Transitional Bilingual-Late Exit 

WISEdata: BI-TBLE EdFacts: LNGPRGBI

Description: Students’ home language is used, in addition to English, to teach academic content. As proficiency in English increases, instruction in the students’ home language decreases. Transition to all English is complete by late elementary school, typically 4-6 years. Differs from a developmental bilingual program if the amount of instruction in the partner language falls below 50%. 

Language(s): Academic content learning facilitated in English and partner language. 

Learners: English learner speakers of the transitional language of instruction 

Serving EL/ELP≤5 

Standards: 

● Grade Level Academic Content Standards 

● English Language Development Standards: language expectations and proficiency level descriptors for interpretive and expressive language used to target and assess language proficiency across content.

Outcomes:

Late-Exit: Goal to grow English language proficiency and improve academic achievement. Designed for learner transition to an all-English instructional environment after four or more years.

Content-Based ESL 

WISEdata: ESL-CB 

EdFacts: LNGPRGESLSUPP

Description: Instruction in which content is used as the medium for building English Language skills, the primary focus remains on learning English. 

Language(s) of Instruction: English, could also be supported by student’s home language 

Learners: English learners only

Serving EL/ELP≤4

Standards: 

● Grade Level Academic Content Standards 

● English Language Development Standards: language expectations and proficiency level descriptors for interpretive and expressive language used to target and assess language proficiency across content. 

Outcomes:

Academic Achievement, English Language Proficiency Development

Integrated ESL AKA Push-In Co-teaching

 WISEdata: ESL-INT

 EdFacts: LNGPRGESLSUPP

Description: English Language Development is facilitated through an EL educator’s or EL educator supported paraprofessional pushes into the general education setting. The EL teacher or paraprofessional may be supporting ELs during a mini-lesson or wait for instruction to be complete before working in a small group with ELs. Teachers may be supported in language proficiency development. 

Language(s) of Instruction: English 

Learners: ELs integrated with non-ELs 

Serving EL/ELP<5 regular education setting EL/ELP<4 ( if, EL’s Only)

Standards: 

● Grade Level Academic Content Standards 

● English Language Development Standards: language expectations and proficiency level descriptors for interpretive and expressive language used to target and assess language proficiency across content. 

Outcomes:

Academic Achievement, English Language Proficiency Development

Heritage Language Bilingual

 WISEdata: BI-HL 

EdFacts: LNGPRGOTH

Description: Heritage language used for less than 50% of daily core instructional time. 

Language(s): Heritage language, and English, used to facilitate language, literacy and/or academic content learning. 

Learners: English learners who are heritage/home language speakers of a language other than English. 

Serving EL/ELP≤5 and non-ELs

Standards: 

● Grade Level Academic Content Standards 

● English Language Development Standards: language expectations and proficiency level descriptors for interpretive and expressive language used to target and assess language proficiency across content. (SLD standards, if partner language is Spanish) 

● World Language Standards

Outcomes:

Develop Heritage Language and English Language, Academic Achievement