Embedded Files
Initial Placement
The state requires the district to collect a Home Language Survey for every new student. The home language survey indicates whether a language other than English is spoken in the home or the child's native language is a language other than English. This information is used to count the students whose families speak a language other than English at home. It also helps to identify the students who need to be assessed for English language proficiency.
Students are evaluated by teachers trained in the EL screening process. Preschool students qualify for programming based on the language levels of the Pre-IPT oral assessment. This assessment tests speaking and listening only in English. Students in Kindergarten through 8th gr are screened using the WIDA Screener. Students who received bilingual services in preschool will be rescreened once again when enrolling in Kindergarten.
Program Placement
Based on the results from the prescribed language screener or the ACCESS test, students receive language support through either a bilingual self-contained classroom, an English transitional program or the TBE or TPI collaboration model. In the collaboration model, English learners from various language backgrounds are placed in mainstream classes to receive either push-in or co-teaching instruction in all core content areas using specific strategies for English learners. When possible, the home language is used as a support.
A student may be exempted from screening if one of the following is verified:
- If the student comes with ACCESS scores or screening scores from their previous district then those scores will be used for placement in place of screening. The scores must be from the most recent school year.
- If the student has previously met the State of Illinois's exit requirements from EL programs.
Refusal of Services
The parent/legal guardian has the right to refuse EL services for his/her child. Parents who wish to waive Bilingual or ESL services for their students must submit a signed letter indicating that they do not want ESL services for their students.
1. Conduct an in-person conference with the parent/legal guardian to explain the benefits of the services and discuss the child’s English language proficiency level.
2. Review the district’s promotion policy and guidelines that the child will be responsible for the general program of instruction
3. Inform the parent/legal guardian tat the child must be tested annually with the English language proficiency assessment until the child attains the state-set English language proficiency score.
4. If the parent/legal guardian still refuses placement upon completion of the in-person conference, he/she must be submit a written request to the school.
5. All parent refusal request documentation must be filed in the student’s cumulative folder
6. The EL Director or principal’s designee, shall pace the student in a general program of instruction classroom
Exiting Criteria
Based on the student's scores from the ACCESS for ELLs English language proficiency exam indicates, he/she may be eligible to exit from the program. In order to be eligible to exit, a student must score a 4.8 overall composite proficiency level if they were enrolled in 1st – 8th gr. when taking this assessment. A student must score a 5.0 overall composite proficiency level and a 4.2 literacy proficiency level if the student was enrolled in Kindergarten when taking this assessment.
Progress Monitoring
Once a child exits the EL Programs, we will do our part to make sure that a student has a smooth transition to the regular education program by monitoring their grades and tests scores during the next four (4) school years. The student will still benefit from reading, writing, and speaking in their native language. Parents are encouraged to support their child and continue the development of these areas in their native language at home. This can do so by reading to the student or having the student read to the parent, speaking in their native language, and write. Research shows that when a student has a strong foundation in their native language, it helps with their development of English and academic skills.
We would also like to encourage parents to continue paying close attention to their child’s progress in school. If you notice a decrease in the child’s academic success or have any concerns about their child’s ability to complete homework assignments, we ask that you contact your child’s teacher with these observations.
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