The Addison Early Learning Center prepares the whole child to reach his/her full potential through active learning and first-hand experiences. We celebrate individual differences and foster home, school, and community partnerships.

The Addison Early Learning Center philosophy is to provide assistance to preschool age children whose school readiness skills and behaviors are not as strong as they should be to ensure school success. To meet the needs of those children, the program concentrates on social/emotional skills, language development, motor skills, and educational concepts. Children who have weaknesses in one or more of these four growth skills may struggle in kindergarten. For that reason, our program stresses opportunities for developing skills and behaviors that lead to kindergarten success. With the help and encouragement of the staff, these children will be successful and grow in self-confidence. The staff will work to involve parents in school, class, and home activities to build early learning skills and prepare students for kindergarten.

Programs and Screening Process

All children 3-5 (but not eligible for kindergarten) are possible candidates for the Addison Early Learning Center. Students enter the program through a developmental screening process and are determined to be at-risk or may enter the program with an Individualized Education Program (IEP). Our school has three programs: Preschool for All, Preschool Expansion and Early Childhood.  Our Early Childhood program serves children with disabilities. Students with disabilities may also be placed in a Preschool for All or Preschool Expansion classroom or transition to these rooms throughout the year. Students in the Early Childhood classrooms have exposure to typically developing peers with a strong focus on their individual goals. Students in the Preschool for All and Preschool Expansion classrooms work on individual goals through peer modeling. 

Within 45 days of a child’s enrollment, parents and teachers work together to complete two screening tools: the Dial-4 and the Ages and Stages. Ages and Stages is a parent completed child monitoring system completed at the initial screening. The scoring of the questionnaires determines if children are within the normal range of development, if they need to be rescreened after a period of time, or if they need to be referred to a specialist for further evaluation and support. Within 45 days, teachers also assess students using Teaching Strategies Gold.

Data is gathered to determine if there are any areas of need. If the child needs further screening, parents will be contacted. Screening data helps to create the child’s initial instructional goals including social-emotional and executive functioning. One enrolled in the program, data is collected using Teaching Strategies Gold and the DECA social and emotional screener. All data is reviewed every six weeks to determine areas of support and success.

Early Childhood Essential Learning Standards

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Spanish & English SLP Standards

• Kindergarten
• 1st Grade
• 2nd Grade
• 3rd Grade
• 4th Grade
• 5th Grade

Common Core State Standards Initiative

Common Core Standards for Mathematics (Including Standards for Mathematical Practice)

Common Core Standards for English Language Arts (Including Literacy Standards for Science, Social Science and Technical Subjects) 

Common Core Standards Myths vs Facts

Common Core Illinois

Next Generation Science Standards

Essential Learning Skills

6th Grade

7th Grade

8th Grade

Vision:

Addison School District 4 Department of English Learning values and embraces diverse cultures and multilingualism while preparing students to be successful global citizens.

Mission:

Addison School District 4 Department of English Learning provides programs of instruction for English Learners (ELs) through authentic, multi-faceted experiences within and beyond the classroom.

Goals:

• English Learners will have equal academic access to core curriculum;
• ELs will develop high levels of proficiency in English and native language (when applicable);
• Families of ELs will have access to community partnerships and resources through district provided support.

Addison School District 4 is committed to providing high quality English Learner (EL) programs that view the students' native language and culture as an asset in the acquisition and development of linguistic, academic and social competencies.  A screening and testing program qualifies students for these programs; general characteristics include:

• a language other than English is spoken in the home on a daily basis

• the student’s English language development is limited

Identifying English Learners (EL)

According to Illinois Administrative School Code, each district in the state is required to screen all new, enrolling students who have been determined to have a language other than English used in the home. Once an additional language has been indicated, the district is obligated to screen the students with the state mandated screening instrument. The results of the screening instrument are used to determine English Language level, and subsequently, eligibility for EL services.

Types of English Learner (EL) Programs

Addison School District 4 offers a variety of programs for English Learners who need language and content assistance.

English Language Development (ELD) serves students from different language backgrounds. Instruction is given in English, with limited support in the native language, when available. Students may be pulled from a traditional classroom and given intensive ELD resource support, or students may be assigned to a self-contained "sheltered" ELD class. 

• ELD Resource:  English learners are grouped by age and English proficiency levels.  They meet with an ESL teacher in a pull out setting for instruction in English language development and reading and writing support.
• Sheltered English: English learners are grouped by age and/or English language proficiency level in self-contained settings.  They receive instruction from their classroom teacher who also has an ESL endorsement.

The goal of the ELD program is to provide structured, intense English instruction and grade-level content instruction, so that students will be prepared to transition to traditional classrooms with limited or no additional English language support. ELD support is offered at all Addison School District 4 schools, PreK through 8th grade.   

Dual Language Program provides content material instruction in English and Spanish.  Students develop full oral, reading, and writing proficiency in two languages.

• One-Way Dual Language: Spanish speaking ELs are scheduled into a dual language class with instruction in Spanish and English.  They receive instruction from their classroom teacher who also has a bilingual endorsement. One -way dual classes are offered at the Addison Early Learning Center, Ardmore, Army Trail, Fullerton, Lake Park, Lincoln and Indian Trail Junior High.
• Two-Way Dual Language: Spanish speaking ELs and native English-speaking students are scheduled together into a dual language class.  All students receive instruction in Spanish and English.  They receive instruction from their classroom teacher who also has a bilingual endorsement.  Two-way dual classes are currently offered in kindergarten and first grade at Stone and Wesley schools.

The goal of the Dual Language Program is to enable all students to become proficient in listening, speaking, reading and writing in English and Spanish; provide instruction that is challenging, engaging, and based on state standards; and foster positive cross-cultural attitudes and relationships.

One of the goals of Addison School District 4 is to ensure the success of our students. In order to measure student growth and progress, regular assessment of student learning takes place throughout the school year. Assessing the students in a variety of ways at different times during the year helps us understand how students are learning. When the test data shows that a student does not understand a concept, the teacher then has the opportunity to modify the way they teach in order to fill in the student’s learning gap.

Often, we think of assessment as the major tests that happen once or twice a year, but it is much more than that. We believe that many different approaches to assessment are important, and that the results need to be used to guide instruction. Given the different uses for assessment, it is critical that educators select the appropriate type of test. Below you will find information on the various assessments the Addison School District 4 students take throughout the school year.

Why Do We Test?

This is the most fundamental question in determining if students are learning, and it has various answers. Testing—or assessment-- is used to:

• Measure student achievement
• Inform instructional decisions
• Evaluate the effectiveness of instructional practices and programs
• Monitor educational systems for public accountability

The purpose of testing is to deliver accurate and reliable information that can be used by teachers and schools as they strive to create better students. There are no shortcuts to improving student achievement and creating a world-class workforce.

Why So Many Tests?

Multiple sources are necessary to tell educators what students know and can do. Due to the fact that tests provide different information, no one test can tell us all we need to know about one student’s progress. Therefore, using multiple assessments provides us a foundation to valid, reliable, fair information about student achievement.

Addison School District 4 utilizes a standards-based reporting system which we refer to as the Student Learning Profile (SLP). The SLP measures student progress toward grade level standards. Standards are statements about learning expectations for students, and a standards-based report card communicates a clear message about what children know, what they are able to do, and what they need to learn in relation to the Illinois Learning Standards and the Common Core State Standards.

The SLP is sent home three times per year in grades K-8. It places an emphasis on growth, understanding, and mastery of skills over time. Students are evaluated on standards listed in each content area, and progress is reported in relation to expected levels of performance at that point in time. Students also are evaluated on their work habits and social skills, as feedback in these areas is an important part of the communication between school and home. These are noted as Learning Habits. Student progress toward achieving the Standards will be reported using the following measure:

ME: Meeting with Excellence - Students consistently extend grade level and/or course level expectations. Students independently apply and evaluate Essential Learning Standards and Skills at an advanced level.

MS: Meeting Standard - Students consistently meet grade level and/or course level expectations with very little or no guidance. Students are able to demonstrate and apply Essential Learning Standards and Skills at a proficient level.

AS: Approaching Standard - Students are developing understanding of grade level and/or course level expectations but are in need of additional support. Students are able to demonstrate and apply Essential Learning Standards and Skills with guidance at a progressive level.

AC: Area of Concern - Students are not making adequate progress toward grade level and/or course level expectations. Students do not demonstrate application of Essential Learning Standards and Skills even with additional guidance.

For more information, view the Powerpoint slideshow on the Student Learning Profile (SLP) below:

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