How are students identified and placed into the program?

To what extent are students accomplishing growth and performance on standardized tests and benchmark assessments?

What are the regular education teachers’ beliefs and perceptions about the instruction of ELLs?

Benjamin Wenger

(1) To prepare limited English proficient students to acquire the skills to be academically successful.

(2) To incorporate the culture and traditions of ESL students into their learning environment.

(3) To increase the English language proficiency of eligible students so that they can attain the academic standards adopted by the board and achieve academic success.

(4) To facilitate English language acquisition through communication skills of understanding, speaking, reading, and writing.

Secondary stakeholders: building principal, ESL coordinator, teaching staff, ELLs, and their families. 

Tertiary stakeholders: future ELLs and their families, schools beginning or altering their ESL programs, intermediate unit, and state legislatures.