Assit students in learning content in English through sheltered content instruction and developed theri academic language and literacy skills though content area instruction
Introduce sheltered content instruction in English by bilingual and monolingual English speaking teachers; train students in learning strategies, and higher order and critical thinking skills in the native language and English
Collaborate with staff in designing and conducting professional development pertaining to strategies for effective instruction of eligible students
Make full use of all supplementary services, as appropriate, e.g., Title I, special education
Integrate program instruction with district initiatives, e.g., K-3 reading plan
Use partial mainstreaming on a subject by subject basis
Establish joint instructional planning and monitoring of student progress by bilingual, ESL, and monolingual English speaking teachers; provide teachers with training in collaborative approaches
Allow for flexible and creative scheduling
Ensure that an ESL program addresses students’ need for academic learning as well as English proficiency and literacy
Determine student language and academic learning needs
Offer the student an orientation to the school and school system
Provide high intensity ESL including speaking, literacy and academic English
Assist the student in learning content in English through such approaches as sheltered content instruction, partial mainstreaming, resource room help, and tutoring with written/reading assignments and tests
Teach learning strategies, higher order and critical thinking skills
Make available library resources (text, software, classics and high interest books on tape and in alternative formats, and other media resources related to academic content)
Devise a process for deciding whether or not students are making sufficient progress toward meeting the state English mastery standard
Prepare parent consultations for students in need of language support services
Plan language support services including ESL (speaking, literacy, content-based)
Assist students in mastering content with such approaches as: native language support; academic English instruction; sheltered content instruction; instruction in higher order and critical thinking skills and learning strategies; help in completing written assignments and preparing for tests; and resource room help
Enhance the current instructional program and align, to the extent possible, with skills tested
Make available library resources native language and English textual materials, software, classics and high interest books on tape and in alternative formats, and other media resources related to academic content
Assess staff training needs in terms of new instructional requirements, including language support and language transition support services
Train current staff in effective instructional practices including: experiential and discovery learning; first and second language acquisition and teaching strategies; first and second language literacy development; learning strategies, higher order and critical thinking skill development; technology for teaching; use of print and media resources; parent consultation; joint planning, collaboration, and team teaching
Provide administrative leadership, direction and support for staff collaboration
Hire sufficient certified and qualified bilingual education and ESL teachers, bilingual guidance personnel, and home/school liaisons
Encourage bilingual high school graduates to enter the teaching profession as bilingual education, ESL and regular classroom teachers
Determine whether any district schools have conditions favorable for establishing a two-way language program
Poll the district, school, staff and parents regarding their support for such program
Ascertain whether the district has or is willing to commit the necessary resources for planning and implementing such a program
Seek technical assistance in establishing a two-way language program
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