English Learner (EL) Programs at Peirce
Peirce School of International Studies is committed to the long-term success of students through growth in language development, literacy skills, content mastery, and social-emotional learning.
About our EL Programs
Transitional Bilingual Education (TBE) Spanish
Peirce has a transitional bilingual (TBE) program for English Learners who speak Spanish in grades K through 8th. These students are eligible to receive native language instruction including curriculum materials in their native language. Students in the TBE program also receive English as a Second Language (ESL) services, and sheltered instruction strategies to help them access material taught in English. Students in the TBE program are placed with a bilingual certified teacher in a classroom that also has students who are not in the TBE program.
Transitional Program of Instruction (TPI)
The school also provides a transitional program of instruction (TPI) for English Learners who speak all languages other than Spanish, including Spanish speakers in Pre-K. Students in the TPI program receive English as a Second Language (ESL) services, and sheltered instruction strategies to help them access material taught in English. Students in the TPI program are placed with an ESL certified teacher in a classroom that also has students who are not in the TPI program.
Home Language Survey and Language Screeners
The TBE and TPI programs are designed for students who have a language background other than English, as indicated on the Home Language Survey completed by parents or guardians. A one-on-one English Language Proficiency screener then determines the student’s eligibility to be placed into one of the two programs.
Assessment of English Learners
All students identified as English Learners will take the annual ACCESS test. ACCESS results will determine continuation in the program or transition from the program in the subsequent school year. Some students are eligible for ACCESS accommodations. Students in the EL programs also
English Proficiency Levels
The six language proficiency levels outline the progression of language development in the acquisition of English as an additional language, from level 1 (entering the process) to level 6 (reaching the end of the continuum). The language proficiency levels define expected performance and describe what ELs can do at each level of proficiency. At the given level of English language proficiency, English learners will process, understand, produce, or use:
6 – Reaching
- Specialized or technical language reflective of the content areas at grade level
- A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
- Oral or written communication in English comparable to proficient English peers
- Specialized or technical language of the content areas
- A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports
- Oral or written language approaching comparability to that of proficient English peers when presented with grade level material
- Specific and some technical language of the content areas
- A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
- Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with an oral or written connected discourse with sensory, graphic, or interactive support
- General and some specific language of the content areas
- Expanded sentences in oral interaction or written paragraphs
- Oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic, or interactive support
- General language related to the content areas
- Phrases or short sentences
- Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support
- Pictorial or graphic representation of the language of the content areas
- Words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support
Report Card Waiver
Report cards are available in multiple languages. Upon registration, the parent/guardian can complete a report card waiver, designating in which language the family would like to receive their child’s report card and progress report.
Parent Notification Letters
Notice of enrollment
- Parents will be notified of eligibility for EL services no later than 30 days after the beginning of the school year or 14 days after enrollment when a student enrolls mid-year. The notice will be provided in English and in the home language of the student, when possible
- Any parent or legal guardian whose child has been enrolled in the EL Program has the right to withdraw the child from the program immediately by submitting a written notice to the school
- Students who score a 4.8 composite on the ACCESS test will be dismissed from EL services. Parents may choose for their child to continue to receive ELL services if they are eligible for dismissal within three years of enrollment to the EL program.
Transition from the EL Program
Transition from the EL program will be determined by the prior year’s ACCESS scores. Students must earn a 4.8 Composite score on the ACCESS in order to be dismissed from EL services. For two years after exiting from the district’s EL program, student progress will be monitored. Monitoring will include:
- Information about the language proficiency level of the student in each of the four domains provided
- Quarterly checks of grades and results from standardized tests
- Meeting with students, teachers, and parents as needed
Parent Involvement
Parent involvement in their child’s EL or Bilingual Program is highly encouraged by the EL staff and school communities. Bilingual families are encouraged to attend five Bilingual Advisory Council meetings held throughout the year.. These meetings provide a valuable opportunity for parents to collaborate with other parents and school personnel to continuously improve EL and Bilingual programming.
For more information, please contact Joshua Lerner, English Learner Program Teacher (ELPT). His email address is jdlerner@cps.edu
