ESL/Bilingual Program

Several measures are in place to ensure the success of our program. Our students take core assessments that we use to track their development of skills in English acquisition as well as their academic ability in their core classes. This data is used to track trends and guide instruction. On a large scale, we are measured by the ACCESS and the SAT. The ACCESS is given annually in January and February and is used to measure a student’s language development. For the past two years we have made the Annual Measure of Achievement Objectives (AMAO) in language proficiency. This means that our students are making large strides in their second language acquisition. Our students are now also taking the Prairie State Achievement Exam which is how we track the district’s progress in meeting guidelines set by the No Child Left Behind Act (NCLB).

We have appropriately trained personnel in our ESL and Bilingual courses. Our teachers consistently participate in professional development that allows them to bring new and modern methods of working with ELLs. 

For students, we offer weekly tutoring to help students develop language skills while also working on content in their core areas. Credit recovery options are available following each semester to make sure that our students are always on-track for graduation. Students also participate in many multicultural activities that recognize and value student’s native culture. 

Support staff for EL students include on Bilingual Counselor and Bilingual Social Worker to help with social emotional needs.

Parents are invited to participate in evening events. We are always looking at increasing our involvement with parents and community members as we offer monthly Bilingual Parent Advisory Council (BPAC) meetings that discuss the program and provide outside organizations a platform to discuss important issues to our community. If you are interested in these meetings, please sign-up on our website. 

BPAC Sign-Up

Upcoming Events and BPAC Flyer

Currently, JTHS offers two Programs of Instruction for EL students.

Transitional Bilingual Education (TBE) Program Service Options
The ESL/Bilingual program provides English Language Learners (ELLs) the necessary support to attain proficiency in the English language. In instances where a student’s native or home language is Spanish, students can take their core classes in a bilingual environment designed to promote dual literacy in addition to ESL support. Students are placed in the program based on their results on either ACCESS or the WIDA screener that determine English-language proficiency.

Full-time TBE programs incorporate these required program components: instruction is provided in subjects required by law or by the district (including language arts, math, science, and social science) in the student’s home language (Spanish) and in English, English reading and writing support, Spanish language arts, and instruction in the history and culture of the student’s native land and of the United States.

Full Time TBE can also incorporate instruction provided by SIOP-trained teachers in English with English-speaking students as well as English courses taught using the co-teaching model of instruction with one ESL-trained teacher paired with an English teacher. Students who need services can choose which services best fit their needs for academic and language support.

Part-time TBE programs incorporate these required program components: daily instruction is provided in English and in the student’s home language as determined by assessment of the student’s English proficiency level. Additionally, students who accept part-time services also are enrolled in general education courses to supplement their ESL/Bilingual needs.

Bilingual Courses: Bilingual students receive most of their instruction in English with Spanish support provided by a Bilingual (Spanish-Speaking) teacher to aid students in building literacy and academic skills in the primary language and English.

SIOP/ESL Courses: SIOP students receive all their instruction in English by a SIOP-trained teacher that supports student’s literacy and academic skills by implementing the SIOP model in their instruction. The Sheltered Instruction Observation Protocol (SIOP) model is a research-based method of instruction targeted toward English learners. It is used to ensure ESL students have both their content and language academic needs met in the classroom. SIOP teacher does not need to be bilingual. These courses will also be taught by ESL-certified staff.

Transitional Program of Instruction (TPI)
This program must be offered when there are 19 or fewer EL students of the same language. This provides intensive English instruction and support in all content areas. It is designed to enable students to keep pace with peers in achievement in the core academic content areas.

All JTHS students are required to take 4 years of English classes. Students in our ELL Program also take English classes that are comparable to the English only classes but with an emphasis on language development. The level in which they are placed depends on the ELL screener (a test that measures their English skills), ACCESS scores, and teacher recommendations.