teaching and instruction models come in different forms to effectively address the unique needs of the EL students in district 622. EL teachers, along with content teachers (English, Music, Physical Education, Art), teacher assistants, media specialists, special education staff, After School Care staff, and home/school liaisons all provide instruction or instructional support to EL students. All EL students receive the greatest part of their instruction in the general education classroom.Some of the instructional approaches that support the learning of EL student are classroom teacher accommodations, collaboration with EL teachers, pullout by EL teachers, and sheltered content classes.
2.2 The programs and activities are evaluated to determine effectiveness.
District 622 EL population has grown immensely recently with EL students from many different backgrounds and cultures. The EL program is constantly being monitored and evaluated to more effectively address the needs of the growing linguistically and culturally diverse population.
2.3 If Applicable, evidence of implementation of specific programs for immigrant and refugee children and youth.
The district employs 6 bilingual liaisons fluent in Spanish, Hmong, and Somali. These liaisons are in contact with the students, families and staff on a daily basis. The liaisons go with new families to register incoming students, assist with Early Childhood screenings, Special Ed assessments and Parent/Teacher conferences. Liaisons and staff organize informational events for families in which the home languages are spoken rather than English-only. Liaisons make home visits, when needed, and assist the schools and families whenever an interpreter is required. Our district also has staff fluent in Spanish, Hmong, Somali, Vietnamese, as well dialects of 57 other languages.
The district also uses the Language Line, Over-the-Phone Interpretation Service, which allows staff, teachers, and families to communicate through interpreters using 3-way conference calls. The Language Line is available to all staff.
Special instructional design targeted to refugee children exists at the secondary level in a newcomer model. These instructional designs have been in place since 2008 and continue to change based on our changing student needs.