English Learners (EL)

Peace

Our Mission

To promote and enrich academic language learning for English Learners so they can participate meaningfully in the core curriculum. Advocacy, support, and collaboration are vital to the success of this mission. We celebrate and build upon the rich cultural heritage, knowledge, and experiences that our learners and their families bring to the community.

Our Vision

We recognize and build upon the rich cultural heritage, knowledge and lived experiences that our students and families bring to the community.

Our Program

Sun Prairie Area School District offers an integrated mainstream,  content-based ESL program, in which students receive specific language instruction that is structured around academic content. The principle goal is developing academic English skills and progress in core content.

Academic English refers to the student's ability to use their second language to learn and perform in their academic subjects and tends to:

  • Be more precise and specific in reference (personal, object concepts, time, place, rational, etc.) than everyday English.
  • Be more complex syntactically.  Be more dependent on "text" than on "context" for interpretation.
  • Be more cognitively demanding than everyday English.  Use distinctively grammatical constructions and devices, vocabulary, rhetorical conventions and disclosure markers, but not always.
  • Be learned in school - - but not without instructional attention.

Students' learn academic English through specific EL instruction and in regular classrooms using appropriately modified materials.

 

District EL Coordinator

Ann Williams
aewilli@sunprairieschools.org
608.834.6541

 

More Information

Background on ELs

There are now more than 750 students representing 52 different languages attending Sun Prairie Schools. The backgrounds of English learners are as varied as the languages they speak:

  • Some are recent immigrants seeking refuge from political repression or persecution, searching for greater economic opportunities, or reuniting with family members currently living in the United States.
  • Some are from migrant families seeking seasonal employment.
  • Some are from families studying or working in the United States for a designated time.
  • Some students have been recently adopted into American families.
  • Many were born in the United States and raised in homes in which English is not the primary language.

English Language Proficiency Assessment

Title III of the No Child Left Behind Act of 2001 was enacted to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. The following assessments are designed to meet the requirements of the NCLB accountability goals, Wisconsin statutes, and to provide students, parents, teachers, and schools with information about how students are progressing in relation to both the Wisconsin Model Academic Standards (WMAS) and World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards.

There are two types of assessments in which ELs participate: English language proficiency and content knowledge. To assess English language proficiency, students participate in the WIDA online screener, Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs®) ,or the Alternate ACCESS for ELLs™. 

WIDA online screener
WIDA online screener measures the English language proficiency of students who have recently arrived in the U.S. or in a particular district. It can help to determine whether or not a child is in need of English language instructional services, and if so, at what level.

ACCESS for ELLs®
ACCESS for ELLs® is a large-scale test that first and foremost addresses the English language development standards that form the core of Wisconsin’s approach to instructing and testing English language learners. These standards incorporate a set of model performance indicators (PIs) that describe the expectations educators have of ELL students at five different grade level clusters and in five different content areas.

Alternate ACCESS for ELLs™
The WIDA Consortium is developed the Alternate ACCESS for ELLs® to facilitate the inclusion of ELLs with significant cognitive disabilities in state accountability systems. 

EL Staff by building

C.H. Bird Elementary
Megan Snover
masnove@sunprairieschools.org
608.834.7315


Creekside Elementary
Stacy Stecker
sdsteck@sunprairieschools.org


Maiwa Lor
mlor@sunprairieschools.org
608.834.7736

Eastside Elementary
Kathryn Parsons
keparso@sunprairieschools.org
608.834.7457

Horizon Elementary
Jennifer Soehnlein
jjsoehn@sunprairieschools.org

Jessica Noche
jsnoche@sunprairieschools.org

608.834.7969

Meadow View Elementary
Jihye Martin
jymarti@sunprairieschools.org

Jahnobi Bora
jbora@sunprairieschools.org

Laura Ivanov
laivano@sunprairieschools.org
608.478.5067

Northside Elementary
Carolyn Miller
camille@sunprairieschools.org
608.834.7151

Jill Vingelen
javinge@sunprairieschools.org
608.834.7165

Royal Oaks Elementary
Molly Salas
mcvertz@sunprairieschools.org

Julie Parker
jlparke@sunprairieschools.org
608.834.7277   

Token Springs Elementary
Denise Anderson
pdander@sunprairieschools.org
608.478.5129 

Westside Elementary
Lindsey Osowski
lnosows@sunprairieschools.org


Alena Olson
agolson1@sunprairieschools.org 
608.834.7516

Patrick Marsh Middle School 
Kelsey Berg
kmberg@sunprairieschools.org

Lisa Allaman
lsallam@sunprairieschools.org
608.834.7661

Prairie View Middle School  
Robin Stehle
rmstehl@sunprairieschools.org

Michaela Miller
mjmille@sunpriarieschools.org
608.834.7855

Cardinal Heights Upper Middle School
Maloree Yang
myang@sunprairieschools.org
608.834.8087

Keri Jo Brown
ksbrown@sunprairieschools.org
608.834.8089

Sun Prairie High School
Kieran Connor
kcconno@sunprairieschools.org
608.834.6655

Pa Thao
pfthao@sunprairieschools.org
608.834.6814