In District 96, we use a co-teaching model to support our culturally and linguistically diverse learners.

Services available for English Learning for Culturally and Linguistically Diverse students (CLD)

  • District 96 uses an inclusion model with CLD students in General Education classrooms with support from Language Development Coaches (LDC).
  • LDCs co-teach in classrooms with support in reading, writing, speaking, listening, and more.
  • LDCs collaborate with all staff to support language and academic development.
  • We recognize that all CLD students are different in language and academic proficiency. Therefore, the amount of language support depends on the needs and abilities of the unique student.

Instruction and assessment for Culturally and Linguistically Diverse Students (CLD)

  • All students in District 96 will receive the language and academic support needed to help students grow/succeed academically and socially/emotionally.
  • All instruction includes both academic learning objectives and language learning objectives in the areas of speaking, listening, interacting, reading, and writing.
  • When students reach 5.0 on the ACCESS test, they exit from English development support.
  • Language supports depend on the ACCESS scores of the student and are outlined on the WIDA Can-Do Descriptors.

Identification and eligibility process for English Learning Services available for Culturally and Linguistically Diverse students (CLD)

  1. When students register, families complete a Home Language Survey.
  2. On the Home Language Survey, two questions ask whether a student or the family speaks a language other than English at home. If a family answers yes to either question, the school will need to determine whether the student qualifies for English development services.
    a. If the student previously received English support, but exited support based on ACCESS scores, he or she will NOT receive language support.
    b. If the student previously received support and still needs support based on ACCESS scores, he or she will continue to receive language support.
    c.  If the student is new to the country or from a state that does not use ACCESS, he or she will be screened by a Language Development Coach to determine eligibility and need for language development services.
  3. If the student qualifies for English language services, the student will take a yearly ACCESS assessment to evaluate language development and determine whether or not the student will continue to require English language support.
  4. If the student is eligible for language development support, a Language Development Coach will communicate with the family.