plainfield consolidated school district

District 202 Handbook For ELL Services

Handbook for the department of students

of other languages.

Plainfield Consolidated School District District 202 English Learner

Handbook

Last updated Fall of 2016

1

Table of Contents Table of Contents 1

SECTION 228.5 PURPOSE AND APPL ICABILITY 3

SECTION 228.10 DEFINITIONS 5

SECTION 228.15 IDENTIFICATION OF ELIGIBLE STUDENTS 8

SECTION 228.20 STUDENT LANGUAGE CLASSIFICATION DATA 11

SECTION 228.25 PROGRAM OPTIONS, PLACEMENT, AND ASSESSMENT 12

SECTION 228.27 LANGUAGE ACQUISITION SERVICES FOR CERTAIN STUDENTS EXITING THE PROGRAM 14

SECTION 228.30 ESTABLISHMENT OF PROGRAMS 15

SECTION 228.35 PERSONNEL QUAL IFICATIONS; PROFESSIONAL DEVELOPMENT 23

SECTION 228.50 PROGRAM PLAN APPROVAL AND REIMBURSEMENT PROCEDURES 28

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 228.60 32

INSTRUCTIONAL SERVICES FOR ENGL ISH LANGUAGE LEARNERS 33

Pre-School 33 Elementary Level 33 Elementary School English Learners Service 34 Secondary Level 34 Active English Learners students at Middle School and High School 35 High School ESL 35 Middle School English Learner Services 36 Middle School Framework 36 English Le arners Servic es for T BE St udent s 36

ENGLISH LEARNER STANDARDS: 37

Organization of the (2012 Ampli fication) ELP s tandards 37 The Frameworks 37 The (2012 Amplification) English Language Proficiency Standards 37

WIDAS CAN DO DESCRIPTORS 38

REPORT CARDS AND GRADING 40

STUDENTS PARTICIPATION; RECORDS 40

RESPONSIBILITIES OF PLAINFIELD 202 ENGLISH LEARNER TEACHERS GRADES PK-12 41

RESPONSIBILITIES OF PLAINFIELD 202 SCHOOL ADMINISTRATORS 42

IDENTIFICATION OF ELIGIBLE STUDENTS 43

ELIGIBILITY REQUIREMENTS 43

Home Language Survey 45 English Language Proficiency Test 45 Placement of Eligible Students 45 Exception for ELP screening (228.15) 45 Placement Flowcharts 47

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PARENT REFUSAL OF SERVICES 54

ANNUAL ASSESSMENTS 55

NATIONAL ASSESSMENTS 55

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LOCAL ASSESSMENTS 59

Diagnostic Assessment 60 Local Assessments 61 Screening for English Language Proficiency 61

TEST ORDERING PROCEDURE: 62

EXIT PROCEDURES 62

DIRECTIONS FOR COMPLETING THE PRE-SCHOOL ENGLISH LEARNER TRANSITION FORM 67

DIRECTIONS FOR COMPLETING THE 5TH GRADE ENGLISH LEARNER COURSE RECOMMENDATION 67

REQUIRED DOCUMENTS FOR ENGLISH LEARNER STUDENT RECORD CHECK LIST 68

PARENT PARTICIPATION 70

BILINGUAL PARENT ADVISORY COMMITTEE (BPAC) 70

GIFTED ENGLISH LEARNER STUDENTS 71

Definition 71 Philosophy 71 Identification Process 71 English Learner Participation 72

ENGLISH LEARNER STUDENTS WITH SPECIAL NEEDS 72

PCCSD 202 GUIDEL INES FOR IEP MEETINGS 74

CERTIFICATION 75

Educator with Stipulation License (Formally Transitional Bilingual Certificate) 75 Requirements for Bilingual Approval/Endorsement 75 Requirements for the English as Second Language (ESL) Approval 76

GLOSSARY 77

ADDITIONAL DOCUMENTS 86

Talking Points for Elementary 87 English Learner Consideration Plan for Elementary 89 Middle School Framework 96 District Forms 18 96

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TITLE 23: EDUCATION AND CULTURAL RESOURCES

SUBTITLE A: EDUCATION

CHAPTER I: STATE BOARD OF EDUCATION

SUBCHAPTER f: INSTRUCTION FOR SPECIFIC STUDENT POPULATIONS

PART 228

TRANSITIONAL BILINGUAL EDUCATION

Section

228.5 Purpose and Applicability

228.10 Definitions

228.15 Identification of Eligible Students

228.20 Student Language Classification Data

228.25 Program Options, Placement, and Assessment

228.27 Language Acquisition Services for Certain Students Exiting the Program

228.30 Establishment of Programs

228.35 Personnel Qualifications; Professional Development

228.40 Students' Participation; Records

228.50 Program Plan Approval and Reimbursement Procedures

228.60 Evaluation

AUTHORITY: Implementing Article 14C and authorized by Section 2-3.39(1) of the School

Code [105 ILCS 5/Art. 14C and 2-3.39(1)].

SOURCE: Adopted May 28, 1976; codified at 8 Ill. Reg. 5176; Part repealed, new Part adopted

at 11 Ill. Reg. 5969, effective March 23, 1987; amended at 17 Ill. Reg. 104, effective December

18, 1992; amended at 26 Ill. Reg. 898, effective January 15, 2002; amended at 27 Ill. Reg. 9996,

effective June 20, 2003; amended at 30 Ill. Reg. 17434, effective October 23, 2006; amended at

34 Ill. Reg. 11581, effective July 26, 2010; amended at 35 Ill. Reg. 3735, effective February 17,

2011; amended at 35 Ill. Reg. 16870, effective September 29, 2011; amended at 37 Ill. Reg.

16803, effective October 2, 2013; amended at 38 Ill. Reg. 19757, effective September 29, 2014;

amended at 39 Ill. Reg. 11125, effective July 23, 2015.

Section 228.5 Purpose and Applicability

a) This Part establishes requirements for school districts' provision of services to

students in preschool through grade 12 who have been identified as English

learners in accordance with Article 14C of the School Code [105 ILCS 5/14C]

and this Part.

b) The requirements of Article 14C of the School Code and this Part shall apply to

every school district in Illinois and each charter school established in accordance

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with Article 27A of the School Code [105 ILCS 5/Art. 27A], regardless of

whether the district or charter school chooses to seek funding pursuant to Section

228.50 of this Part.

(Source: Amended at 39 Ill. Reg. 11125, effective July 23, 2015)

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Section 228.10 Definitions

"English as a Second Language" or "ESL" means specialized instruction designed

to assist students whose home language is other than English in attaining English

language proficiency. ESL instruction includes skills development in listening,

speaking, reading, and writing. (ESL is not to be confused with English language

arts as taught to students whose home language is English.)

"English Language Development Standards" means either the:

"2012 Amplification of English Language Development Standards

Kindergarten-Grade 12" (2012) for students in kindergarten and grades 1

through 12 published by the Board of Regents of the University of

Wisconsin System on behalf of the World-class Instructional Design and

Assessment (WIDA) Consortium, Wisconsin Center for Education

Research (WCER), University of Wisconsin-Madison, 1025 West Johnson

Street, MD#23, Madison WI 53706 and posted at

http://wida.us/standards/eld.aspx (no later amendments to or editions of

these standards are incorporated); or

"Early English Language Development Standards Ages 2.5-5.5 2013

Edition" (2013) for students in preschool education programs published by

the Board of Regents of the University of Wisconsin System on behalf of

the WIDA Consortium, Wisconsin Center for Education Research

(WCER), University of Wisconsin-Madison, 1025 West Johnson Street,

MD#23, Madison WI 53706 and posted at

http://www.wida.us/standards/eeld.aspx (no later amendments to or

editions of these standards are incorporated).

"English Language Proficiency Assessment" means the ACCESS for ELLs®

(WIDA Consortium, Wisconsin Center for Education Research (WCER),

University of Wisconsin-Madison, 1025 West Johnson Street, MD#23, Madison

WI 53706 (2006)).

"English Learners" means any student in preschool, kindergarten or any of grades

1 through 12, whose home language background is a language other than English

and whose proficiency in speaking, reading, writing, or understanding English is

not yet sufficient to provide the student with: the ability to meet the State's

proficient level of achievement on State assessments;

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 228 228.15

SUBTITLE A SUBCHAPTER f

the ability to successfully achieve in classrooms where the

language of instruction is English; or

the opportunity to participate fully in the school setting.

For the purposes of this Part, the terms "limited English proficient student"

and "students with limited English proficiency", as used in Article 14C of

the School Code, are understood to be "English learners".

"Home Language" means that language normally used in the home by the student

and/or by the student's parents or legal guardians.

"Language Background other than English" means that the home language of a

student in preschool, kindergarten or any of grades 1 through 12, whether born in

the United States or born elsewhere, is other than English or that the student

comes from a home where a language other than English is spoken by the student,

or by his or her parents or legal guardians, or by anyone who resides in the

student's household.

"Preschool Program" means instruction provided to children who are ages 3 up to

but not including those of kindergarten enrollment age as defined in Section

1020.12 of the School Code [105 ILCS 5/10-20.12] in any program administered

by a school district, regardless of whether the program is provided in an

attendance center or a non-school-based facility.

"Prescribed Screening Instrument" means the:

WIDA ACCESS Placement Test (W-APTTM) (2013) for students in the

second semester of grade 1 or in grades 2 through 12 (WIDA Consortium,

Wisconsin Center for Education Research (WCER), University of

Wisconsin-Madison, 1025 West Johnson Street, MD#23, Madison WI

53706) and accessible at http://www.wida.us/assessment/W-APT/; or

Measure of Developing English Language (MODELTM) (2008) for

students in kindergarten through or the first semester of grade 1 (WIDA

Consortium, Wisconsin Center for Education Research (WCER),

University of Wisconsin-Madison, 1025 West Johnson Street, MD#23,

Madison WI 53706); this instrument also may be used for students in the

second semester of grade 1 through grade 12.



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"Prescribed Screening Procedures" means the procedures that a school district

determines to be appropriate to assess a preschool student's level of English

language proficiency (minimally in the domains of speaking and listening), in

order to determine whether the student is eligible to receive bilingual education

services. The procedures may include, without limitation, established screening

instruments or other procedures provided that they are research-based. Further,

screening procedures shall at least:

Be age and developmentally appropriate;

Be culturally and linguistically appropriate for the children being

screened;

Include one or more observations using culturally and

linguistically appropriate tools;

Use multiple measures and methods (e.g., home language

assessments; verbal and nonverbal procedures; various activities,

settings, and personal interactions);

Involve family by seeking information and insight to help guide

the screening process without involving them in the formal

assessment or interpretation of results; and

Involve staff who are knowledgeable about preschool education,

child development, and first and second language acquisition.

"School District" means a public school district established under Article 10 or

Article 34 of the School Code [105 ILCS 5/Art. 10 or 34] or a charter school

established under Article 27A of the School Code [105 ILCS 5/Art. 27A].

"Sheltered Content Instruction" means instruction that is generally intended for

English learners who demonstrate intermediate or advanced English proficiency

and consists of adapting the language used in the particular subject to the student's

English proficiency level to assist the student in understanding the content of the

subject area and acquiring the knowledge and skills presented.

(Source: Amended at 38 Ill. Reg. 19757, effective September 29, 2014)



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Section 228.15 Identification of Eligible Students

a) Each school district shall administer a home language survey with respect to each

student in preschool, kindergarten or any of grades 1 through 12 who is entering

the district's schools or any of the district's preschool programs for the first time,

for the purpose of identifying students who have a language background other

than English. The survey should be administered as part of the enrollment

process or, for preschool programs, by the first day the student commences

participation in the program. The survey shall include at least the following

questions, and the student shall be identified as having a language background

other than English if the answer to either question is yes:

1) Whether a language other than English is spoken in the student's home

and, if so, which language; and

2) Whether the student speaks a language other than English and, if so,

which language.

b) The home language survey shall be administered in English and, if feasible, in the

student's home language.

c) The home language survey form shall provide spaces for the date and the

signature of the student's parent or legal guardian.

d) The completed home language survey form shall be placed into the student's

temporary record as defined in 23 Ill. Adm. Code 375 (Student Records).

e) The district shall screen the English language proficiency of each student

identified through the home language survey as having a language background

other than English by using the prescribed screening instrument applicable to the

student's grade level (i.e., kindergarten or any of grades 1 through 12), as set forth

in Section 228.10, or the prescribed screening procedures identified by the

preschool program. This screening shall take place within 30 days either after the

student's enrollment in the district or, for preschool programs, after the student

commences participation in the program, for the purpose of determining the

student's eligibility for bilingual education services and, if eligible, the appropriate

placement for the student. For kindergarten, all students identified through the

home language survey, including students previously screened when enrolled in

preschool, must be screened using the prescribed screening instrument for

kindergarten.



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1) The prescribed screening instrument does not need to be administered to

a student who, in his or her previous school district:

A) has been screened and identified as English language proficient as

required in this subsection (e); or

B) has met the State exit requirements as described in Section

228.25(b)(2); or

C) has met all of the following criteria:

i) resides in a home where a language other than English is

spoken, and

ii) has not been screened or identified as an English learner,

and

iii) has been enrolled in the general program of instruction in

the school he or she has previously attended, and

iv) has been performing at or above grade level as evidenced

by having met or exceeded the Illinois Learning Standards

in reading and math on the student's most recent State

assessment administered pursuant to Section 2-3.64a-5 of

the School Code [105 ILCS 5/2-3.64a-5] or its predecessor

assessment or, for students for whom State assessment

scores are not available, a nationally normed standardized

test, provided that either assessment was not administered

with accommodations for English learners. This provision

applies only to a student who had been enrolled in any of

the grades in which the State assessment is required to be

administered in accordance with Section 2-3.64a-5 of the

School Code or the grades in which any predecessor

assessment was administered.

2) For purposes of eligibility and placement, a district must rely upon a

student's score attained on the English language proficiency assessment

prescribed under Section 228.25(b), if available from another school

district or another state, provided that the score was achieved no sooner

than the school year previous to the student's enrollment in the district.



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3) If results are not available pursuant to subsection (e)(2), then a district

must rely upon a student's score on the prescribed screening instrument if

available from another school district or another state for the purposes of

eligibility and placement for students entering any of grades 1 through

12,

if the student's score on the prescribed screening instrument was achieved

no more than 12 months prior to the district's need to assess the student's

proficiency in English.

4) Each student whose score on the prescribed screening instrument or

procedures, as applicable, is identified as not "proficient" as defined by

the State Superintendent of Education shall be considered to be an

English learner and therefore to be eligible for, and shall be placed into a

program of, bilingual education services.

A) For preschool programs using a screening procedure other than an

established assessment tool where "proficiency" is defined as part

of the instrument, "proficiency" is the point at which performance

identifies a child as proficient in English, as set forth in the

program's proposed screening process.

B) For any preschool student who scores at the "proficient" level, the

school district may consider additional indicators such as teachers'

evaluations of performance, samples of a student's work, or

information received from family members and school personnel

in order to determine whether the student's proficiency in English

is limited and the student is eligible for services.

f) Each district shall ensure that any accommodations called for in the

Individualized Education Programs of students with disabilities are afforded to

those students in the administration of the screening instrument or procedures, as

applicable, discussed in this Section and the English language proficiency

assessment prescribed under Section 228.25(b).

g) The parent or guardian of any child resident in a school district who has not been

identified as an English learner may request the district to determine whether the

child should be considered for placement in a bilingual education program, and

the school district shall make that determination upon request, using the process

described in this Section.

(Source: Amended at 39 Ill. Reg. 11125, effective July 23, 2015)



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228.20

Section 228.20 Student Language Classification Data

In order to meet the requirements of Section 14C-3 of the School Code, every school district

shall update its individual student records in the Student Information System (SIS) authorized

under 23 Ill. Adm. Code 1.75 (Public Schools Evaluation, Recognition and Supervision) no later

than the first day in March of each year to reflect the following information [105 ILCS 5/14C3]:

a) whether the student has a language background other than English, as identified

via the home language survey;

b) whether the student has been identified as an English learner based on the results

of the prescribed screening instrument or procedures, as applicable, or the English

language proficiency assessment discussed in Section 228.15(e) or Section

228.25(b) of this Part; and

c) the home language, birth date, and grade or achievement level of the student

identified as an English learner.

(Source: Amended at 37 Ill. Reg. 16803, effective October 2, 2013)

ISBE 23 ILLINOIS ADMINISTRATIVE CODE


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228.25

Section 228.25 Program Options, Placement, and Assessment

a) Program Options and Placement

1) When an attendance center has an enrollment of 20 or more English

learners of the same language classification the school district must

establish a transitional bilingual education (TBE) program for each

language classification represented by those students. (Section 14C-3 of

the School Code) (See Section 228.30(c) of this Part.) A further

assessment of those students to determine their specific programmatic

needs or for placement in either a full-time or a part-time program may be

conducted. This subsection (a)(1) applies only to students enrolled in

kindergarten or any of grades 1 through 12 in an attendance center.

2) When an attendance center has an enrollment of 19 or fewer English

learners of any single language classification other than English, the

school district shall conduct an individual student language assessment to

determine each student's need for home language instruction and may

provide a transitional bilingual program in the languages other than

English common to these students. If the district elects not to provide a

transitional bilingual program, the district shall provide a locally

determined transitional program of instruction (TPI) for those students.

(Section 14C-3 of the School Code) (See Section 228.30(d) of this Part.)

This subsection (a)(2) applies only to students enrolled in kindergarten or

any of grades 1 through 12 in an attendance center.

3) When a preschool program of the school district has an enrollment of 20

or more English learners of any single language classification other than

English in an attendance center or a non-school-based facility, the school

district shall establish a TBE program for each language classification

represented by the students. If the preschool program of an attendance

center or non-school-based facility has 19 or fewer English learners of any

single language classification other than English, then the school district

shall meet the requirements of subsection (a)(2) of this Section when

determining placement and the program to be provided.

b) English Language Proficiency Assessment



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1) School districts must annually assess the English language proficiency,

including aural comprehension (listening), speaking, reading, and writing

skills, of all English learners in kindergarten and any of grades 1 through

12 (Section 14C-3 of the School Code) using the English language

proficiency assessment prescribed by the State Superintendent of

Education. This assessment shall be administered during a testing window

designated by the State Superintendent, for the purpose of determining

individual students' continuing need and eligibility for bilingual education

services. The annual assessment shall be based on the 2012 Amplification

of the English Language Development Standards Kindergarten-Grade 12

(2012), published by the Board of Regents of the University of Wisconsin

System on behalf of the WIDA Consortium, University of

WisconsinMadison, 1025 West Johnson Street, MD #23, Madison WI

53706, and posted at http://wida.us/standards/eld.aspx. No later

amendments to or editions of these standards are incorporated by this

Section.

2) The State Superintendent shall determine and post on the State Board's

website no later than September 1, 2010 the composite score and the

literacy score that will be used to determine whether a student is identified

as "proficient". Should the minimum scores be modified, the State

Superintendent shall inform school districts no later than July 1 of the

scores to be used and modify the State Board's website accordingly.

A) Each student whose score on the English language proficiency

assessment is identified as "proficient" shall exit the program of

bilingual education services, subject to the provisions of Section

14C-3 of the School Code [105 ILCS 5/14C-3].

B) Each student whose score is identified as "proficient" in

accordance with subsection (b)(2)(A) of this Section shall no

longer be identified as an English learner.

3) Each student who is not enrolled in a program under this Part but who has

been identified as an English learner shall be required to participate in the

assessment each year until he or she achieves a "proficient" score.


228.27

http://wida.us/standards/eld.aspx



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Section 228.27 Language Acquisition Services for Certain Students Exiting the Program

In accordance with Section 1703(f) of the Equal Educational Opportunities Act (EEOA), a

school district must provide services that will enable English learners to "overcome barriers that

impede equal participation by these students in the district's instructional programs" (see 20 USC

1703). Section 14C-3 of the School Code, however, authorizes school districts to discontinue

services to students who have been enrolled and participated in the TBE or TPI program for

three consecutive years. In instances where a school district chooses to discontinue TBE or TPI

program services as permitted under Section 14C-3 of the School Code for those students who

have not achieved English proficiency as determined by the process set forth in Section

228.25(b) of this Part, the district shall submit a plan to the State Superintendent that describes

the actions it will take to meet its obligations under Section 1703(f) of the EEOA. Any

amendments to the plan shall be submitted to the State Superintendent no later than 30 days

following adoption of the changes. The plan shall at least include:

a) the process and criteria the district will use to make a determination of when to

exit eligible students from the TBE or TPI program (e.g., after a certain amount of

time in the program, once a prescribed academic or proficiency level is achieved);

b) The language acquisition services and methods to be provided, including how the

services and methods differ from the general program of instruction in content,

instructional goals, and the use of English and home language instruction;

c) How the program will meet the educational needs of the students and build on

their academic strengths;

d) How the program will specifically help the students learn English and meet

academic achievement standards for grade promotion and graduation;

e) The names and qualifications of the staff who will implement the program; and

f) How sufficient resources, including equipment and instructional materials, shall

be made available to support the program.


ISBE 23 ILLINOIS ADMINISTRATIVE CODE 228.30


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Section 228.30 Establishment of Programs

a) Administrative Provisions

1) Program Facilities – Other than for preschool education programs, TBE

and TPI programs shall be located in regular public school facilities

rather than in separate facilities. (Section 14C-6 of the School Code [105

ILCS 5/14C-6]) If such a location is not feasible, the substitute location

shall be comparable to those made available to a majority of the district's

students with respect to space and equipment. If housed in a facility other

than a public school (including a charter school), the school district shall

provide a written explanation in its annual application to the State

Superintendent of Education as to why the use of a public school building

is not feasible.

2) Course Credit – Students enrolled in approved programs shall receive full

credit for courses taken in these programs, which shall count toward

promotion and fulfillment of district graduation requirements. Courses in

ESL shall count toward English requirements for graduation. Students

who change attendance centers or school districts shall do so without loss

of credit for coursework completed in the program.

3) Extracurricular Activities – Each district shall ensure that students

enrolled in programs shall have the opportunity to participate fully in the

extracurricular activities of the public schools in the district. (Section

14C-7 of the School Code [105 ILCS 5/14C-7])

4) Inclusion of Students Whose First or Home Language is English –

Students whose first or home language is English may be included in a

program under this Part provided that all English learners are served.

5) Joint Programs – A school district may join with one or more other school

districts to provide joint programs or services in accordance with the

provisions of Section 10-22.31a of the School Code [105 ILCS

5/1022.31a]. The designated administrative agent shall adhere to the

procedures contained in 23 Ill. Adm. Code 100 (Requirements for

Accounting, Budgeting, Financial Reporting, and Auditing) as they pertain

to cooperative agreements.



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6) Preschool and Summer School – A school district may establish preschool

and summer school programs for English learners or join with other

school districts in establishing these programs. Summer school programs

shall not replace programs required during the regular school year.

(Section 14C-11 of the School Code [105 ILCS 5/14C-11]) A school

district that offers a summer school program or preschool program shall

provide transitional bilingual education programs or transitional programs

of instruction for English learners in accordance with Article 14C and this

Part.

b) Instructional Specifications

1) Student-Teacher Ratio – The student-teacher ratio in the ESL and home

language components of programs serving students in kindergarten or any

of grades 1 through 12 as of September 30 of each school year shall not

exceed 90% of the average student-teacher ratio in general education

classes for the same grades in that attendance center. Decreases in the

ratio for general education during the course of a school year due to

students' mobility shall not require corresponding adjustments within the

bilingual program. Further, additional students may be placed into

bilingual classes during the course of a school year, provided that no

bilingual classroom may exhibit a student-teacher ratio that is greater than

the average for general education classes in that grade and attendance

center as a result of these placements. Preschool programs established

pursuant to Section 2-3.71 of the School Code [105 ILCS 5/2-3.71] that

provide bilingual education services shall meet the requirements of 23 Ill.

Adm. Code 235.30 (Early Childhood Block Grant) rather than the

requirements of this subsection (b)(1).

2) Grade-Level Placement – Students enrolled in a program of transitional

bilingual education shall be placed in classes with students of

approximately the same age or grade level, except as provided in

subsection (b)(3). (Section 14C-6 of the School Code)

3) Multilevel Grouping – If students of different age groups or educational

levels are combined in the same class, the school district shall ensure that

the instruction given each student is appropriate to his/her age or grade

level. (Section 14C-6 of the School Code) Evidence of compliance with

this requirement shall be:



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A) individualized instructional programs; or

B) grouping of students for instruction according to grade level.

4) Beginning with the 2012-13 school year, instruction in Spanish language

arts, where provided under subsection (c) or (d) of this Section, shall be

aligned to the standards that are appropriate to the ages or grade levels of

the students served, which are set forth in the document titled "WorldClass

Instructional Design and Assessment: Spanish Language Arts

Standards" (2005), published by the Board of Regents of the University of

Wisconsin System on behalf of the WIDA Consortium, University of

Wisconsin-Madison, 1025 West Johnson Street, MD #23, Madison WI

53706, and posted at http://wida.us/standards/sla.aspx. No later

amendments to or editions of these standards are incorporated by this

Section.

5) Language Grouping – School districts may place English learners who

have different home languages in the same class, provided that, in classes

taught in the home language:

A) instructional personnel or assistants representing each of the

languages in the class are used; and

B) the instructional materials are appropriate for the languages of

instruction.

6) Program Integration – In courses of subjects in which language is not

essential to an understanding of the subject matter, including, but not

necessarily limited to, art, music, and physical education, English learners

shall participate fully with their English-speaking classmates. (Section

14C-7 of the School Code)

c) Specific Requirements for Transitional Bilingual Education (TBE) Programs

1) Each full-time TBE program shall consist of at least the following

components (Section 14C-2 of the School Code):

http://wida.us/standards/sla.aspx



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A) Instruction in subjects which are either required by law (see 23 Ill.

Adm. Code 1) or by the student's school district, to be given in the

student's home language and in English; core subjects such as

math, science and social studies must be offered in the student's

home language, except as otherwise provided in subsection (c)(3);

B) Instruction in the language arts in the student's home language;

C) Instruction in English as a second language, which must align to

the applicable English language development standards set forth in

Section 228.10; and

D) Instruction in the history and culture of the country, territory, or

geographic area which is the native land of the students or of their

parents and in the history and culture of the United States.

2) Programs may also include other services, modifications, or activities such

as counseling, tutorial assistance, learning settings, or special instructional

resources that will assist English learners in meeting the Illinois Learning

Standards (see 23 Ill. Adm. Code 1, Appendix D) and for preschool

programs established pursuant to Section 2-3.71 of the School Code, the

Illinois Early Learning and Development Standards – Children Age 3 to

Kindergarten Enrollment Age (see 23 Ill. Adm. Code 235, Appendix A).

3) Beginning September 1, 2013, students may be placed into a part-time

program, or students previously placed in a full-time program may be

placed in a part-time program, in accordance with the requirements of this

subsection (c)(3) and only when the placement is instructionally beneficial

for the student.

A) If an assessment of the student's English language skills has been

performed in accordance with the provisions of either Section

228.15(e) or Section 228.25(b) and the assessment results indicate

that the student has sufficient proficiency in English to benefit

from a part-time program.

i) Evidence of sufficient proficiency shall be achievement of

the minimum score to be used for this purpose set by the

State Superintendent either on the prescribed screening




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instrument required in Section 228.15(e) or the English

language proficiency assessment required in Section

228.25(b). The State Superintendent shall inform districts

of the minimum score to be used for the prescribed

screening instrument or the English language proficiency

assessment, and post the minimum score on the State

Board's website. Should the minimum score be modified,

the State Superintendent shall inform school districts no

later than July 1 of the scores to be used and modify the

State Board's website accordingly.

ii) Preschool programs shall use as evidence of sufficient

proficiency either a minimum score for an established

screening instrument or a minimum level of performance

documented through established screening procedures.

B) If the student's score either on the prescribed screening instrument

required in Section 228.15(e) or the English language proficiency

assessment required in Section 228.25(b) is below the minimum

identified pursuant to subsection (c)(3)(A), the student may be

placed in a part-time program only if one of the following

conditions is met and the placement is instructionally beneficial for

the student.

i) Native Language Proficiency

A native language proficiency test documents that the

student has minimal or no proficiency in the home

language and a parent provides written confirmation that

English is the primary language spoken in the home.

ii) Academic Performance in Subjects Taught in English

Any student whose student grades, teacher

recommendations and State or local assessment results in

the previous school year indicate that the student has

performed at or above grade level in one or more core

subject areas (i.e., reading, English language arts,



20

mathematics, physical sciences, social sciences) that were

taught exclusively in English.

iii) Academic Performance

Any student in a departmentalized setting whose student

grades, teacher recommendations and State or local

assessment results in the previous school year indicate that

the student has performed at or above grade level in at least

two core subject areas that were taught in a U.S. school in

the student's native language or via sheltered instruction in

English.

iv) Students with Disabilities

Any student with a disability whose Individualized

Education Program developed in accordance with 23 Ill.

Adm. Code 226.Subpart C identifies a part-time

transitional bilingual education program as the least

restrictive environment for the student.

v) Limited Native Language Instruction

The use of native language instruction for a student whose

native language has no written component or one for which

written instructional materials are not available and cannot

be developed may be limited to those components that exist

in the language or to those components for which materials

are available. Oral native language instruction or support

should be provided based on the student's needs. School

districts shall maintain evidence of their attempts to secure

written instructional materials, as applicable, and present

that evidence to the State Board staff upon request.

C) A part-time program shall consist of components of a full-time

program that are selected for a particular student based upon an

assessment of the student's educational needs. Each student's

parttime program shall provide daily instruction in English and in

the student's home language as determined by the student's needs.



21

4) Parent and Community Participation – Each district or cooperative shall

establish a parent advisory committee consisting of parents, legal

guardians, transitional bilingual education teachers, counselors, and

community leaders. This committee shall participate in the planning,

operation, and evaluation of programs. The majority of committee

members shall be parents or legal guardians of students enrolled in these

programs. Membership on this committee shall be representative of the

languages served in programs to the extent possible. (Section 14C-10 of

the School Code [105 ILCS 5/14C-10])

A) The committee shall:

i) meet at least four times per year;

ii) maintain on file with the school district minutes of these

meetings;

iii) review the district's annual program application to the State

Superintendent of Education; and

iv) autonomously carry out their affairs, including the election

of officers and the establishment of internal rules,

guidelines, and procedures. (Section 14C-10 of the School

Code)

B) Each district or cooperative shall ensure that training is provided

annually to the members of its parent advisory committee. This

training shall be conducted in language that the parent members

can understand and shall encompass, but need not be limited to,

information related to instructional approaches and methods in

bilingual education; the provisions of State and federal law related

to students' participation and parents' rights; and accountability

measures relevant to students in bilingual programs.

d) Specific Requirements for Transitional Program of Instruction (TPI)

1) Program Structure – The level of a student's proficiency in English, as

determined by an individual assessment of the student's language skills on



22

the basis of either the prescribed screening instrument or procedures, as

applicable, required in Section 228.15(e) or the English language

proficiency assessment required in Section 228.25(b) in conjunction with

other information available to the district regarding the student's level of

literacy in his or her home language, will determine the structure of the

student's instructional program.

2) Program Components – A transitional program of instruction must include

instruction or native language support in the student's home language to

the extent necessary, as determined by the district on the basis of the

prescribed screening instrument or procedures, as applicable, required in

Section 228.15(e) or the English language proficiency assessment required

in Section 228.25(b), to enable the student to keep pace with his/her age or

grade peers in achievement in the core academic content areas. A

transitional program of instruction shall include instruction in ESL, which

must align to the applicable English language development standards set

forth in Section 228.10. A transitional program of instruction also may

include, but is not limited to:

A) language arts in the students' home language; and

B) instruction in the history and culture of the country, territory, or

geographic area that is the native land of the students or of their

parents and in the history and culture of the United States.





23

Section 228.35 Personnel Qualifications; Professional Development

a) Each individual assigned to provide instruction in a student's home language shall

meet the requirements for bilingual education teachers set forth in 23 Ill. Adm.

Code 25 (Educator Licensure) and 23 Ill. Adm. Code 1 (Public Schools

Evaluation, Recognition and Supervision), as applicable.

b) Each individual assigned to provide instruction in ESL shall meet the

requirements for ESL or English as a New Language teachers set forth in 23 Ill.

Adm. Code 25 and 23 Ill. Adm. Code 1, as applicable.

c) Preschool Programs

1) Each individual assigned to provide instruction to students in a preschool

program shall meet the requirements of 23 Ill. Adm. 235.20(c)

(Application Procedure and Content for New or Expanding Programs).

2) By July 1, 2016, each individual assigned to provide instruction to

students in a preschool program also shall meet the applicable

requirements of subsection (a) or (b), depending on the assignment, except

as provided in subsection (c)(3).

3) During school years 2014-15 and 2015-16, any school district unable to

meet the requirements of subsection (c)(2) shall submit a plan to the State

Superintendent of Education by September 15 of each year that

demonstrates how the program is actively working toward recruiting and

hiring fully qualified staff and serves preschool-age English learners. The

plan shall be developed and monitored jointly by school administrators

responsible for the preschool program and the bilingual education

program. Using a format prescribed by the State Superintendent of

Education, the plan shall include, but is not limited to:

A) Past and current efforts undertaken by the district to recruit and

hire fully qualified staff (early childhood, bilingual or special

education) to include, as applicable, steps taken to support current

preschool teachers in their efforts to obtain the early childhood

education or bilingual education endorsement and/or to retain fully

qualified staff;



24

B) Reasons why individuals meeting the requirements of subsection

(a) or (b) were not hired, if applicable;

C) Professional development activities focused on the needs of

preschool-age English learners; and

D) How the educational program for English learners will meet the

needs of those students without fully qualified staff, to include

information relative to the components set forth in Section

228.27(b) through (f).

4) Staff who are employed to assist in instruction in a preschool program but

do not hold a professional educator license shall meet the requirements of

23 Ill. Adm. 235.20(c).

d) Administrators

Beginning July 1, 2014, each individual assigned to administer a program under

this Part shall meet the applicable requirements of this subsection (d).

1) Except as provided in subsections (d)(2) and (3), any person designated to

administer either a TBE or a TPI program must hold a valid administrative

or a supervisory endorsement issued on a professional educator license by

the State Board of Education in accordance with applicable provisions of

23 Ill. Adm. Code 25 (Educator Licensure) and 23 Ill. Adm. Code 1

(Public Schools Evaluation, Recognition and Supervision) and must meet

the requirements of 23 Ill. Adm. Code 1.783 (Requirements for

Administrators of Bilingual Education Programs), as applicable.

2) A person designated to administer a TBE or TPI program in a district with

fewer than 200 TBE/TPI students shall be exempt from all but the

requirement for an administrative or a supervisory endorsement issued on

a professional educator license, provided that he or she annually

completes a minimum of eight hours of professional development. An

assurance that this requirement has been met shall be provided annually in

a school district's application submitted pursuant to Section 228.50.

Documentation for this professional development activity shall be made

available to a representative of the State Board of Education upon request.



25

3) A person who has been assigned to administer a TPI program in a district

that experiences such growth in the number of students eligible for

bilingual education that a TBE program is required shall become subject

to the requirements of subsection (d)(1) at the beginning of the fourth

school year of the TBE program's operation. A person who has been

assigned to administer a program under subsection (d)(2) in a district

where the number of students eligible for bilingual education reaches 200

shall become subject to the requirements of subsection (d)(1) at the

beginning of the fourth school year in which the eligible population equals

or exceeds 200 or more students. That is, each individual may continue to

serve for the first three school years on the credentials that qualified him

or her to administer the program previously operated.

e) Professional Development for Staff

1) Each school district having a program shall annually plan professional

development activities for the licensed and nonlicensed personnel

involved in the education of English learners. This plan shall be included

in the district's annual application and shall be approved by the State

Superintendent of Education if it meets the standards set forth in

subsections (e)(2) and (e)(3).

2) Program staff beginning their initial year of service shall be involved in

training activities that will develop their knowledge of the requirements

for the program established under this Part and the employing district's

relevant policies and procedures.

3) Training activities shall be provided to all bilingual program staff at least

twice yearly and shall address at least one of the following areas:

A) current research in bilingual education;

B) content-area and language proficiency assessment of English

learners;

C) research-based methods and techniques for teaching English

learners;



26

D) research-based methods and techniques for teaching English

learners who also have disabilities; and

E) the culture and history of the United States and of the country,

territory or geographic area that is the native land of the students or

of their parents.

4) In addition to any other training required under this subsection (e), each

individual who is responsible for administering the prescribed screening

instrument referred to in Section 228.15(e) or the annual English language

proficiency assessment discussed in Section 228.25(b) shall be required to

complete on-line training designated by the State Superintendent of

Education and to pass the test embedded in that material.

5) Each district that operates either a TBE or a TPI program for students of

Spanish language background in kindergarten and any of grades 1 through

12 shall provide annually at least one training session related to the

implementation of the Spanish language arts standards required under

Section 228.30(b)(4) for staff members of that program who are providing

instruction in the Spanish language arts.




228.40

Section 228.40 Students’ Participation; Records

a) Notice of Enrollment and Withdrawal

1) Notice of Enrollment – No later than 30 days after the beginning of the school year or 14 days after the enrollment of any student in a transitional bilingual education program in the middle of a school year, the school

district shall notify by mail the parents or legal guardians of the student that their child has been enrolled in a transitional bilingual education program or a transitional program of instruction. The notice shall be in

English and in the home language of the student and shall convey, in simple, nontechnical language, all of the information called for in Section 14C-4 of the School Code [105 ILCS 5/14C-4].

2) Withdrawal by Parents – Any parent or legal guardian whose child has

been enrolled in a program shall have the absolute right to withdraw the child from the program immediately by submitting a written notice of his or her desire to withdraw the child to the school authorities of the school

in which the child is enrolled or to the school district in which the child resides. (Section 14C-4 of the School Code)

b) Unless terminated as set forth in subsection (a)(2) of this Section, the duration of a

student's participation in a program under this Part shall be as set forth in Section

14C-3 of the School Code.

1) If a student participates in a TBE or TPI in preschool or kindergarten, then

that participation does not count towards the three-year total specified in

Section 14C-3 of the School Code.

2) If a student exits a program after three years and is not proficient in

English, then the school district shall meet the requirements of Section

228.27 of this Part.

c) Maintenance of Records and Reporting Procedures

1) Report Cards – The school shall send progress reports to parents or legal

guardians of students enrolled in programs in the same manner and with

the same frequency as progress reports are sent to parents or legal

guardians of other students enrolled in the school district.

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A) Progress reports shall indicate the student's progress in the program

and in the general program of instruction.

B) Progress reports shall indicate when the student has successfully

completed requirements for transition from the program into the

general program of instruction if that information has not been

reported separately in writing to the parents or legal guardian.

C) Progress reports for all students enrolled in a program under this

Part shall be written in English and in the student's home language

unless a student's parents or legal guardian agrees in writing to

waive this requirement. The parents' waiver shall be kept on file in

accordance with subsection (c)(3) of this Section.

2) Annual Student Reports – Each district must submit electronically the

information requested by the State Superintendent using the Student

Information System (see 23 Ill. Adm. Code 1.75) no later than June 30 of

each year. Each district also must complete the Program Delivery Report,

provided by the State Superintendent of Education, in which information

on each program is compiled.

3) Records – School districts shall maintain records of each student enrolled

in programs in the manner prescribed in 23 Ill. Adm. Code 375 (Student

Records). These records shall include program entry/exit information,

annual English language proficiency assessment scores and results from

the prescribed screening instrument for students in kindergarten and any of

grades 1 through 12 or the results from the prescribed screening

procedures for students in preschool programs; other student information

(e.g., language, grade level, and attendance); the rationale for a student's

placement into a part-time program, where applicable, including

documentation of the criteria, as set forth in Section 228.30(c)(3) of this

Part, used to determine that a part-time program would be appropriate; and

documentation of conferences and written communication with parents or

legal guardians. Parents and legal guardians of students enrolled in

programs shall have access to their students' records, as specified in 23 Ill.

Adm. Code 375.


Section 228.50 Program Plan Approval and Reimbursement Procedures

a) Reimbursement for programs provided by school districts pursuant to the

provisions of Article 14C of the School Code and this Part is contingent upon the

submission and approval of a program plan and request for reimbursement in

29

accordance with the requirements of Section 14C-12 of the School Code and this

Section.

b) Program Plan Submission and Approval

1) Applications for program approval shall be submitted, on forms provided

by the State Superintendent of Education, at least 60 calendar days prior to

the start of the proposed initial or continuing program.

2) The State Superintendent of Education will waive the requirement in

subsection (b)(1) of this Section only when an application is accompanied

by a statement of facts showing that the waiver will enable the district to

begin serving a student or students sooner than would otherwise be the

case.

3) School districts shall be granted at least 45 calendar days to complete and

submit applications to the State Superintendent of Education. A district's

failure to submit a completed application by the date specified on the form

will delay its receipt of reimbursement pursuant to subsection (c) of this

Section.

4) Applications for a Transitional Bilingual Education Program and/or a

Transitional Program of Instruction must contain at least the following

information:

A) The number of students to be served by grade or grade equivalent

and language group in a full-time or part-time program.

B) A summary description of the number and types of personnel who

will provide services in the program.

C) A description of the full-time and/or part-time program to be

provided to the students identified pursuant to subsection (b)(4)(A)

of this Section in relation to the applicable program standards set

forth in Section 228.30 of this Part.

D) Additional requirements for programs offering instruction in

Spanish language arts in kindergarten and any of grades 1 through 12 to include a description of

the methods by which the district will measure and monitor its students' progress with respect to

the standards required under Section 228.30(b)(4) of this Part.

E) A budget summary containing a projection of the program

expenditures (e.g., instruction, support services, administration and

30

transportation) and offsetting revenues for the upcoming fiscal

year, and a detailed budget breakdown, including allowable

program expenditures for which reimbursement is sought, other

program expenditures, and total program costs. At least 60 percent

of the funding received from the State must be used for

instructional costs [105 ILCS 5/14C-12]. "Instructional costs" are

limited to any of the costs described under Account Number 1000,

as set forth in 23 Ill. Adm. Code 100.Appendix D (Expenditure

Accounts).

F) In the case of a TBE program, an assurance that the district's

Bilingual Parent Advisory Committee established pursuant to

Section 14C-10 of the School Code and Section 228.30(c)(4) of

this Part has had an opportunity to review the application.

G) Inclusion of certifications, assurances and program-specific terms

of the grant, as the State Board of Education may require, to be

signed by the applicant that is a party to the application and

submitted with the application.

5) Applications that, upon review by the State Superintendent of Education

staff, are found to contain the information required pursuant to this

Section shall be recommended for approval by the State Superintendent of

Education. If the application is found to be incomplete, State Board staff

will send a written notice to applicants requesting that they supply the

needed information. In order to permit accurate allocation of funds for the

program among eligible recipients, the State Superintendent may establish

a deadline by which applicants must supply the requested information.

6) The State Superintendent of Education will approve applications that

demonstrate compliance with Article 14C of the School Code and this

Part, except that the State Superintendent shall invoke subsection (b)(5) of

this Section with respect to any requested information that is missing from

any application submitted for approval.

c) Account of Expenditures and Reimbursement Procedures

1) An account of each district's expenditures pursuant to Article 14C of the

School Code and this Part shall be maintained as required in Section

14C12 of the School Code. Accounting procedures shall be in accordance

with applicable requirements of 23 Ill. Adm. Code 100 (Requirements for

Accounting, Budgeting, Financial Reporting, and Auditing).

31

2) The final annual report of district expenditures, which shall include the

information specified in Section 14C-12 of the School Code, shall be

submitted on forms provided by the State Superintendent of Education no

later than July 20 of each year.

3) School districts shall submit claims for reimbursement of programs

approved in accordance with this Part on forms provided by the State

Superintendent of Education and in accordance with Section 14C-12 of the

School Code, as limited by subsection (b)(4)(E) of this Section. No State

reimbursement shall be available with respect to any student served for

fewer than five class periods per week.

4) In the event that funds appropriated by the General Assembly are

insufficient to cover the districts' excess costs, the funds will be distributed

on a pro rata basis and in accordance with the timelines specified in

Section 14C-12 of the School Code.

5) A request to amend a district's approved budget shall be submitted on

forms provided by the State Superintendent of Education whenever a

district determines that there is a need to increase or decrease an approved

line item expenditure by more than $1,000 or 20 percent, whichever is

larger. A budget amendment must also be submitted for approval when a

grantee proposes to use funds for allowable expenditures not identified in

the approved budget. An amendment shall not be approved if it results in

instructional costs comprising less than 60 percent of the total

reimbursement requested.

6) Budget amendment requests will be approved if the rationale provided for

each amendment includes facts demonstrating that:

A) there is a need (e.g., a change in the number of students served or

personnel needed); and

B) the altered expenditures and their related program services will be

in compliance with the requirements of Article 14C of the School

Code and this Part.


32



Section 228.60 Evaluation

a) Each school district's compliance with the requirements of Article 14C of the

School Code and this Part shall be evaluated by State Board of Education staff,

who shall use the criteria set forth in Article 14C of the School Code and this Part

to determine compliance.

b) Each school district's progress with regard to the academic achievement of English

learners shall be evaluated annually in accordance with the provisions of 23 Ill.

Adm. Code 1.40 (Adequate Yearly Progress).


In the spring of 2016, Illinois State Board of Education created a series of webinars to

explain and support Illinois School code available at:

http://www.isbe.net/bilingual/htmls/administrators.htm.

33

Instructional Services for English Language Learners

Pre-School

• Students ages 3-5 enrolled in preschool who have indicated a second language on the

Home Language Survey are administered the Pre-IPT Oral Language Proficiency Test to

determine eligibility for English Learner services. The following steps are used to

determine part-time placement:

1. Use the English Pre-IPT: For age 3: A-C qualify for English Language Services. For

ages 4-5: A-D qualifies for English Language Services. Then complete step two if student

qualifies. 2. Use the Spanish Pre-IPT. For ages 3: A-C limited Spanish speaker; for ages 4-

5: A-D limited Spanish speaker qualifies for part-time English language services. Then

complete step three. 3. Caregivers complete a survey on student’s language behaviors at

home.

If the student is eligible, the parent will be notified via the Form B Placement Letter. A

student whose native language is Spanish will be supported with native language

instruction in Spanish if 20 or more students are enrolled at the building. Students of other

language background will be placed in the Transitional Program of Instruction (TPI).

English Learner students with special needs will be placed in a setting where their needs

are best met. English Learner preschool students are re-screened at the end of the school

year using the WIDA-MODEL to determine English Learner services in Kindergarten.

Elementary Level

The main goal of the English Learner program at the Elementary level is to enable English

Learners (ELs) to become competent in comprehension, listening, speaking, reading, and

writing in English and Spanish. Elementary level students are served along a continuum of

services ranging from full-time TBE services, part-time TBE services, and ESL pull-out or

push-in services.

Caregivers may select native language support by choosing to enter their student into the

Transitional Bilingual Education program or English support with sheltered instruction in

the Transitional Program Instructional model.

The Transitional Bilingual Education (TBE) program is for the non-native English

speaking and native non-English speaking students who have difficulty with written or

spoken English. The program provides literacy instruction in the student’s native

language. The program helps students to succeed in academic subjects and learn English

and Spanish. The program is a late exit additive program. The programs content allocation

plan supports the transition to English. Full and part-time students are placed in the

program.

Plainfield’s program gradually increases a student’s exposure to English while

maintaining the native language. English instruction starts in kindergarten. Students will

receive literacy instruction in the native language through the BLA (Bilingual Language

Arts curriculum). A content allocation plan will dictate the transition into English. Spanish

speaking students at all other grades receive native language support as needed. Students

may receive Plainfield Consolidated District 202 English Language Arts Curriculum with

34

performance model indicators. Instruction in the history and culture of the country,

territory, or geographic area which is the native land of the students or if their parents and

in the history and culture of the United States.

The Transitional Program of Instruction (TPI) is for non-native English speaking

students who have difficulty with written or spoken English. The program provides

support to help students succeed in academic subjects and learn English.

For students speaking all other languages, ESL/TPI services are available as part of the

English Learner continuum of services. Based on language proficiency levels ALL

identified students in grades 1st through 12th grade will receive a minimum of 30 minutes

to a maximum of 180 minutes of daily ESL instructions. Kindergarten will receive a

minimum of 15 minutes daily.

Elementary School English Learners Service

Specific requirement for TBE programs:

When a building has 20 or more students who speak the same language a transitional

bilingual (TBE) program is offered. Specific requirement of a TBE program are:

1. Instruction must be provided in the student’s home language (L1) in core literacy.

Literacy L1 instruction is offered to both part-time and full-time students for a

minimum of 60 minutes for Kindergarten, a minimum of 100 minutes for grades 1-3rd

and minimum of 30 minutes for grades 4th-5th per day in the student native language

by a certified bilingual teacher.

2. Full and Part Time students continue home language support (L1) in core subjects

(math, science, social studies) by a certified bilingual teacher. Instruction in the history

and culture of the country, territory, or geographic area which is the native land of the

students or if their parents and in the history and culture of the United States.

A portion of the literacy block is dedicated to a minimum of 30 minutes of ESL

support. The districts content allocation plan stipulates the subjects to be taught in

Spanish and English.

3. Students will receive Sheltered English instruction if they were previously instructed in

English only or at the written request of the parent(s)/care giver. Instructional support

will be delivered from a certified bilingual or ESL teacher in at least one of the areas of

literacy: reading, word study, or writing. If needed students may also receive support

in all core content areas. Support in the primary language is offered as needed.

4. Buildings may adjust services as needed on a case-by-case basis to meet the needs of

the individual.

Secondary Level

The main goal of the English Learners program at the Middle and High school level is to

enable English Learners to become competent in comprehension, listening, speaking,

reading, and writing through the development of literacy and academic skills in English.

35

Support in the primary language is offered as needed. The program emphasizes the

mastery of English language skills as well as the content language of mathematics,

science, and social studies, as integral parts of the academic goals for all students to enable

English Learners to participate equitably in school.

The ESL courses are designed to meet the specific language needs of English Learners

students. The goal of the ESL courses is to integrate English Learners students gradually

into the school’s full academic curriculum without language support.

ESL courses at the middle school are offered at three levels. LA/ESL 1, LA/ESL II and

LA/ESL III. Four levels are offered at the high school: ESL I, ESL II, ESL III, and ESL

Bridge.

Sheltered Instruction (making academic instruction in English more comprehensible to

students learning English) in all content areas is the goal for all buildings. All English

Leaners students are to be prepared for college-level material and are given equal

opportunity to take advanced level classes if they so choose.

Active English Learners students at Middle School and High School

- Middle School: At this level, TPI students are placed with English Learners teachers for ESL and ELA support. Buildings may assign English Learners teachers to other subjects as necessary. Co-teaching and push-in techniques may occur as planned by general and

English Learners teachers. - High School: At this level, TPI students are assigned classes based on Language

Proficiency and Tier Level. Classes include: ESL 1, 2, 3 and Bridge. ESL 1, 2 and 3 are

English credit classes; ESL Bridge is an elective credit, in which a student simultaneously takes a mainstream English class. Some buildings may recommend Reading and

Reasoning upon exiting English Learner supports. - All other students are active TPI, or Transitional Program Instruction (English Learner

teacher provides English--only support with native language resources)

High School ESL

- ESL 1- Can be a block (2 class periods) based on enrollment the ESL 1 class will count for one English credit and one elective credit.

- ESL 2- Can be one or two class periods based on enrollment. The ESL 2 class will count

for one English credit and/or one elective credit. - ESL 3- Can be one or two class periods based on enrollment. The ESL 3 class will count

for one English credit and/or one elective credit. - Bridge- One class period and counts for 1 elective credit; student concurrently takes an

English class and receives one English credit.

- English Learner study hall (optional) – All students have a lunch/study hall, but English Learner students have the option of attending an English Learners study hall where extra

support is provided and it is considered half a class period if offered at the building.

36

Middle School English Learner Services

Specific requirements for TBE programs:

When a building has 20 or more students who speak the same language a transitional bilingual

(TBE) program must be offered. Specific requirements of a TBE program are:

1. Instruction must be provided in the student’s home language (L1) and in English; core

subjects (math, science, social studies, language arts) must be offered in the home

language if 20 or more students of the same language are represented in a building.

2. Daily English as a Second Language (ESL) must be provided.

3. Instruction in the history and culture of the country, territory, or geographic area which is

the native land of the students or if their parents and in the history and culture of the

United States.

Middle School Framework

Plainfield 202 TBE program at the Middle school level provides a continuum of services for

English Learners based on their English language proficiency levels.

Students are classified as TBE when a building has 20 or more students of the same native

language or TPI if a building has less than 20 students of the same native language. Content-

Based ESL: A content-based ESL class stresses the use of English in all four domains (speaking,

listening, reading, and writing) to communicate in meaningful situations using the academic

language students are exposed to in their core content classes. The focus is on language and

academic development, whereas in a general education class, the focus is only on academic

development.

English Learners Serv ices for TBE Students:

If a student qualifies for English Learners services and does not have an Individualized Education

Plan (I.E.P) the student can receive the following classes: - They may receive all core content in the student’s native language. The services may be

delivered by the Bilingual certified teacher and/or language support taught by an ESL certified

teacher. If the enrollment is not sufficient, the English Learner teacher will push into the appropriate

content classes for that student. - Students with an I.E.P. that receive instructional or resource minutes may work with the

English Learner teacher or receive consultation minutes with the English Learner teacher.

Furthermore, the English Learner student may be placed into an English Learner intervention. - Buildings may adjust services as needed on case-by-case basis.

37

English Learner Standards:

Organization of the (2012 Amplification) ELP standards

There are five WIDA English Language Proficiency (2012 Amplification ELP) standards, which

appear in two frameworks: Summative and Formative. The two frameworks can be used for

planning curriculum instruction and assessment of English learners (ELs) The common elements

of the two frameworks are the 1) 2012 Amplification ELP standards 2) language domains 3) grade

level clusters 4) language proficiency levels. Overlaying the standards are the Performance

Definitions that describe each level of language proficiency (See figure G and H of WIDA 2012

Amplification ELP standards). These definitions, by describing the stages of second language

acquisition, provide a guide for developing original strands of model performance indicators

(MPIs).

The Frameworks

The primary focus of the Summative Framework for instruction and assessment is to identify the

range of MPI’s that describe the outcomes of learning. In addition, it is intended to provide

students, teachers, and test developers with ways for English Learners to demonstrate their

developing English language proficiency over an extended period of time. The strands of the

MPIs in the Summative Framework, focusing on the products of learning, can be readily

converted to ongoing, formative information on English Learners. For example, rather than

relying on pictures or illustrations, as suggested in the Summative Framework, individual teachers

may substitute real-life objects or manipulatives to use in both assessment and instruction. To

learn more about transformations, see section 4.1 of the WIDA 2007 resource guide for ELP.

The formative Framework for instruction and assessment, on the other hand, is geared toward

guiding student learning and teacher instruction on an ongoing basis. The formative Framework

is intended to capture those aspects of instruction that are less typically measured by a test but are

important to teaching and learning. For example, interactive support within the Formative

Framework gives students opportunities to work as partners or in small groups, receive immediate

feedback from peers or teachers, engage in self-assessment during long-term projects, and

integrate technology into their assignments.

The (2012 Amplification) English Language Proficiency Standards

The five ELP standards are identical for the formative and Summative Frameworks. They reflect

the social and academic language expectations of English Learners in grades PreK-12 attending

schools in the United States. Each ELP standard addresses a specific context for language

acquisition (Social and Instructional settings as well as Language Arts, Mathematics, Science, and

Social Studies) and is divided into five grade level clusters: Pre K-K, 1-2, 3-5, 6-8, and 9-12.

Overall, the ELP standards center on the language needed and used by English Learners to

succeed in school. So not to confuse these standards with academic content standards, the

abbreviations shown in Figure2A are used.

The WIDA resource guide can be downloaded at

http://www.wida.us/standards/Resource_Guide_web.pdf

http://www.wida.us/standards/Resource_Guide_web.pdf

38

WIDAs CAN DO Descriptors

In the fall of 2008, WIDA released the following documents to provide grade level cluster-

specific versions of our CAN DO Descriptors. The Descriptors are commonly used by ESL

teachers in coaching general education teachers in the first steps for learning to differentiate

instruction for English language learners. In 2016, a revised document called the Can Do Key

Uses edition was released to educators.

These documents can be located: https://www.wida.us/standards/CAN_DOs/

They are available for the following grade level clusters:

Pre-K-Kindergarten, Grades 1-2, Grades 3-5, Grades 6-8, Grades 9-12

In February of 2016, WIDA released the Can Do Key Uses Edition for grade level Clusters

reflective of ACCESS 2.0.

These documents can be located: https://www.wida.us/standards/CAN_DOs/

Figure 2A: The English Language Proficiency Standards and their Abbreviations

Standard Abbreviation

English Language Proficiency

Standard 1

English language learners communicate for Social and

Instructional purposes within the school setting

Social and Instructional

Language

English Language

Proficiency Standard 2

English language learners

communicate information, ideas, and concepts necessary for academic success in the content area of

Language Arts

The language of

Language Arts

English Language Proficiency

Standard 3

English language learners communicate information, ideas, and

concepts necessary for academic success in the content area of Mathematics

The language of Mathematics

English Language

Proficiency Standard 4

English language learners

communicate information, ideas, and concepts necessary for academic

success in the content area of Science

The language of

Science

English Language Proficiency Standard 5

English language learners communicate information, ideas, and concepts necessary for academic

success in the content area of Social Studies

The language of Social Studies

https://www.wida.us/standards/CAN_DOs/

https://www.wida.us/standards/CAN_DOs/

40

Report Cards and Grading

English Learners are expected to meet the same education requirement as other students however,

they may need more time to do so. This means that while English Learners must meet the same

educational requirements as other students, these requirements must be presented in a manner that

is appropriate to English Learner students’ cultural and linguistic needs and in a time frame that

facilitates their learning. In regards to students who are acquiring both Spanish and English

simultaneously, students may show their understanding of the material being taught in either

language unless the assessment is specific to the English or Spanish language (i.e. language

structures, accents…)

Provided with the appropriate instructional accommodations, the English Learner student should

not receive a failing grade during the time he or she is developing language skills from the

beginning to the bridging states of language proficiency.

In regards to grading newcomers (students new to the country), the following guidelines are used:

Grade students based on what can be produced for their language level as indicated by the

screener, WIDA speaking and writing rubrics. On standards-based report cards, an NA indicates

an area students could not be assessed due to their level of language.

The comments section will indicate, for at least the first quarter/semester, students were assessed

on skills based on the WIDA English proficiency standards.

English Learners students should not be retained at a grade level because of their language skills.

Further Suggestions for grading:

1. The teacher may note on the report card comments section that a student’s language

proficiency level has been taken into account.

2. Assign a grade and follow with explanatory comments.

3. Use “p” for progressing/pass instead of assigning a letter grade for newcomers that are

new to the United Sates for less than one year.

4. Indicate whether the student is “at”, “above”, or “below” grade level expectations with

regard to learning objectives instead of assigning a letter grade. Follow this with a

narrative that explains the rating.

5. Describe progress in narrative form.

Students Participation; Records

See 23 Ill Adm. Code, Section 228.40

The ‘Grade Report Card Language Preference Form’ is included in the registration packet and

must be kept on file in the student CUM folder. If a request is made to receive the report card in a

language other than English, a copy of this form must be sent to the English Learner District

Translator Coordinator in order that this request is met.

41

Responsibilities of Plainfield 202 English Learner Teachers Grades PK-12

- Adhere to regulation of Illinois Administrative Code 228 Subtitle A Title 23

- Use district approved curriculum for instruction

- Differentiate grade level curriculum as appropriate for English language learners

- Provide consistent daily ESL instruction (15-20 min for Kindergarten, minimum of 30

minutes up to a maximum of 180 minutes 1st-12th)

- Collaborate with general education teachers about the expectations and accommodations

necessary for English Learner students in the mainstream classroom

- Attend professional development related to the English Learner field (SIOP, English

Learner strategies, bilingual education…)

- Confer with building administration to maintain student records for English Learner

students (active, monitored, withdrawal, refusals, Special Education, Gifted)

- Participate and assist with parent involvement activities and needs (conferences, parent

nights etc..)

- Attend flex/IEP meeting for English Learner students identified with disabilities

- Provide documented interventions if a student is being considered for RTI or special

education placement

- Administer local and state assessments (Pre-IPT, IPT-1, WAPT, ACCESS, WIDA

MODEL, OLSAT, Outcome assessments, PARCC, PSAT, SAT, etc.)

- Provide linguistic accommodations for students on state assessments

- Support native language instruction for Spanish-speaking students based on their language

proficiency needs

- Provide literacy and core content instruction dependent on students placement and schools

needs

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Responsibilities of Plainfield 202 School Administrators

- Meet regularly with the English Learner staff to discuss compliance issues such as: correct

identification of monitored, exited, active students, program model requirement (native

language instruction vs. ESL number of minutes served etc.), and documentation.

- Maintain a current record of identified SIOP trained teachers.

- Maintain and submit monitored student documentation.

- Schedule the English Learner students into sheltered content classes (secondary levels)

- Maintain the English Learner student’s records and meet timelines for submission of

reports.

- Complete forms for monthly student reports:

o Student class report

o Screening record report

o Parent refusal report

- Submit required documentation monthly to English Learner database support specialist

- Inform the English Learner database support specialist of any changes of student

placement or schedule changes

- Complete training to be certified to administer ACCESS, WAPT and WIDA MODEL

- Develop testing schedules for ACCESS. Follow assessment protocols for the security and

administration of state tests.

- Assist with the administration of state and local assessments.

- Inform curriculum directors of any students in the FLEX process and send to the English

Learner database support specialist a copy of the FLEX form.

- Inform curriculum directors and the English Learner database support specialist of any

English Learner student’s suspension, expulsions or out of placement students.

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Identification of Eligible Students

The PCCSD 202’s handbook for English language provides information regarding English

Learner students of all language proficiencies. Students are supported in all four domains

(listening, speaking, reading, and writing) throughout the district by high qualified and certified

teachers. Students are identified as English Learner through the use of a survey and a screener. If

needed a language proficiency test and a form completed by an adult caregiver may be used to

help identify the best placement for the student.

The information that follows establishes the goals of the English Learner program through goals,

resources, strategies, and opportunities for assessment. Therefore, allowing consistency between

all buildings in the district.

English Learner is identified in PCCSD 202 by the following descriptors:

Home Language Survey, W-APT Screener, PreIPT-1 (Preschool), IPT-1 (Elementary Level), and

parent form.

Upon registering at the preschool in the district if a student’s parent(s) or caregiver states they

speak a language other than English on the Home Language Survey a screener must be conducted;

Pre-IPT 1 in English and the Pre-IPT 1 in Spanish at the preschool level, in addition to, parent

feedback on language use in the home.

Upon registering at the elementary, middle school, and high school in the district parent(s) or

caregiver complete a Home Language Survey. If a language other than English is indicated on the form, then a screener must be conducted; WIDA MODEL for kindergarten through 1st-semester first-grade students or the W-APT for 1st grade 2nd-semester students through grade 12 (Illinois

School Code, Part 228.15). If the student does not meet the exit criteria necessary on the screener the student is eligible for English Learners’ services and the original Home Language Survey

form when the student enters the District is to be kept on file.

Eligibility Requirements

If a student meets the state criteria of a 4.2 reading and a 4.2 writing, with an overall composite of

5.0 on the W-APT screener then they will be placed in a general education setting. In regards to kindergarten students entering the first semester of kindergarten must score at least a 5.0

composite oral proficiency level on the WIDA MODEL to be considered English language proficient. A student who scores below this proficiency level is considered an English learner and is eligible for TBE/TPI service. (See Appendix C for State’s Proficiency definition and Illinois

Administrative Code 228.25(b)(2)).

Students who are entering the second semester of kindergarten or the first semester of 1st grade must score an overall composite proficiency level of 5.0 as well as a 4.2 in Reading and Writing on the WIDA MODEL to be considered English language proficient. A student who scores below

either of these minimum proficiency levels is considered eligible for TBE or TPI services.

Students entering the second semester of 1st grade through 12th need a composite proficiency level of 5.0 as well as a 4.2 in Reading and 4.2 in writing on the W-APT to be considered English

44

language proficient. A student who scores below is eligible for TBE or TPI services. (Pursuant to

23 Illinois Administrative Code 228.25(b)(2))

In accordance with Illinois State Code Section 228.30 (c) (3) PCCSD 202 acknowledges full and

part time TBE placement. District reports students’ full and part time placement to the district

data specialist.

A student may be considered part-time TBE if an assessment of the student’s English language

skills has been assessed. A student who scores below the minimum, as identified on the chart

below, a part-time placement is still permissible for the student if at least ONE of the following

conditions are met in the shaded area on the chart below.

Grade Level Part-Time Placement Standards

Kindergarten- First semester 4.0 and above oral language composite proficiency level on the MODEL, but not English proficient.

Kindergarten-Second semester through 1st-

First semester

3.5 and above literacy composite proficiency

level on the MODEL or the ACCESS for English Learners, but not English proficient.

First Grade-Second semester through 12th

Grade

3.5 and above literacy composite proficiency

level on the W-APT or the ACCESS for English Learners, but not English proficient.

1st through 12th If the previous year’s instruction in multiple

subjects or content areas were taught only in English.

Academic Performance in Subjects Taught in English

Any student whose grades in conjunction with teacher recommendation and state or local

assessments results in the previous school year indicate that the student has performed at

or above grade level in one or more core subject areas that were taught exclusively in English

Students with Disabilities Any student with a disability whose

Individualized Educational Program was developed in accordance with 23 Ill. Adm.

Code 226. Subpart C identities a part-time TBE as the least restrictive environment for the student.

Limited Native Language Instruction If a student’s native language has no written component or one for which written instructional materials are not available. Oral

native language instruction or support should be provided based on student’s needs.

Native Language Proficiency- IPT-1 A native language proficiency test documents

that the student has minimal or no proficiency in the home language spoken in the home.

45

Home Language Survey

The process to identify students requiring language support services under the State

Mandated TBE/TPI require that schools, when enrolling new students, administer the

Home Language Survey (HLS-Form A) to identify who may need services (Illinois School

Code, Part 228.15). Illinois State Board of Education offers the district the Home

Language Survey translated: http://www.isbe.net/bilingual/htmls/forms-and-

notifications.htm (See Appendix D for the Home Language Survey form in other

languages)

All new students identified through the Home Language Survey must be initially screened

for English Language Proficiency (ELP) using the appropriate screening test (below).

The original HLS from when a student enters the District is to be kept on file.

English Language Proficiency Test

Pre-Kindergarten-Pre-IPT Oral language Proficiency test

Kindergarten-WIDA MODEL

Grades 1-12-Placement Test (W-APT) Version 2

If a student is identified and has been screened in another District in the state of Illinois, the

student is also eligible for services in PCCSD 202. If student records are not available in a timely

manner, please contact the District Data Specialist.

If a student arrives from a State outside of Illinois after 12 months, administer the appropriate

screening test and follow District Procedures. If the state is part of the WIDA consortium those

scores may be accepted.

Placement of Eligible Students

Each student whose score on the prescribed screening instrument is not “proficient” shall be

considered eligible for English Learner services.

Parents must be notified in writing no later than 30 days after the beginning of the school year or

14 days after the enrollment of any student in the District that their child has been enrolled in

English Learner services. TBE/TPI staff must notify parents their child is eligible for English

Learner services (Form B).

Important Note: Students returning after a long-term absence (10 months or more) are considered

new students and must be administered the W-APT. The HLS should not be administered again.

Exception for ELP screening (228.15)

If ACCESS results from the last school year are available

If MODEL or W-APT screener results from the last 12 months are available

http://www.isbe.net/bilingual/htmls/forms-and-notifications.htm

http://www.isbe.net/bilingual/htmls/forms-and-notifications.htm

46

If student was previously screened with MODEL or W-APT and was English proficient;

or met state exit requirements on ACCESS

If the student, in the previous district:

o Has not been identified as an English Learner and was enrolled in the general

program of instruction; AND

o Met/exceeded state standards in reading & math on the most recent state

assessment or a nationally normed assessment if Illinois assessment not available.

47

Placement Flowcharts:

48

Late Exit Model

WAPT, WIDA MODEL, ACCESS BELOW 5.0

OVERALL, 4.2 READING, 4.2 WRITING

PARENT APPROVAL

FORM B/C SENT HOME

RECIEVES NATIVE LANGUAGE SUPPORT

RECIEVES BLA CURRICULUM

PARENT GIVEN A CHOICE TO REMAIN IN THE

PROGRAM UNTILL 5TH GRADE

All full and part time students who qualify

Enter the programESL=TPI

INSTRUCTION ALL IN ENGLISH

IPT-1 Determines Student has no

proficiency in Spanish and parent requests

RECIEVES 30-180 MINUTES OF ENGLISH AS

A SECOND LANGUAGE SUPPORT

49

TBE Full Time and Part Time Reporting See flow charts below

50

Full and Part Time

Kindergarten 1st Semester

51

TBE Full and Part time 2nd Semester Kindergarten

Reporting

Part- Time

3.5 on the WIDA-MOdel Below 3.5 on the WIDA-MODEL

IPT-1 level C or below and a parent letter

stating Englsih is the primary language in the

home.

Full-Time

Below 3.5 on the WIDA-MODEL

IPT-1 level D or above

52

Full and Part Time First Grade

Reporting

Part- Time

3.5 on the ACCESS

Below 3.5 on the ACCESS

IPT-1 level C or below and

a parent letter stating Englsih is the

primary language in the home.

Previous instruction in

English

The student's academic

Performance is on or above grade level.

Full-Time


IPT-1 level D or above

53

Full and Part Time 2nd Grade-5th Grade

Reporting

Part- Time

3.5 on ACCESS Below 3.5 on the ACCESS

IPT-1 level D or below and

a parent letter stating Englsih is the

primary language in the home.

Previous instruction in

English

The student's academic

Performance is on or above grade level.

Full-Time


IPT-1 level E or above

54

Parent Refusal of Services

A parent may refuse for their child to be enrolled in the State required TBE or TPI program of

instruction. The parent must request in writing that they do not wish to have their child enrolled in

the program and the reason they are refusing the program.

A copy of the letter must be sent to the District English Learner Data Specialist and the original

signed letter kept in the student green folder.

Parent refusal of services does not change the student’s status from LEP to non-LEP.

Once a student meets exit criteria they are classified as non-LEP.

Parent refusal of services does not exempt the student from participating in the annual State

required language proficiency assessment (ACCESS) test.

Services will be offered annually until the student no longer qualifies. An English Learner can

join or re-enter the program as well as select other programming choices. This can only occur

with the teacher documentation and recommendation. Parent approval must be obtained. (Form E)

All students identified as LEP, but whose parents refused language support services must have

their language needs addressed in the general program of instruction (See 23 Ill. Adm. Code

228.25 (c) (3)).

IF NO/YESCriteriaScreener for

Students

Pre-IPT, WIDA MODEL, W-APT, ACCESS

WIDA MODEL: Kindergarten and 1st semester first grade

WAPT: 2nd semseter of 1st Grade through 12th

Students≥ compostie proficiency level ≥ 5.0 and

≥ 4.2 in reading and writing

If No: Student is LEP and Shall be eligible for

TBE/TPI

If Yes : Student meets the State's minimum cri teria

for Engl ish Language Proficiency

55

Students who are refusals are monitored for four additional years (Title III, Part A, Subpart

2.Sec.3121(a) (4)).

Annual Assessments

The academic performance, including proficiency in English, of each English Learner, enrolled in

the State-mandated TPI and TBE program will be assessed annually using multiple assessments.

The determination of the particular assessment used for individual students is based on the

number of years the student has been in the TBE or TPI program. Pre-School and Kindergarten

years are not counted. Long-term breaks (10 months or more) are subtracted from the total time

the student has received English Learner services. Please see the district assessment calendar for

an overview of the assessments administered to English Learners in PCCSD 202. The following

list some of the test English Learners participate in:

National Assessments

1. State Annual Assessments

a. Partnership for Assessment of Readiness for College and Careers (PARCC)- The

exam measures students’ progress in meeting the Common Core State Standards for Learning in Mathematics and English Language Arts. These assessments are fully aligned to the K-8 Illinois Learning Standards in English language arts and

mathematics and emphasize academic rigor, critical thinking, and problem-solving and college and career readiness for all students. Third- through eighth-graders will

take the PARCC in both English language arts and math. PARCC Accommodations:

http://www.parcconline.org/assessments/accessibility/manual

b. IAA (Illinois Alternate Assessment)

The IAA is the yardstick the state uses to measure the learning of students with the

most significant cognitive disabilities. Students take the IAA if participating in the

state’s regular assessment- PARCC is not appropriate, even with accommodations.

The IAA is a performance-based assessment that uses on-demand tasks, which are

aligned to the Illinois Standard Achievement Test (ISAT) or the Prairie State

Achievement Examination (PSAE). The IAA is based on alternate achievement

standards in reading, mathematics, science and writing at the grades corresponding

to PARCC and PSAE.

c. SAT

The SAT® test is a timed standardized test widely used for college admissions.

The intent of the test is to measure a student’s reading, writing, and mathematical

readiness for college.

d. W-APT

http://www.parcconline.org/assessments/accessibility/manual

56

W-APT stands for the WIDA-ACCESS Placement Test. This assessment tool,

known as the “screener,” is used to measure the English language proficiency of

students entering the second semester of first grade through twelfth grade who

have indicated a second language on the Home Language Survey. The W-APT

identifies students who need English language support. The W-APT is to be

administered by trained and certified instructional personnel and certified non-

instructional personnel (coordinators, program directors, school psychologists,

speech and language therapists, assistant principals, assistant superintendents, and

superintendents).

The Illinois Administrative Code Part 228 Section 228. 15 (f) indicates districts

shall administer an individual English language proficiency assessment to each

student identified through the home language survey.

This assessment shall take place within 30 days after the beginning of the school

year or 14 days after the enrollment of any student in the TBE program in the

middle of a school year, for the purpose of determining the student’s eligibility for

bilingual education services. If a student is determined to be limited English

proficient (LEP), the district must inform parents in writing of the result of the

assessment and the program placement recommendations, describing the services

that are available to assist the student to become English language proficient.

A parent may refuse language support after other program options have been

offered. To refuse language support services parents must provide the district with

a signed, written statement that they are refusing services. However, this parental

statement does not relinquish the district from its obligation to provide a

meaningful education to the student and to continue to become English language

proficient. Students, whose parents have refused services, must continue to take

the state mandated English language proficiency test (ACCESS) until they meet

state exit criteria. (See appendix E for Refusal Monitoring form)

e. Pre-IPT and Pre-IPT 1 Oral English Language Proficiency Test

If the screener for children entering Preschool, ages 3 to 5 as defined in the School

code to determine students’ English language proficiency and to identify students

eligible to receive English Learner services.

f. WIDA MODEL

The WIDA MODEL is used as a screener for students entering Kindergarten and

the first semester of first grade to determine students’ English Language

proficiency and to identify students eligible to receive English Learner services.

A student with an IEP is required to take the WIDA MODEL.

57

The WIDA MODEL is to be administered by trained certificated instructional

personnel (the English Learner teacher) and certificated non-instructional

personnel (coordinators, program directors, school psychologists, speech and

language therapists, assistant principals, principals, assistant superintendents, and

superintendents).

g. ACCESS for English Learners

ACCESS for English Learners is a standards-based, criterion referenced English

language proficiency test designed to measure English Learners students social and

academic proficiency in English as well as the language associated with language

arts, math, science, and social studies with the school context across the four

language domains. The four language domains are a) listening/receptive, b)

speaking/expressive, c) reading/receptive, d) writing/expressive. The ACCESS for

English Learners is used to monitor annual progress of English Learners toward

meeting English language proficiency standards. It is also used to determine

TBE/TPI program placement and exit of English Leaner students.

ACCESS Performance Definitions for the Levels of English Language Proficiency

ACCESS Performance Definitions for the Levels of English Language Proficiency

6- Reaching Specialized or technical language reflective of the content area at

grade level.

A variety of sentence lengths of varying linguistic complexity in

extended oral or written discourse as required by the specified grade level.

Oral or written communication in English comparable to proficient

English peers.

5- Bridging Specialized or technical language of the content areas.

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or

reports.

Oral or written language approaching comparability to that of

English-proficient peers when presented with the grade-level material.

4-Expanding Specific and some technical language of the content areas.

A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs.

Oral or written language with minimal phonological, syntactic, or

semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected

discourse with sensory, graphic, or interactive support.

3- Developing General and some specific language of the content areas.

Expanded sentences interaction and oral interaction or written

paragraphs.

58

Oral or written the language with phonological syntactic, or

semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative, or expository.

Descriptions with sensory, graphic, or interactive support.

2- Beginning Phrases or short sentences.

Oral or written language with phonological, syntactic, semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions,

questions, or a series of statements with sensory, g1-Eraphic, or interactive support.

1-Entering Pictorial or graphic representation of the language of the content

areas.

Words, phrases, or chunks of language when presented with one-

step commands, directions, WH-, choice, or yes/no questions, or statements with sensory, graphic or interactive support.

ACCESS for English Learners is divided into three tiers: A, B, and C. While the tiers overlap, each tier assesses a different range of language proficiency. Therefore, to ensure the best possible

testing experience for each student and the most meaningful results, it is necessary to place each student into the tier that best matches his or her proficiency level.

The selection of a student’s tier is best made by his or her teachers, based on the information they have about the student’s language proficiency. Criteria may include the student’s progress in the

classroom as well as test results from the past administration of ACCESS for English Learners, WIDA MODEL, and/or the W-APT.

It is important to note that students who take the Tier A assessment score higher than a 4.0 proficiency level in the domains of Reading and Listening. Likewise, students who take the Tier B

assessment cannot receive higher than 5.0 on Reading or Listening. For this reason, students who are nearing these proficiency levels should be assigned the next higher tier so that their ability to show progress in these domains is not limited.

59

Local Assessments

A. Discovery Education Assessment

Provides Kindergarten through 12th-grade assessments in reading and math that

measure and improves student achievement and predict performance on the

state assessments. It measures knowledge, identifies weakness, remediates

with engaging Discovery Education streaming video content. It is administered

three times a year to students receiving literacy instruction in English to

measure benchmark growth.

B. Outcome assessments

These assessments are administered after each component of the district’s

curriculum has been taught. It is administered according to the curriculum

guide or after completing each unit. The curriculum outcomes are aligned to

the Common Core Standards.

60

C. PSAT

The PSAT® stands for the Preliminary Scholastic Aptitude Test. It is a

standardized test that lasts about 2 hours and 45 minutes long. The test assesses

an individual’s reading, writing, and math skills.

2. Diagnostic Assessment (Progress Monitoring)

a. DRA

The Developmental Reading Assessment provides teachers with a method for

assessing and documenting primary students’ development as a reader over time

within a literature-based instructional reading program.

b. EDL

Evaluacion del Desarrollo de la Lectura (EDL) is administered to Spanish-

speaking students K-5 receiving Spanish language literacy instruction. The EDL

enables teachers to identify reading strengths and weaknesses in each student and

drive skill instruction to meet their individual needs.

c. IDEA-IPT Language Proficiency Test (Spanish)

The IPT is designed to determine the proficiency level of students who are native

speakers of other languages and who are being considered for placement in

Bilingual programs.

Assessment Who Purpose Examiner

EDL (Evaluacion del desarrollo de la lectura)

Grades K-5 students who Spanish literacy

Determines independent reading level and documents student’s reading development over time.

Administered by TBE teacher.

DRA (Developmental Reading Assessment)

Grades K-8 students who receive English literacy

Determines independent reading level in English.

Administered by classroom teacher or reading specialist.

IPT (IDEA Proficiency Test)

Bilingual English/Spanish Students

Determines students reporting status as full or part time.

Administered by TBE teacher.

Diagnostic Assessment

61

These assessments will be given on an as needed basis and to all students in the Below

Standards category on the Discovery benchmark or state assessments and all students

with IEP's.

Local Assessments

Assessment Who Purpose Examiner

Discovery Education

Assessment

K-12 grade students

receiving literacy instruction in English.

Administered three times a year.

Benchmark Reading and Math

Math Language Arts,

Social Studies, and Science Outcome

Assessments

All students, after

completing each instructional unit or

component.

Specific academic

skills

Core content areas

High School Finals All 9th-12th-grade students, given at the end of each semester.

Specific course content and cumulative skills

Specific course

All IEP students K-12 will utilize the Discovery Benchmark Assessment at all schools

unless the IEP exempts the student from local assessment. At the primary level, IF a student

does not participate in the Discovery due to acquiring a language, teachers will need to

administer a DRA or EDL.

Screening for English Language Proficiency

The Illinois Administrative Code, Part 228, Section 228.lS(f) indicates districts shall

administer an individual language proficiency assessment to each student identified through the Home Language Survey as having a second language. This assessment shall take place within 30 days of the student's enrollment in the district, for the purpose of

determining the student's eligibility for English Learner services.

Screener Who Domain Placement

Pre-IPT Three-year-old

students entering pre-school.

Listening and

Speaking

Three-year-old students scoring below

a level D are considered LEP and are eligible for English Learner services.

Pre-IPT Four and Five-year-

old students entering pre-school.

Listening and

speaking

Four and five-year-old children

scoring below a level E are considered LEP and are eligible for English Learner services.

WIDA-MODEL

Students entering Kindergarten 1st semester

Listening and Speaking

Students scoring an oral language proficiency below a level of 5.0 and composite literacy (reading and

writing) levels below 4.2 are

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considered LEP and are eligible for English Learner services.

WIDA-

MODEL

Students entering

Kindergarten 2nd semester and 1st-

semester 1st grade

Listening,

Speaking, Reading, and

Writing

Students scoring below an overall

proficiency level of 5.0 and a composite literacy (reading/writing)

level below 4.2 are considered LEP and are eligible for English Learner services.

W-APT Second semester of 1st grade through 12 grade

Listening, Speaking, Reading, and

Writing

Students scoring below an overall proficiency level of 5.0 and a composite literacy (reading/writing)

level below 4.2 are considered LEP and are eligible for English Learner

services.

IDEA-IPT Spanish speaking students grades K-3

Listening, Speaking, Reading, and

Writing

A student scoring limited Spanish speaker (LSS) Level C and higher will be placed in the full-time bilingual

program. Level B and lower will be on a case by case basis.

Note: A student who achieves a 5.0 overall composite proficiency level and a 4.2 literacy

composite (reading/writing) proficiency level is considered English proficient and does not

qualify for English Learner services.

Test Ordering Procedure:

A. WIDA-MODEL

Each school has 2 kits of the WIDA-MODEL. The building administrator completes the

order form requesting the number of Student Response Booklets (SRBs) and scoring

sheets and send this to the English Learner department. The district office will order the

SRBs and scoring sheets for the W-APT.

Each school has a master copy of the W-APT. The W-APT is downloadable and free to all

Illinois public schools. More information on acquiring the W-APT is available at

www.wida.us.

B. ACCESS

The district orders the ACCESS test. Schools will request amount of tests needed.

C. IDEA IPT-language proficiency test (Spanish)

Each school with a TBE program has one kit. Answer booklets will be ordered by the

English Learner department upon building request.

Exit Procedures

In response to a Title 1 directive the U.S. Department of Education, the Illinois State

Board of education implemented a uniform definition of English language proficiency that

must be applied by a districts when determining which students are English language

learners eligible for state TBE/TPI and federal Title III LIPLEPS programs. A student

who achieves an overall composite score of 5.0 proficiency level and a 4.2 composite

http://www.wida.us/

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literacy (reading/writing) proficiency level on the ACCESS for English Learner is

considered English proficient and must be exited from the TBE/TPI program. Students can

remain in the program if English proficiency has not been achieved. English proficient

students are not eligible for the Title III LIPLEPS funded services.

1. Notify parents that the student has met state criteria for exit and will be monitored for

4 years. For students less than 3 years in the program, parents must approve the exit

decision.

2. Place notification of exit (Form D) in students’ green folder.

3. Parents have the option to keep their student in the program after reaching exit status.

Annual Review

At the end of each year, the English Learner committee (administrators, teachers) in each

building reviews every English Learner student. This includes:

Active students currently served.

Students who have refused services.

Former English Learner students who exited and who are being monitored.

Students who have refused services, but have met exit criteria and continue to be

monitored for 4 additional years.

MONITOR STUDENTS

The academic progress of former English Learners who have been reclassified as Fluent English

Proficient (FEP) students must be monitored for four years after demonstrating proficiency by attaining a score of 5.0 overall composite score and 4.2 literacy (combined reading and writing) on the ACCESS for English Learner state mandated test. Monitoring must ensure that former English Learner students who have been reclassified to FEP are able to participate meaningfully in the regular educational program, which means:

A. Students are able to perform on-par with their native English speaking peers in the regular educational program;

B. Students are able to access all aspects of the school's mainstream curriculum participate successfully without the use of accommodations for the English materials; and

C. Students have access to language instruction services if needed.

Building administrators: must formally monitor the student's academic performance

regularly. The information must be documented in the school and district student's records

(School Form: Monitoring English Learners Students Academic Progress Year 1, Year 2,

Year 3, and Year 4 (hardcopy) and in the District Four-Year Monitoring Review (electronic file).

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Elementary level administrators: student progress must be completed at the end of

each quarter for elementary. Please solicit feedback from general education teachers.

Completed forms do not have to be submitted until the end of the school year unless a

student is being reconsidered for re-entry for English Learners support services. If a student

is being recommended for support services, contact the English Learners Assistant Director for

consultation and approval.

Secondary level administrators: student progress must be completed at the end of each semester. Please solicit feedback from general education teachers. Comple ted

forms, however, do not have to be submitted until the end of the school year unless a student is being reconsidered for re-entry for English learner support services. If a student is being recommended for support services, contact the English Learner Assistant Director for consultation and approval

The source of information collected may include:

• Records on length of time from entry to transition and/or exit from program

• Performance on standardized achievement tests • Grades in content area classes • Grade point averages (GPAs) • Teacher observation checklist

• Parent observations and/or feedback

If monitoring shows that the student is falling behind in academic performance and/or

English language skills, the situation must be assessed, analyzed, and arrangements should be made to provide the student with appropriate assistance. Access to language instruct ion

services ·must be made available if the student needs assistance. Annual English

proficiency assessment is not required during the formal four-year monitoring period.

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TRANSITIONING FROM ELEMENTARY TO MIDDLE SCHOOL AND MIDDLE

TO HIGH SCHOOL

The main purpose of the English Learner program at the Middle School and High School

level is to enable English Language Learners to become competent in comprehension,

listening, speaking, reading and writing through the development of literacy and academic

skills in English. Support in the primary language is offered when needed. The program

emphasizes the mastery of English language skills as well as content language of

mathematics, science and social studies, as integral parts of the academic goals for all

students to enable English Language Learners to participate equitably in school. The district

highly encourages teachers of the students to meet as part of the transition process.

The ESL courses are designed to meet the specific language needs of English Learner

students. The goal of the ESL courses is to integrate English Learner students gradually into

the school's full academic curriculum without language support. ESL courses at the middle

school are offered at three levels: LA/ESL I, LA/ESL II, and LA/ESL III. Four levels are

offered at the High School: ESL 9, ESL 10, ESL III, and ESL Bridge. Sheltered Instruction

(making academic instruction in English more comprehensible to students learning English)

in all content areas is the goal for all buildings. All English Learner students are to be

prepared for college level material and be given equal opportunity to take advanced level

classes if they so choose.

Elementary School

TBE Students are instructed in a bi-literacy model. Parents have the option of keeping their child

in the bi-literacy model after the student has achieved English language proficiency. Students are

placed in the bi-literacy model based on the WIDA MODEL or W-APT screener results. Students

receive the BLA curriculum and participate in district outcome assessments. If the student

attended Bonnie McBeth Early Childhood center, then recommendation forms should be filled out

by the pre-school teacher. Pre-school and kindergarten teachers are encouraged to share

information located in the student’s green folder.

Middle School

Students receive instruction based on the English Language Proficiency Standards and the

Outcomes and Components related to Language Arts. Students are placed in classes based on

local and state assessments and teacher recommendation. In December, course

recommendation forms should be filled out by the 5th grade teacher and forwarded on to the

English Learner department at the PCCSD 202’s office. The English Learner department will

then provide a spreadsheet to all Middle School administrators with the ACCESS scores and

with student information, in addit ion to English Learner levels for the following year by

mid-December. Students are then scheduled into courses based on this information. Teachers

are encouraged to meet and share information located in the student’s green folder.

High School

66

ESL 9, ESL 10, ESL III, and ESL Bridge are implemented at the High School level.

Students receive ESL content-based instruction during a double block (100 minutes) and

receive two graduation course credits, one for English and one for an elective. Students

transitioning from Middle School to High School are placed in courses based on state and

local assessments and teacher recommendation. Students are then scheduled into the

appropriate courses by the counselors. Students are also to be scheduled into sheltered

instruction courses when available and appropriate. Students should be given the opportunity

to take AP courses if they so choose.

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Directions for Completing the Pre-School English Learner Transition Form

Make a copy of the English Learner Transition form for each of your students.

Fill out Screener results.

If the student qualifies for English Learner services record the date care givers/parents were

notified of placement.

Add any pertinent information in the comments section.

Directions for Completing the 5th Grade English Learner Course Recommendation

Make a copy of the English Learner Course Recommendation form for each of your 5th grade students.

Fill out the ACCESS scores for last year. In February (or when ACCESS scores are

released), the English Learner department will fill out the current year scores.

Fill out Discovery scores for the beginning of the year. Use the Growth Score for

Reading and Math.

Check whether the student has met or exceeded expectations on PARCC.

Using the data above and the placement guidelines, make a course recommendation for the student.

Turn in the English Learner Course Recommendation sheet for each student to the English Learner Department.

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Required Documents for English Learner Student Record Check List

All original documents are to be placed in the students green folder. This folder is to be stored in the student's cumulative (CUM) folder. The first item in this folder is the English

Learner Student Record Check List.

Documents are:

Home Language Survey (Form A) This form is completed at the time of registration as part of the student registration package. The original should be placed in green folder.

Pre-IPT, IPT-1, WIDA MODEL, W-APT Scoring Sheet

The original is to be placed in the green folder.

Notification o f English Language Learners Program Placement Le tte r (Form B)

Parents of students that are eligible for English Learner services should receive Form B. The original is to be placed in the green folder. Form B is the parent notification that is

sent home with the student. For new students, these items are to be sent together as a packet along with a copy of the (yellow) English Learner Student Record Check List to the English Learner database support specialist.

Full and Part Time placement checklist

This form should be completed for all students who are reported as part time to the district data specialist. A copy of the form should be sent to the district data specialist and the original kept with the student’s green folder.

Parent Withdrawal (Refusal) Letter

If a parent refuses service, place the original letter in the student’s green folder and send a copy of the letter to the English Learner database support specialist. Students will not be withdrawn from English Language Learners services unless the English Learner database

support specialist receives the letter.

Scores of Annual Assessments A copy of the following assessments: ACCESS scores, ISAT scores, and PSAE results should be placed in the green folder. On the outside of the green folder please update the

Academic Profile section in the English Language Learners Form with: grade; school year; homeroom teacher; and TBE/TPI teacher along with any ACCESS and state assessment

results. English Learner Notification of Continuing Services (Form C)

Form C needs to be completed and sent home for those students continuing English Learner services after three years and every year thereafter. Once the signed letter is

returned, the original is placed in the green folder and a copy is sent to the English Learner database support specialist.

Monitoring S tuden ts TBE/TPI teachers need to collaborate with the general education teachers of exited students

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to monitor their progress. Submit forms at the end of the school year (unless a student is

being reconsidered for re-entry for support services). The Corresponding Monitoring form (Monitoring Year 1, Monitoring Year 2, Monitoring Year 3, Monitoring Year 4) should be completed and sent to the English Learner database support specialist. Adhered to the

inside back of the green folder is Year 1, Year 2, Year 3, and Year 4 Monitoring English Learner Student Academic Progress form. This form is to be completed once the

monitoring forms are updated.

Notification of Exit from English Learner Services (Form D)

When a student meets the state exit criteria, Form D is completed, a copy sent to the parent/caregiver, the original is placed in the green folder, and a copy sent to the English

Learner database support specialist. Students who have received services less than 3 years may opt to continue services.

Notification of exit (students continuing in the program) At the elementary level parents are given the option to continue receiving native language

supports through fifth grade. Students who met the exit criteria on the ACCESS are not reported or required to take ACCESS testing, but are monitored for 4 years. The form allows parents to continue in the TBE program after exit. Students are monitored using the Year 1, Year 2, Year 3,

and Year 4 monitoring forms.

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PARENT PARTICIPATION

The No Child Left Behind Act of 2001 (NCLB) defines parental involvement as regular,

two way, and meaningful communication between parents and schools to ensure that parents

are full partners in their children's educational experience.

The vision of the Secretary of Education and the Director of the Office of English Language

Acquisition, Language Enhancement and Academic Achievement for Limited English

Proficient Students (OELA) is that parents, community organizations, and governmental

agencies will work together to make sure that no child is left behind.

BILINGUAL PARENT ADVISORY COMMITTEE (BPAC)

Article 14c of the Illinois School Code requires that each district implementing a state

mandated Transitional Bilingual Education Program establishes a Bilingual Advisory

Committee (BPAC) consisting of parents of English Learner students enrolled in the district

English Learner programs. The BPAC is coordinated by the Assistant Director for the

Department of English Language Learners and the district Parent Liaison.

The BPAC is recognized as a standing committee of PCCSD 202.

The role 'of the BPAC is to:

• Meet four (4) meetings per school year.

• Maintain on file with the school district minutes of these meetings.

• Promote effective practices in the school system to support the

academic achievement of all English Learners students.

• Advise district staff with regard to the needs of English Learner students and

the quality of the English Learner programs provided by the district.

• Annually approve and sign the state application and plan for bilingual

fund expenditures.

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GIFTED English Learner STUDENTS

Definition

Plainfield Community Consolidated School District #202 defines gifted students as "children

and youth with outstanding talent who perform or show the potential for performing at

remarkably high levels of accomplishment when compared with others of their age,

experience, or environment" (National Association for Gifted Children, United States

Department of Education, 1993).

Philosophy

The philosophy of the Gifted and Talented Program for PCCSD 202 is that academically

gifted students will receive high-quality learning experiences that maximize individual

potential and foster each individual's value, uniqueness, and importance.

The Gifted and Talented Education Program, in coordination with the Illinois Legislation,

will provide, differentiated and challenging opportunities for high achieving students who

are identified as Gifted and Talented, regardless of economic status, ethnic origin, gender,

or physical disability.

Identification Process

Nine assessment measures, including Discovery test scores and Cognitive ability, are used to

determine PCCSD 202-second grade students. The district analyzes cognitive ability and

achievement data to determine student placement.

OLSAT-Cognitive ability

o Verbal and Non-verbal

Discovery Reading and Math scores

The Teacher Checklist is also completed to note classroom performance. New students

arriving after the spring of second grade are assessed using the appropriate measures,

assessments and the Teacher Checklist.

The top 10% of students within the Plainfield School District are identified to be a part of

the Gifted and Talented Program. Once identified, elementary students are placed in the

appropriate district program(s) per the State of Illinois school code. Identified middle

school students receive services through the accelerated language arts and math programs

with support from a differentiation specialist. Any identified high school students are

serviced through the Honors and AP Programs.

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Interpreters are available to interpret placement procedures to parents when needed.

English Learner Participation

English Learner students may possess extraordinary learning or performance abilities that

have nothing to do with their English proficiency. They have every opportunity to participate

in the Gifted and Talented Program using the approved PCCSD 202 assessment measure.

Students with high math outcome assessments would be placed in the accelerated math

program. If the student enters the Gifted and Talented program for Language Arts, the

teacher will work to meet the child's needs. For Language Arts, the teacher work on

extending the general education curriculum, applying Bloom's Taxonomy, and increasing

real-world applications.

Participation in the gifted program does not preclude continuing English language

instruction and developing proficiency in the use of English; developing English proficiency

should complement and supplement, not substitute for, the development of the student's

significant strengths and abilities. Collaboration between the English Learner teacher and

the gifted instruction teacher should occur to ensure compliance standards for English

Learner services are met.

ENGLISH LEARNER STUDENTS WITH SPECIAL NEEDS

English Learner students with special needs will receive instruction based on their Individual

Program of Instruction (IEP) with English language support (ESL) or native language support

for Spanish bilingual students. Students are entitled to both English Learner and special

education services. According to sect.226.230 of Title 23: Education and Cultural Resources

Part 226 Special Education; " In the case of a child of limited English proficiency, the team

shall consider the language related needs of the child." Section 226.230 (5) A statement as to

the language (s) or mode (s) of communication in which special education and related

services will be provided, if other than or in addition to English.

The language of services should be determined on a case-by-case basis by the IEP team.

The following factors should be considered by the team:

• Literacy in home and community setting

• Family life and culture (language in home setting)

• Attitude/wishes of parents

• Life/personal goals of student

• Length of time in the US; previous experiences

• Interest and friends

• Present proficiency and rate of progress in Ll , L2; academic achievement in Ll , L2

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• Extent to which the student shows evidence of motivation to use each language

• Nature and/or severity of the disorder

• Services available in Ll

Keep in mind: The strongest predictor of L2 achievement is the amount of Ll schooling -

the more Ll grade-level schooling, the higher the L2 achievement (Thomas & Collier,

2002). Select the least restrictive environment from a continuum of services that may

include:

• The regular education program and bilingual program with special education

consultation.

• The regular education program and Transitional Program of Instruction TPI

program with special education consultation.

• The regular education program and TBE/TPI program and special education.

• The regular education program and TBE/TPI program and bilingual special education.

• The regular education program and special education with bilingual support.

• Full-time placement in special education program.

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PCCSD 202 GUIDELINES FOR IEP MEETINGS

• English Learner students with an IEP remain in English Learner services until they meet

state exit criteria.

• The IEP committee may not exit English Learner students from English Learner

services. Both programs may serve English Learner students with special needs.

• Recommendations regarding English Learner services must be recorded in the IEP minutes.

• The IEP team may determine that some English Learner students may have disabilities

so severe that their English language needs can only be met by a special education

provider, or in a special education classroom. The student remains an English Learner

students until state exit criteria are met.

• The English Learner teacher will s ign- in and attend student IEP meetings.

• Initial and Annual IEP meetings must include:

o Local Education Agency (LEA) representative

o Regular education teacher

o TPI/TBE teacher

o Special education teacher

o Interpreter (as needed)

o Parents

o Student (if appropriate)

o Any other staff or outside agency as deemed appropriate

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Certification

It is important that teachers who serve English Learner students be endorsed or approved in

bilingual and ESL. Teachers who have a dual endorsement are able to provide Spanish

language support to students who need it as well as provide ESL support to students who

only need ESL. The following are the requirements to for bilingual and ESL

endorsement/approval.

Educator with Stipulation License (Formally Transitional Bilingual Certificate)

The educator with stipulation license (transitional bilingual certificate) is valid for five years for

teaching subject matter using the languages of endorsement in approved bilingual education

programs in grades K-12. The certificate needs to be registered with regional superintendent of

the county where you plan to teach. No extension may be granted by the regional

superintendent after the certificate has expired. The teacher must provide the evidence of

enrollment in an approved teacher education program.

Requirements for Bilingual Approval/Endorsement

1. A valid professional Illinois teacher certificate.

2. Bilingual clinical experience totaling 100 clock hours or three months

teaching experience in bilingual programs.

3. Successful completion of a language examination in the non-English language taught.

4. Credits totaling 18 semester hours distributed among the following course areas:

• Foundation of Bilingual Education

• Assessment of Bilingual Students

• Methods and Materials for Teaching Limited-English-Proficient students in

Bilingual Programs

• Cross-Cultural Studies for Teaching Limited-English-Proficient Students

• Methods and Materials for Teaching English as a Second Language

Additionally, teachers seeking to add this endorsement at the middle school level must also

complete the following middle school coursework:

• 3 semester hours of coursework in middle school philosophy, curriculum and

instructional methods for designing and teaching developmentally appropriate

programs in the middle grades, including content area reading instruction.

• 3 semester hours of coursework in educational psychology focusing on the

developmental characteristics of early adolescents and the role of the middle-

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grade teacher in assessment, coordination, and referral of students to health

and social services.

Requirements for the English as Second Language (ESL) Approval

1. A valid professional Illinois teacher certificate.

2. ESL clinical experience totaling 100 clock hours or three months teaching experience in

bilingual programs.

3. Credits totaling 18 semester hours distributed among the following course areas:

• Linguistics

• Theoretical Foundations of teaching ESL

• Assessment of Bilingual Students

• Methods and Materials for Teaching ESL

• Cross-Cultural Studies for Teaching Limited-English-Proficient Students

More information can be found on the Illinois State Board of Education website at

http://www.isbe.net/bilingual/htmls/biteacert.htm

http://www.isbe.net/bilingual/htmls/biteacert.htm

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GLOSSARY

ACCESS for ELs Assessing Comprehension and Communication in English State-to-State for

English Language Learners is an Illinois State Mandated Test. It is a

standards-based, criterion-referenced test that measures an English Learner

students' social and academic proficiency in English as well as the language

associated with language arts, math, science and social studies within the

school context. It assesses across the 4 language domains: Listening,

Speaking, Reading, and Writing. Illinois English language Proficiency

Standards have 5 clusters (Kg), (1-2), (3-5), (6-8) & (9-12). 3 Tiers @ each

level: A, B, & C. Kindergarten test does not have tiers.

Only certificated personnel who have been trained and certified can

administer the ACCESS for English Learners.

AMAOs

Annual Measurable Achievement Objectives for English Language Learners.

AMAOs measure student's development and attainment of English

proficiency while meeting challenging State academic content and student

academic achievement standards required by section 1111(b)(1). Title III 20

USC 6842 (a)(l ). Failure to meet any of these criteria is a failure to meet the

Title III AMAOs.

Accommodation

Accommodations refer to the actual teaching supports and services that the

student may require to successfully demonstrate learning. Accommodations

should not change expectations to the curriculum grade levels.

Balanced

Literacy

A framework of instructional approaches and strategies used to balance the

process of learning to read and write. Teachers make informed decisions as

they explicitly teach literacy instruction to their students. This framework

allows students to be proficient readers, writers, and have a command of

language skills as they actively participate in daily meaningful literacy

experiences. The Balanced Literacy Approach is delivered through the

Gradual Release of Responsibility Model in reading and writing:

Modeled: Teacher demonstrates lesson: "Show them how" (whole class)

Shared: Teacher invites student participation (whole class)

Guided: Strategy application; teacher and student facilitated: "Let them try

with teacher support" (small guided reading groups, collaborative practice,

partners)

Independent: Students independently apply strategy "Students practice and

apply to independent level text.”

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BICS

Basic Interpersonal Communication Skills, part of a theory of language

proficiency developed by Jim Cummins (1984), which distinguishes BICS

from CALP (Cognitive Academic Language Proficiency). BICS is often

referred to as "playground English" or "survival English." It is the basic

language ability required for face-to-face social communication where

linguistic interactions are embedded in a situational context.

Bilingual

Education

A carefully planned instructional program in which two languages are used;

the program provides ESL instruction and utilizes the student's native

language as the medium of instruction in the content areas; language arts

instruction in the student's native language is also provided; bilingual

education models include transitional, development and dual-language

Bilingualism A term that describes equal facility and proficiency in two languages,

commensurate with age and proficiency level of student in all domains:

reading, writing, listening, and speaking.

Bi-literacy

The ability to effectively communicate or understand thoughts and ideas

through two languages' grammatical systems and vocabulary, using their

written symbols (Hargett, 1998).

BPAC Bilingual Parent Advisory Committee. Districts that receive state money for Transitional Bilingual Education (TBE) programs are required to have a parent

advisory council that meets four times a year.

CAL

Center For Applied Linguistics. CAL promotes and improves the teaching and

learning of languages, identifies and solves problems related to language and

culture, serves as a resource for information about language and culture, and

conducts research on issues related to language and culture.

CALP

Cognitive Academic Language Proficiency (CALP) developed by Jim

Cummins (1984),is the language ability required for academic achievement in a

context-reduced environment. Examples of context-reduced environments

include classroom lectures and textbook reading assignments. CALP is

distinguished from Basic Interpersonal Communication Skills (BICS).

Content-Based

ESL

Content-based ESL is a method that integrates English-as-a-second- language

instruction with subject matter instruction. The technique focuses on learning a

second language using that language as a medium to learn mathematics, science,

social studies, or other academic subjects.

CRT Criterion-Referenced Test. CRTs are used to evaluate an individual's comprehension and skills in regards to a specific subject and focus.

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DEA

Discovery Education Assessment provides Kindergarten through High School

assessment solutions that measure and improve student achievement and predict

performance on state high-stake exams.

DELL A department of the Illinois state board of education known as Department of

English Language Learners.

DRA

Developmental Reading Assessment is an individual reading assessment

designed to assess students' reading performance in Grades K-3 and Grades 4-8.

EDL

Evaluaci6n del Desarrollo de la Lectura is a research-based assessment for

grades K - 6 that help students become independent successful readers by

assessing accuracy, fluency, and comprehension.

ELD English language development means instruction designed specifically for LEP/EL students to further develop their listening, speaking, reading, and writing

skills in English.

EL

English Learners are students whose first language is not English and/or who

have limited ability to speak, read, write, and understand English at speakers of

the language. Language proficiency is composed of oral (listening and speaking)

and written (reading and writing) components, as well as academic and non-

academic language and comprehension of said language.

Entry Criteria A set of criteria for designation of students as limited English proficient and

placement in bilingual education, ESL, or other language support services.

Criteria include a home language survey and performance on an English language

proficiency test.

ESL English as a Second Language is an educational approach in which limited

English proficient students are instructed in the use of the English language.

Equal Education

Opportunity Act of

1974

A civil rights statute prohibiting states from denying equal educational

opportunity to an individual on account of his or her race, color, sex, or national

origin; the statute specifically prohibits states from denying equal educational

opportunity by the failure of an educational agency to take appropriate action to

overcome language barriers that impede equal participation by its students in its

instructional programs.

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Exit Criteria Students exit based on specific criteria set by the state using a state mandated assessment.

Heritage Language

(Home Language)

The language a person regards as his/her native, home, and/or ancestral language.

HLS Home language survey. All local school districts are required to administer a

home language survey to students enrolled in the district as a first screening

process to identify students with limited English proficiency.

Home of Primary

Language (L1)

The language, other than English, spoken at home.

Immigrant Children

and Youth

Individuals who are age 3 through 21; were not born in any US state, and have not

been attending one or more schools in any one or more US states for more than 3

full academic years.

IRC Illinois Resources Center is an agency that provides assistance to teachers and

administrators serving linguistically and culturally diverse students.

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ISBE Illinois State Board of Education

Language Acquisition The process of acquiring a first or second language.

Language Proficiency Measurement of how well an individual can speak, read, write, and comprehend a

language, comparable to the standard expected for native speakers of the

language. Language proficiency is composed of oral (Listening and speaking) and

written (reading and writing) components, as well as academic and non-academic

language and comprehension of said language.

LEA Local Education Agency.

LEP

Limited English Proficient is a term used by the federal government, most

states, and local school districts to identify those students who have

insufficient English to succeed in English-only classrooms. The preferred term

is English Language Learner.

Maintenance

Bilingual

Education

Program of bilingual education for EL students that has as its goal the

maintenance and further development of all aspects of the home language and

English.

82

Modifications

Modifications refer to changes made to curriculum expectations in order to meet

the needs of the student. Modifications are made when the expectations are

beyond the student's level of ability. Modifications may be minimal or very

complex depending on the student performance.

Native Language The language a person acquires first in life or identifies with as a member of an

ethnic group.

Native

Language

Instruction (Ll)

The use of a child's native language (generally by a classroom teacher) to

provide lessons in academic subjects.

NRT

Norm-Referenced Test. Norm-referenced tests allow us to compare a

student's skills to others in his age group. Norm-referenced tests are

developed by creating the test items and then administering the test to a

group of students that will be used as the basis of comparison.

OBELMA

Office of Bilingual Education and Minority Languages Affairs in the US

Department of Education established in 1974 by Congress to help school

districts meet their responsibility to provide equal education opportunity to

limited English proficient students.

OCR The Office for Civil Rights (OCR), U.S. Department of Education, has

responsibility for enforcing Title VI of the Civil Rights Act of 1964.

83

PEP Parents as Educational Partners. A program that assists parents in

understanding school- related content and a school's expectation of parents'

roles. It also provides ESL lessons to parents.

Pre-IPT

The Pre-IPT-Oral English Test is designed for the preschool child. The test

centers on a story, giving young students a low-anxiety context in which to

demonstrate their language abilities. Designed to assist in the initial designation

of 3-, 4-, and 5-year-olds as Non-, Limited, or Fluent English Speaking, it also

provides information to help place students in the most appropriate instructional

programs. In addition, it may be used for assessing a child's progress in English

oral language development.

Second

Language

(L2)

The term is used in several ways and can refer to 1) the second language learned

chronologically, 2) a language other than the native language, 3) the weaker

language or 4) the less- frequently used language. The second language may

also be used to refer to third and further learned languages (Harris & Hodges,

1995).

SHELTERED

ENGLISH

INSTRUCTION

An approach to teaching that extends the time students have for receiving

English language support while they learn content subjects. Sheltered instruction

classrooms, which may include a mix of native English speakers and English

language learners or only ELs, integrate language and content while infusing

socio-cultural awareness. Teachers scaffold instruction to aid student

comprehension of content topics and objectives by adjusting their speech and

instructional tasks, and by providing appropriate background information and

experiences. The ultimate goal is accessibility for ELs to grade-level content

standards and concepts while they continue to improve their English language

proficiency. (Echevarria, Vogt, and Short, 2000).

SIOP

Sheltered Instruction Observation Protocol. A scientifically validated model of

sheltered instruction designed to make grade-level academic content

understandable for English learners while at the same time developing their

English language. The protocol and lesson planning guide ensure that teachers

are consistently implementing practices known to be effective for English

learners. (Echevarria, Vogt, and Short, 2008)

84

TESOL

Teachers of English to Speakers of Other Languages (TESOL) is a professional

association of teachers, administrators, researchers and others concerned with

promoting scholarship, the dissemination of information, and strengthening of

instruction and research in the teaching of English to speakers of other languages.

TBE

Transitional Bilingual Education. Instruction is provided for 20 or more

children of one building that have the same language background. Children are

taught in their native language while they learn English. The program maintains

and develops skills in the primary language and culture while introducing,

maintaining, and developing skills in English.

TPI

The Transitional Program of instruction serves students when 19 or less of the

same language group attend one attendance center. The class allows students to

focus on developing English and educational concepts appropriate for their

ability and language level throughout the day.

W-APT

WIDA ACCESS Placement Test is a state mandated screening test to

identify English Learner students.

All new student enrolled in the district identified through the home language

survey (other language spoken in the student's home) will be assessed with the

WAPT. The administration of this test shall take place within four weeks of the

student's enrollment in the district

WIDA

World-Class Instructional Design and Assessment. It is a consortium of

states dedicated to the design and implementation of high standards and

equitable educational opportunities for English language learners.

85

WIDA (MODEL)

A measure of Developing English Language. An assessment used to test

students English proficiency for Kindergarten and 1st Sem. First Grade

Students. It determines TBE/TPI Eligibility.

86

Additional Documents

Scroll down for the additional documents.

District 202

Talking Points for Elementary

English Learner Guidelines and Talking Points

2016-2017

How do students qualify?

If they attended pre-school at Bonnie then they were screened at the end of the year. Even if students were

placed in an English instruction pre-school classroom they will be placed in a Spanish instruction K

classroom if they qualify. If students are starting the program the parents are notified by form B and form C

if students are continuing the program.

Move-ins are screened and the WAP-T level helps determine placement along with the ACCESS. A student

does not qualify for services if the score is 5.0 overall, 4.2 reading, and 4.2 writing.

2nd -5th Guidelines for Full-time TBE

TBE transitional early exit program uses full and part time as a determiner for placement. The goal of this

program is English only. For students who score below a 3.5 on ACCESS, the IPT-1 is given to determine if

the student is a fluent Spanish speaker. If students score D, E F they are considered fluent in Spanish and

qualify for full-time TBE (ELA, Math, Science and SS in Spanish).

At grades 2-5, students are fluent at E and F and qualify for full-time TBE.

Full-time status requires a student to receive native language supports in all content areas and receive the

BLA curriculum.

2ND-5TH Guidelines for Part-time TBE

A student may be placed into part-time if the ACCESS score is a 3.5.

Part-time status requires a student to receive native language support in literacy. Math, social studies, and

science are delivered in English by their homeroom teacher. The teacher will use the BLA curriculum.

If a student’s IPT score is A or B the student may be taught in English if you do the following and the

teacher follows the ELD curriculum:

Have a conversation with the parent about the language spoken at home. If English is the primary language you may get a letter indicating that the primary language in the home is English (signed by

a parent with date). Place the letter in the green folder.

Explain our program to the parents. A student may be placed in TPI based on a conversation with the

parent. If they do not want their child placed in TBE, offer the ESL option.

If they are below 3.5 on the access look at the IPT to help decide placement and follow the steps

above.

Program Changes start with K or 1st

88

The new goal of the program is bi-literacy because research shows it is the most effective way to

achieve English proficiency. More effective than an early exit. All Spanish and all English are not as effective as bi-literacy.

If your K-1 is currently using the late exit TBE model then the students continue following this

model. For example, in the 2017-2018 school year 2nd grade should continue with late exit TBE model. Full and part time are no longer a factor in placement for the late exit TBE model. They may

continue in the program instead of exiting. The only time full and part time will only be asked for reporting purposes not used for placement.

Late exit TBE models starts teaching English in Kindergarten: o

Grade Percentage

(English top number/Spanish bottom)

K 10/90

1st 20/80

2nd 30/70

3rd 1st semester 60/40 2nd semester 50/50

4th 1st semester 60/40

2nd semester 70/30

5th 1st semester 80/20 2nd semester 100 English

SAC wrote curriculum with these percentage in mind.

Refusals

Parents have the right to refuse services. Our program includes full-time TBE, part time TBE and

ESL (30 minutes of pull-out / push in support). If a parent refuses services for their child it is very important to explain the English Learner program options including ESL pull out/push in. If a parent

selects any program option it is not considered a refusal.

The Parent should write the letter indicating they do not wish their child to receive instruction in their

native language but do except ESL services. Parents should avoid writing the word refusal if they want any part of the program.

District 202

English Learner Consideration Plan for Elementary

ENGLISH LANGUAGE CONSIDERATION PLAN

Need: If you have 20 or more students of one language in your building then native language instruction

must be provided. District must establish a transitional bilingual education (TBE) program for each

language classification represented by those students. Further assessment of those students to determine their

specific programmatic needs or for placement in either a full-time or a part-time program may be conducted.

Rationale: Illinois State Code: Section 14C-3 of the School Code and 228.30(c)

Need: All part-time and full-time students receive support in literacy.

Rationale: Illinois State Code: Section 14C-2 of the School Code; subsection (c)(3), 228.15(e) or Section

228.25(b)

Need: All full-time students must receive native language support in ALL content areas.

Rationale: Full-time students receiving support in native language in all content areas is part of Illinois State

code. Part-time students can be served with the full-time students. Part-time students can always receive

more, they just cannot receive less. Section 14C-2 of the School Code, 23 Ill. Adm. Code 1, Section 228.10;

subsection (c)(3), 228.15(e) or Section 228.25(b)

Need: If you have started teaching your students in Spanish you continue to instruct even if your numbers

drops below 20 students.

Rationale: At the Bilingual directors meeting state representatives stated the expectation is to show

sensitivity, even though it is not required by law, it does show respect to the families and that learning

6another language is a valued skill. Furthermore it does not make sense to be constantly changing the

language of instruction. Section 1703(f) of the Equal Educational Opportunities Act (EEOA), Section 14C-3,

228.25(b), Amended at 37 Ill. Reg. 16803, effective October 2, 2013

Examples below are generic. Teachers can teach any combination of grades as building administration sees

best for students. Teachers may share students to best meet their needs. Content area subjects maybe split by

teachers. For example teacher 4 may be the individual who teaches Math, Science, Social Studies in native

language.

Buildings with less than 3 qualified ESL/TBE teachers cannot support a late exit program, but a TPI/ESL

program.

Buildings with 3 or more qualified ESL/TBE teachers can have a late exit program dependent on the number

of students to serve.

Buildings with 3.5 or more qualified ESL/TBE teachers can have a late exit program.

The district uses ratios to determine the number of teachers needed for a specific site.

90

CONSIDERATIONS FOR BUILDING NEEDS: Program Possibilities

Total students at a building that are full time 20 Number of Teachers 1

K 1 2 3 4 5 ESL

Number Of Full Time TBE Students In A Grade

4 2 3 8 1 2 15

This situation does not support state requirements for a TBE program, but a TPI (ESL)

program. Students support could be provided through push-in or pull-out for language arts.

Recommended Curriculum for grades K-2 is BLA.

Recommended Curriculum is ELA for grades 3-5 with performance indicators and tiered assessments based on language ability. Grade 3 is to receive support in Language Arts. Grade 4 or 5

support is defined by the needs of the students and language ability. Appropriate documentatio n must be on record to support program decisions.

*Students can receive up to 180 minutes of support and a minimum of 30 minutes of support.

Total students at a building that are full time 30 Number of Teachers 1.5

K 1 2 3 4 5 ESL

Number Of Full Time TBE Students In A

Grade

5 5 5 5 1 4 3

Teacher A

Teacher A

Teacher B

Teacher B

Teacher B

Teacher B

This situation does not support state requirements for a TBE program, but a TPI (ESL)

program. Students support could be provided through push-in or pull-out for language arts.


Recommended Curriculum is ELA for grades 3-5 with performance indicators and tiered assessments based on language ability. Grade 3 is to receive support in Language Arts. Grade 4 or 5 support is

defined by the needs of the students and language ability. Appropriate documentation must be on record to support program decisions.



District 202

K 1 2 3 4 5 ESL

Number Of Full Time TBE

Students In A Grade

10 10 5 5 5 5 10

Teacher A

Teacher A

Teacher B

Teacher B

Teacher B

Teacher B

This situation does not support state requirements for a TBE program, but a TPI (ESL) program.

Students support could be provided through push-in or pull-out for language arts.


Recommended Curriculum is ELA for grades 3-5 with performance indicators and tiered assessments based on language ability. Grade 3 is to receive support in Language Arts. Grade 4 or 5 support is

defined by the needs of the students. Appropriate documentation must be on record to support program decisions.


92

CONSIDERATIONS FOR BUILDING NEEDS: Late Exit


K 1 2 3 4 5 ESL


10 10 10 10 10 5 5

Teacher

A

Teacher

A

Teacher

B

Teacher

B

Teacher

C

Teacher

C

This situation can support a late exit program. Students support could be provided through push- in or pull-out for language arts.

Recommended Curriculum for grades K-5 is BLA for grades K-5. Content allocation plan of the program shows the transition to English by 5 grade. Parents are given a choice to continue in the

program once the student has met the exit criteria.

ESL students may push in for any area of the language arts block.



K 1 2 3 4 5 ESL


Students In A Grade

10 10 10 10 10 10 10

Teacher A

Teacher A

Teacher B

Teacher B

Teacher C

Teacher C

Teacher D

This situation can support a late exit program. Students support could be provided through push-

in or pull-out for language arts.

Recommended Curriculum for grades K-5 is BLA for grades K-5. Content allocation plan of the

program shows the transition to English by 5 grade. Parents are given a choice to continue in the program once the student has met the exit criteria.

ESL students may receive pull out or push in support. Recommended curriculum for ESL students is ELA with performance indicators.


District 202

Total students at a building that are full time 80 Number of Teachers 3.5- 4.0

K 1 2 3 4 5 ESL


10 10 20 20 10 10 15

Teacher

A

Teacher

A

Teacher

B

Teacher

B

Teacher

C

Teacher

C

Teacher

D

This situation can support a late exit program. Students support could be provided through push- in or pull-out for language arts.

Recommended Curriculum for grades K-5 is BLA for grades K-5. Content allocation plan of the program shows the transition to English by 5 grade. Parents are given a choice to continue in the

program once the student has met the exit criteria.

ESL students may receive pull out or push in support. Recommended curriculum for ESL students

is ELA with performance indicators.


Total students at a building that are full time 90 Number of Teachers 4.0-4.5

K 1 2 3 4 5 ESL


Students In A Grade

5 20 20 5 20 20 10

Teacher A

Teacher B

Teacher C

Teacher C

Teacher D

Teacher D

Teacher E








94

Total students at a building that are full time 100 Number of Teachers 4.5-5.0

K 1 2 3 4 5 ESL


Students In A Grade

20 20 20 20 10 10 30

Teacher A

Teacher B

Teacher C

Teacher D

Teacher E

Teacher E

Teacher F








District 202

TPI (ESL) ONLY SITES

Need: ESL instruction and/or support in at least one area of literacy

Rationale: A transitional program of instruction must include instruction or native language support in the

student's home language to the extent necessary, as determined by the district on the basis of the prescribed

screening instrument or procedures, as applicable, required in

Section 228.15(e)…. ), to enable the student to keep pace with his/her age or grade peers in achievement in

the core academic content areas. A transitional program of instruction shall include instruction in ESL,

which must align to the applicable English language development standards set forth in Section 228.10. A

transitional program of instruction also may include, but is not limited to: A) language arts in the students'

home language; and B) instruction in the history and culture of the country, territory, or geographic area that

is the native land of the students or of their parents and in the history and culture of the United States.

Possible Minutes Of Instruction

ESL Plus

K 1 2 3 4 5

ESL Minutes 15 30 30 30 30 30

+ An Area of Literacy

Up to 30 minutes

Up to 180 minutes

Up to 180 minutes

Up to 180 minutes

Up to 120 minutes

Up to 120 minutes

*Students can receive up to 180 minutes of support and a minimum of 30 minutes of support, based on student language proficiency levels.



96

Middle School Framework

Framework for English Language Learners

(English Learner)

Middle School Grades 6-8

High School Grades 9-12

District 202

TABLE OF CONTENTS

SECTION PAGE

INTRODUCTION 2

ASSESSMENT OF ENGLISH LEARNERS (ELs) 2-3

IDENTIFICATION OF ENGLISH LEARNERS (ELs) 3-4

PLACEMENT OF ENGLISH LEARNERS (ELs) 5-6

FRAMEWORK GOALS FOR ENGLISH LEARNERS (ELs) 7-18

APPENDIX: RESOURCES FOR ENGLISH LEARNERS (ELs) 19-20

98

INTRODUCTION

The Plainfield Community Consolidated School District 202’s Framework for English Learners (EL) is

inherently different from other content areas in that grade-level performance is based upon the degree of

English language performance and proficiency. Identification of EL students is determined through the W-

APT Screener and the ACCESS for ELs. Students are identified by tier levels, indicating English language

performance and proficiency, therefore determining ELs services received.

All identified ELs who qualify for services are eligible to receive support in all four domains: Listening,

Speaking, Reading, and Writing throughout the district by highly qualified and certified teachers.

This document, “Framework for English Language Learners (ELs),” establishes the various components of

the Plainfield Community Consolidated School District 202’s English as a Second Language Program (ESL)

and other services provided to ELs in all of the middle schools (grades 6-8) and high schools (grades 9-12).

The purpose of the framework is to ensure consistency throughout all district schools in order to provide fair

and equitable services for ALL ELs, through best practices for educating Limited English Proficient (LEP)

students: specific goals, resources, strategies, and assessments.

ASSESSMENT OF ENGLISH LEARNERS (ELs)

Home Language Survey/W-APT Screener

The Plainfield Community Consolidated School District 202 conducts the W-APT screener throughout the

year to incoming students. Provided in the new student registration forms, all out-of-district incoming

students must complete the “Home Language Survey- Form A” as required by the state of Illinois. This

document asks three questions about language spoken at home and past ESL services. If any of the three

questions are answered “Yes”, a W-APT screener must be conducted unless the district obtains previous

ACCESS for ELs scores that indicate the student’s English language performance and proficiency.

W-APT screeners are administered within the first 30 days of the school year. Students that transfer after this

period are screened within 14 days (Illinois School Code Section 228.40.1.a). Any student who does not

meet the exit criteria necessary on the W-APT Screener or ACCESS for ELs is eligible for EL services.

Students who score a 4.2 in Reading AND Writing, with an overall composite score of a 5.0 are placed in a

general education setting or will continue in the general education setting without EL support.

ACCESS for ELLs® Summative Assessment

The Plainfield Community Consolidated School District 202 conducts ACCESS for ELs annually as

determined by WIDA Consortium. ACCESS for ELs is given during the second semester of the school year

for all district schools servicing ELs in Kindergarten to 12th grade. Areas of assessment include Reading,

Writing, Listening, and Speaking.

Interpreting WIDA Performance and Proficiency Scores

English Language Proficiency Levels

ACCESS for ELs scores indicate the English Language Proficiency Level in the four domains: Listening,

Speaking, Reading, and Writing, with the following categories: Oral Language (Listening and Speaking);

Literacy (Reading and Writing); Comprehension (Listening and Reading); and Overall Score (Composite).

English Language Proficiency Levels (See Figure A) are on a scale of 1.0- 6.0 that is determined by their

scale score (100-600) and compared to the Confidence Band. Each Proficiency Level has a performance

District 202

description as indicated by WIDA: Level 1- Entering, Level 2- Emerging, Level 3- Developing, Level 4-

Expanding, Level 5- Bridging, and Level 6- Reaching.

Figure A sample score of a tier B student

ACCESS for ELs 2.0 Composite Score Scales

*In 2015-2016, the WIDA Consortium will begin selecting specific school districts to begin administrating a

new version of ACCESS for ELs 2.0. Eventually, all school districts will administer the ACCESS 2.0. This

new version of the test will be administered electronically with built-in accommodations for students with

special needs. The Plainfield Community Consolidated School District 202 may provide a paper-based test

for students as indicated by their IEP. Figure B below shows the percentage of the domain tests used to

create a composite score for oral language, literacy, and comprehension. Figure B below also shows the

percentage used to factor the overall composite score on the ACCESS 2.0.

100

Figure B

IDENTIFICATION OF ENGLISH LEARNERS (ELs)

Tier A, Level 1 to 2:

At this level, a student is new to the country and knows little

to no English. Many Tier A students are unable to verbally

communicate in English and often have a silent period.

According to WIDA, “Tier A is most appropriate for ELs who

have arrived in the U.S. or entered school in the U.S. within

this academic school year without previous instruction in

English or currently receiving literacy instruction ONLY in

their native language or have recently tested at the lowest

level of English language proficiency.”

Tier B, Level 2 and 3:

At this level, a student is able to speak English, but not

proficiently. Students at this level require repetition and help

with higher level vocabulary. According to WIDA, “Tier B is

most appropriate for English language learners who have

language proficiency and some, but not extensive, academic

language proficiency in English OR have acquired some

literacy in English, though have not yet reached grade level

literacy.”

Tier C, Levels 3, 4, and 5:

At this level, a student is able to speak English and can

produce oral language similar to their monolingual English

peers. According to WIDA, “Tier C is most appropriate for

English Language Learners who are approaching grade level

in literacy and academic language proficiency in the four

content areas OR will likely meet the state's exit criteria for

support services by the end of the academic year.”

Parent Refusals, Levels 1, 2, 3, 4, or 5:

Parent Refusals are EL students who have not passed the

ACCESS for ELs and have been recommended to receive EL

services, but whose parents/guardians have requested they not

receive support. Parents/ guardians are to provide written

documentation of the refusal in either English or the native

language of the family. The students are considered “Silent Monitor” status and must continue to take the

District 202

state ACCESS assessment until meeting exit criteria. They may receive services at any time, in conjunction

with a retraction of the parent refusal statement.

Monitor, Level 5/6:

At this level, students have reached Illinois’ criteria to EXIT EL services. As of January 1, 2014, students

must obtain a 4.2 reading and a 4.2 on writing, in conjunction with an overall 5.0 on the ACCESS Test.

Upon exiting, all students are provided with 2-year monitoring, in which general educators must

communicate each semester in written form of progress and observations. Students are no longer active, and

if the former EL student continues to support, the former EL student will not take the ACCESS test.

English Learner Services at a Glance:

Students below the independent level and/or receiving services are documented through EL at a glance. This

document provides information for teachers about classroom supports and accommodations that are

individualized for the English Learner student and their specific needs. Please see assistant principals for the

form.

Continuation of EL Services:

Upon exiting, former EL students receiving less than three years of ESL services may continue ESL support

with parental/guardian consent via Form D Exit Notification.

If the student has received EL services for more than three years, the ESL teacher may recommend for the

student to continue support through the ESL program. However, the ESL teacher must meet with

administration and provide data to support the recommendation. Determinat ion for the continuation into EL

programming will be a team decision with the final approval being made by the building administrator in

conjunction with District Level Director along with the completion of the district monitoring form.

Reassessment:

If an active EL student leaves District 202 to attend another school district within Illinois and returns,

students are rescreened pending information from the previous district. Ideally, contact is made with district

personnel to determine appropriate placement and to determine if the student has met exit criteria. (Illinois

School Code Section 228.15)

If an active EL student leaves District 202 to attend another school district outside of Illinois and returns,

students are rescreened. Students who do not return within 12 months are rescreened upon arrival back in

District 202 regardless if they were exited from EL services while out of state. (Illinois School Code Section

228.15)

PLACEMENT OF ENGLISH LEARNERS (ELs)

ESL Programs of Instruction:

- Transitional Bilingual Education Program (TBE) - The TBE program is for non-native English

speaking students who need support with written or spoken English. The program provides instruct ion

and support in the student’s native language while developing academic English skills. The program

102

helps students to succeed in academic subjects and acquire English language skills. The TBE program

is offered when 20 or more students per building that speak the same language qualify for TBE.

- Transitional Program of Instruction (TPI) - TPI is for non-native English speaking students who need

support with written or spoken English. This program helps students succeed in academic subjects and

acquire English language skills. TPI is offered when 19 or fewer students speak the same language and therefore do not qualify for TBE.

ESL Courses Offered:

Middle School- Students are placed in ESL and ELA courses for support from EL teachers. Build ings

may assign EL teachers to other subjects as necessary to push-in to general education courses. Co-

teaching and push-in techniques occur as planned by building administrators, general education teachers, and EL teachers.

High School- Students are assigned ESL courses based on Language Proficiency and Tier Level.

Buildings may assign EL teachers to other subjects as necessary to push-in to general education

courses. For a description of High School course offerings in EL please see the current High School Curriculum Guide located under the Curriculum tab of the Plainfield 202 Website.

English Learner students with an IEP:

Students who are identified as EL and also have an IEP receive support by both the Special Education and

ESL departments. The student’s case manager and ESL teacher work together to determine appropriate

programming and accommodations. ESL teachers are invited and attend IEP meetings. Students may be

placed in an ESL course or a special education English course pending on a decision from the case manager

and ESL teacher. If available, students may also be placed in a non-credited EL study hall instead of the

standard lunch study hall.

General Education Courses:

The expectation is that EL students are held to the same rigor and standards of English speaking peers. In

regards to middle school ELs, students are assessed through district Linguistically Modified Outcome

Assessments in ELA and Math when language accommodations are needed. In regards to high school ELs,

every effort will be made to ensure that students are taking Locally Created Common Assessments (Outcome

Assessments located on the Tie-Net platform).

State Mandated Assessment:

According to PARCC’s 4th Edition Manual,

“…Federal law requires that students not be excluded from assessments with the intention of holding schools

accountable for the academic performance of all students, with a narrow exception granted to English learners

in their first year of instruction in a U.S. school. English learners in PARCC states may not be excluded from

PARCC summative assessments in ELA/literacy (with the exception of English learners in their first year in a

U.S. school) and mathematics assessments. English learners whose parents have waived services may not be

excluded from state assessments and are still eligible to receive accommodations allowed to English learners on PARCC assessments...”

District 202

Resources:

Resources are used to support all four domains: reading, writing, listening and speaking. All resources and

materials should be adapted to support all content areas through the use of audio and visual materials. See

district approved resources, Framework for English Language Learners, and Appendix.

Framework for English Language Learners Goals:

The instructional goals for our ESL program are to meet academic achievement standards for grade

promotion and to become proficient in English. ELs are supported in language development socially and

academically to achieve language proficiency skills.

BICS (Basic Interpersonal Communication Skills)- Are language skills needed in social situations that

occur in the day to day interactions in school, home, and public places. Refer to Goal 1 of Framework for English Language Learners.

CALPS (Cognitive Academic Language Proficiency Skills)- are language skills needed in academic

learning situations that occur during the subject area. Refer to Goal 2 of Framework for English Language Learners.

FRAMEWORK GOALS FOR ENGLISH LEARNERS (ELs)

104

BICS (Basic Interpersonal Communication Skills) Goal 1: Use English to effectively communicate in

social settings.

Goal Objectives:

To achieve the Goals

and Standards,

Students will:

Assessment and Person

Responsible

Resources and

Strategies

1-1 :Use English to

participate orally

in social settings.

How can I interpret

English to properly

participate orally in

social settings?

A. Identify and

acknowledge social

English communication

in reading and listening.

B. Share and request

information in a social

setting of English

communication in

writing and speaking.

All people who work

with the student are

responsible for

assessment. (more

classroom based)

- Participation grade

- Group projects

- Cooperative

Learning

Structures

(CRISS, Kagan, Quantum…)

- Engagement Training

- WIDA and Can

Do Descriptors-

Areas of

Listening and

Speaking.

- Warm up bell

ringers

- Sharing work

- Projects

1-2: Use learning

strategies to extend

linguistic competence

in social settings.

What strategies will

help me use English

appropriately and with

greater proficiency

when speaking with

others?

A. Practice new

academic and social

structures to self-

monitor and apply

new ways of saying things.

B. Seek support and

feedback from peers

to effectively engage in social situations.

1: All people who work

with the student are

responsible for

assessment.

2: Assessments include

local, district, and state.

3: Assess students using

the IPT Oral

Spanish/English Test.

- Kagan

Cooperative

Learning Structures

- Engagement

Training

- WIDA Speaking Rubric

- WIDA and Can

Do Descriptors-

Areas of

Listening and Speaking

- Warm up bell

ringers

- Sharing work

Projects

District 202

CALPS- (Cognitive Academic Language Proficiency Skills)

Goal 2: Use English to achieve in all classroom settings including language arts, math, science and

social studies.

Goal Objectives:

To achieve the Goals

and Standards,

Students will:

Assessment and Person

Responsible Resources and Strategies

2-1: Use English to

effectively create and

defend an argument

either in speaking,

reading, and writing.

What can I do to be

able to increase and

improve my use of

academic vocabulary

in all classroom

settings?

A: Develop English proficiency reading and listening through

outcome assessments and practice in all

classroom settings. B: Develop English

proficiency in writing and speaking through

outcome assessments and practice in all classroom settings.

All people who work with the student are responsible for

assessment. - Assessments

include local, district, and state.

- Formal/informal assessments and

practice grades (Warm ups, Exit Slips, quizzes,

tests, essays, and projects).

- WIDA Writing Rubric

- WIDA and Can

Do Descriptors - SIOP model

- Visual - Audio

See appendix for

additional strategies

2-2: Understand

English to effectively

process information to

communicate a

message.

What can I do to

increase and improve

my use of English

when I have to read

and write in all

classroom settings?

A: Identify and

acknowledge cognitive strategies in reading and

listening through outcome assessments and practice in all

classroom settings.

B: Apply cognitive strategies in writing and speaking through

outcome assessments and practice in all classroom settings.

All people who work

with the student are responsible for

assessment. - Assessments

include local,

district, and state.

- Formal/informal assessments and practice grades

(Warm ups, Exit Slips, quizzes, tests, essays, and

projects).

- WIDA Writing

Rubric - WIDA and Can

Do Descriptors - SIOP model - Visual

- Audio See appendix for

additional strategies

2-3: Understand

English effectively to

interpret a variety of

messages.

How can I be sure that

I can properly defend,

A: Identify with evidence and

acknowledge the reasoning the point of

view in reading and listening.

All people who work with the student are

responsible for assessment.

- Assessments include local,

- WIDA Writing Rubric

- WIDA and Can Do Descriptors

- SIOP model - Visual - Audio

106

discuss, and interpret

various points of view

through speaking,

reading, and writing?

B: Critique and defend with evidence the

reasoning the point of view in writing and speaking.


- Formal/informal assessments and practice grades

(Warm ups, Exit Slips, quizzes,

tests, essays, and projects).

See appendix for additional strategies

2-4: Use English

conventions to

communicate

effectively to attain

higher levels of

proficiency across all

domains (speaking,

listening, reading, and

writing).

What can I do to be a

better learner and

achieve in all

classroom settings?

A: Identify appropriate

linguistic complexities in modes of standard English in reading and

listening.

B: Produce appropriate linguistic complexities in modes of standard

English in writing and speaking.

All people who work

with the student are responsible for assessment.

- Assessments include local,


- Formal/informal

assessments and practice grades

(Warm ups, Exit Slips, quizzes, tests, essays, and

projects).

- WIDA Writing

Rubric - WIDA and Can

Do Descriptors

- SIOP model - Visual

- Audio See appendix for additional strategies

District 202

Goal 1- Use English to effectively communicate in social settings.

Students will: Level Description for Reading and Listening

1-1: Use English to


social settings.

1-2: Use learning


linguistic competence in

social settings.

Tie

r A

- Identify information about self (name, everyday objects).

- Identify everyday signs, symbols, and schedules.

- Identify resources, places, products, figures, from oral statements and visuals.

- Match or classify oral descriptions to real life experiences. T

ier

B

- Gather information through oral interaction.

- Identify different time- frames examples past, present, or future.

- Interpret social context clues.

Tie

r C

- Respond to socialization, slang, and idiomatic expressions

- Analyze pros and cons of choices

Mon

itor

- Negotiate meanings in pairs or group discussions

- Understand a point of view and give reasons

8

Goal 1- Use English to effectively communicate in social settings.

Students will: Level Description for Writing and Speaking

1-1: Use English to


social settings.

1-2: Use learning


linguistic competence in

social settings.

Tie

r A

- Answer Yes/No and choice questions with personal experiences

- Simple conversation to answer or ask basic questions

- Advocate for basic needs

Tie

r B

- Answer and support questions with personal experiences

- Ask for clarification

- Suggest ways to resolve issues or pose solutions

Tie

r C

- Justify interpretation of questions with support

- Respond to socialization, slang, and idiomatic expressions

- Take a stance and use evidence to defend

- Analyze and share pros and cons of choices

Mon

itor

- Negotiate meanings in pairs or group discussions

- Defend a point of view and give reasons

District 202

Goal 2: Use English to achieve in all classroom settings including language arts, math, science and social

studies.

Students will: Level Description for Reading and Listening

2-1: Use English to


defend an argument

either in speaking,


2-2: Understand English

to effectively process

information to

communicate a message.


effectively to interpret a

variety of messages.

2-4: Use English

conventions to

communicate effectively

to attain higher levels of


domains (speaking,


writing).

Tie

r A

- Observe and listen to classroom instruction and discussion.

- Match content related objections/pictures to words. - Find single word responses to Wh-questions. - Point and show basic parts components/features relating to the

content. - Identify people, objects, and places from oral

statements/questions using gestures. - Read everyday signs, symbols, schedules, and school related

words and phrases.

Tie

r B

- Classify or organize information in visuals or graphs. - Follow multiple-step directions in an academic setting.

- Locate the main idea in a series of related sentences. - Sort/group pre-taught words or phrase - Classify/sort content related visual per oral descriptions

Tie

r C

- Distinguish content during oral instruction.

- Identify topic sentences, main ideas, and details. - Answer questions about the explicit information in the text. - Apply multiple meaning of words and phrases to academic

content. - Categorize content based examples from oral directions.

Mon

itor

- Evaluate intent of speech and act accordingly in an academic situation.

- Identify and react to subtle differences in speech and register. - Interpret grade level literature and synthesis of expository text. - Infer significance of data or information in grade level material.

10

Goal 2: Use English to achieve in all classroom settings including language arts, math, science and

social studies.

Students will: Level Description for Writing and Speaking

2-1: Use English to


defend an argument

either in speaking,



to effectively process

information to

communicate a message.


effectively to interpret a

variety of messages.

2-4: Use English

conventions to

communicate effectively

to attain higher levels of


Tie

r A

- Answer yes/no or choice questions within context.

- Repeat words, short phrases, and memorization chunks of language.

- Begin to use general and high-frequency vocabulary.

- Ask WH-questions to clarify meaning.

- Label content related diagrams and pictures from words in banks.

- Supply-missing words in short sentence.

- Draw content related pictures in writing and generate a list of pre-taught words and phrases.

Tie

r B

- Characterize issues, situations, regions that are shown in the illustration.

- Describe a person, place, objects, and events.

- Compare and contrast features traits, characteristics, using general

and some specific language.

- Conduct an interview or gather information through oral interaction.

- Taking notes using graphic organizers or models.

- Outline ideas and details using graphic organizers.

- Extend sentence starters with original ideas

District 202

domains (speaking,


writing).

Tie

r C

- State, justify or defend ideas or opinions.

- Summarize content related notes from lectures or text.

- Compose or revise narrative and expository text for a variety of purposes.

- Compare and contrast information, events, and characters with specific language.

- Explain steps in problem-solving.

- Take a stance and use evidence to defend content related issues and

concepts.

- Use transitions while speaking.

- Asking for qualification and self-monitoring.

- Analyze and share content related issues.

- Expressing time through multiple tenses.

Mon

itor

- Give multi-media or oral presentations on grade level material.

- Critique, peer-edit, and make recommendations on others writing from rubrics.

- Negotiate meaning in pairs or group discussion.

- Use and explain metaphors and similes.

- Defend a point of view and give reasons.

- Create original pieces that represent the use and the variety of genres

and discourses.

- Begin using analogies.

- Explain, with details, phenomena, processes, and procedures.

- Critique literary essays and articles.

- Produce research reports with multiple sources and citations.

12

APPENDIX: RESOURCES FOR ENGLISH LEARNERS (ELs)

- All people who work with the student are responsible for assessment.

- Assessments include local, district, and state.

- Formal/informal assessments (Warm ups, Exit Slips, quizzes, tests, essays, and projects)

- SIOP model

- Visual

- Audio

- Total Physical Response (TPR)

- CFG for EL

- Graphic Organizes

- Manipulatives

- Realia

- Teacher created materials

- Co-teaching

- Translated materials Language and Content Objectives

- Content Area Textbooks and Resources

- Pearson Realize

- Writing and Grammar Textbook and Online Resources.

- WIDA EDL Standards and Can Do Descriptors

- Discovery Education

- District Book Room and Reading Specialist Book Rooms

- Supplemental: graphic organizers, Marzano strategies, Frayer Model, Cornell Notes, Scholastic

Magazines, Brain Pop, History Channel, Reader’s Theater, Word Walls, Reader’s Response Journals, Journaling, Britannica

District 202

Folded Frayer Model Directions

Hold a sheet of 8 ½ x 11 inch paper like a portrait. Then fold the sheet in half horizontally.

Now fold the paper in half vertically to create 4 sections if you open it up.

On the corner where the folds meet, fold a right triangle with the bottom edge of the triangle

parallel to the bottom edge of the paper.

Now open the paper flat, put the word in the center diamond, and label the four sections like they

are on a regular Frayer Model.

Definition Facts/Char

-acteristics

Examples Nonexamples

14

Frayer ModelDefinition in your own words Facts/characteristics

Examples NonexamplesWord

District 202

Name: Class: Date: Title:

Summary/Reflection:

QUESTIONS/SUMMARIES NOTES:

16

Word Sort Template: Students write words in boxes, cut, and sort. It can also be used to level (1-4 Marzano

ratings)

They should sort the words based on the three headings: I know and I can explain, I have heard of it but can’t

explain it, and I don’t know

Word I know and I can

explain

I have heard of it but

can’t explain

I don’t know

District 202

For More Information See the Following Resources:

Plainfield Website

PARCC 4th Edition Manual

WIDA Website

Access Website

Illinois State Board Website

Can Do Descriptors

SIOP Book/Website

WIDA Rubrics

18

District Forms

District forms follow in the next pages. Forms include Form A, B, C, D, and E. The interpreter

request form is also included in addition to the test order request form.

District 202

District 202

Order Test Request Form

Submit all requests to the district data specialist. Scan or email this form to Diana Villalvazo at

[email protected]

Indicate Test and the number needed below.

IPT-1 number needed______________

WIDA MODEL number needed______________

Other____________ number needed______________

mailto:[email protected]