Students in a Supportive Mainstream program engage in all core content areas with their grade-level English-speaking peers. Classroom teachers use strategies to make content accessible in English language arts, math, science, and social studies. These students receive targeted English Language Development services through a supplemental support class, small group, and/or individual and embedded supports within the mainstream.
At the elementary level, students are included in all core content instruction but may participate in a small group led by their teacher, an ELD teacher or paraprofessional that “supplements” that instruction with extra support for their language development needs.
Guided by the state WIDA English Language Proficiency Standards, Common Core Grade Level Standards, and district curriculum, the ELD staff uses supplemental materials to facilitate English Language Development and to support grade level curriculum.
The type and amount of service received depend mainly on the proficiency status/overall level and domain levels of the student. We understanding that a student’s levels reflects the performance level at the time of placement test or annual test and that the progress in acquiring English language may vary. Other factors are also considered: length of attendance in U.S. schools, trimester progress reports, class summative and formative assessments, amount of parental support at home, etc.
At the middle or high school level, students are enrolled in all their core content classes with their English-speaking peers but may take a supplemental ELD support class designed specifically for Multilingual/English learners or receive “push-in” services to support their English language development during one or more of their content classes.