Bilingual Handbook 2011

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Bilingual Education Handbook 2011


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CITYOFCHICAGO

RichardM.Daley

Mayor

BOARDOFEDUCATIONOFTHECITYOFCHICAGO

MaryRichardsonLowry,President

ClareMuana,VicePresident

MEMBERS

NormanR.Bobins

Dr.TariqButt

AlbertoA.Carrero,Jr.

PeggyA.Davis

RoxanneWard

CHICAGOPUBLICSCHOOLS

RonHuberman,ChiefExecutiveOfficer

DianeH.Zendejas,ChiefOfficer

OfficeofLanguageandCulturalEducation

Antonio

J.

Acevedo,

Deputy

Officer

OfficeofLanguageandCulturalEducation

Educa Inspira Transforma Educate Inspire Transform


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TABLEOFCONTENTS

INTRODUCTION ....................................................................................................................... 1

1 BILINGUALEDUCATIONPROGRAMDEFINITIONS

TransitionalBilingualEducation(TBE)............................................................................................ 3

FulltimeTBE ............................................................................................................................. 4

ParttimeTBE ............................................................................................................................ 4

Table1:PlacementEligibilityPartTimeTBE ............................................................................ 6

TransitionalProgramofInstruction(TPI) ........................................................................................ 7

DualLanguageEducation(DLE)........................................................................................................ 7

TheComplianceProcess................................................................................................................... 8

2 STUDENTIDENTIFICATION,PROGRAMENROLLMENTANDEXIT

HomeLanguageSurvey ................................................................................................................... 9

EnglishLanguageProficiencyScreeners.......................................................................................... 9

Table2:BilingualEducationStudentParticipationProcess .................................................. 10

TransferStudents.................................................................................................................... 11

Table3:IncomingTransferringStudentIdentificationandPlacement.................................. 12

AnnualParentNotification ..................................................................................................... 13

TransitionCriteriaforELLs............................................................................................................. 14

SpecialEducationStudentsinBilingualEducationPrograms ....................................................... 15

IndividualBilingualInstructionPlan(IBIP)..................................................................................... 15

EnglishLanguageLearner(ELL)RequiredDocumentation............................................................ 16

3 STAFFINGANDPROFESSIONALCAPACITY

BoardQuotaStaffAllocationforBilingualEducationPrograms ................................................... 17

DeterminingStateFundedStaffAllocationforTransitionalBilingualEducationProgramStaff ..17

DeterminingStateFundedStaffAllocationforTransitionalProgramofInstructionStaff ...........17

DiscretionaryFundsforBilingualPositions ................................................................................... 18

TeacherCertificationRequirements.............................................................................................. 18

Table4:QualificationstoTeachNativeLanguageinBilingualPrograms............................... 18

Table5:QualificationstoTeachESLinBilingualPrograms .................................................... 19

HighlyQualifiedTeachers .............................................................................................................. 19

BilingualLeadTeachers(BLTs)....................................................................................................... 20

ProfessionalDevelopment ............................................................................................................ 20


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4 INSTRUCTION

ProgramFacilities .......................................................................................................................... 21

ClassPlacement ............................................................................................................................. 21

ProgramIntegration ...................................................................................................................... 21

StudentTeacherRatios ................................................................................................................. 21

NativeLanguageInstruction.......................................................................................................... 21

EnglishLanguageInstruction......................................................................................................... 22

LanguageAllocationforTBE .......................................................................................................... 23

Table6:RecommendedTimeAllocationforPre kindergartenTBEPrograms...................... 24

Table7:RecommendedTimeAllocationforElementarySchool(K8)TBEPrograms,

Scenario1................................................................................................................................ 25


Scenario2................................................................................................................................ 26


Scenario3................................................................................................................................ 27

Table10:RecommendedTimeAllocationforHighSchoolTBEPrograms ............................. 28

RecommendedESLandNativeLanguageContentCoursePlacement ........................................ 29

RecommendedFourYearHighSchoolCoursePlansforELLs ....................................................... 29

Table11:TBECourseScheduleforEntering9th

GraderswithaLiteracyCompositeScore

between1.01.9onACCESSforELLs ...................................................................................... 29

Table12:TBECourseScheduleforEntering9thGraderswithaLiteracyCompositeScore






ELL

Enrichment

and

Support

Opportunities

..................................................................................

31

SummerBilingualSupportProgram ....................................................................................... 32

RefugeeStudentsServices ...................................................................................................... 32

InternationalNewcomerCenter ............................................................................................. 32

5 ASSESSMENTANDACCOUNTABILITY

AnnualEnglishAssessment ........................................................................................................... 33

TransitionCriteriaforELLs............................................................................................................. 34

AnnualMeasurableAchievementObjectives(AMAO) ................................................................. 34

RequiredAssessmentsforELLS ..................................................................................................... 35

Table15:RequiredAssessmentsforELLs................................................................................ 35

GradingandReportCards.............................................................................................................. 35

Table16:EnglishProficiencyDevelopmentScale .................................................................. 37

ReportCardViewforKindergarten ............................................................................................... 37

ReportCardViewforGrades18 .................................................................................................. 38

ELLPromotionandGraduation ElementarySchool...................................................................... 39

ELLPromotionandGraduation HighSchool................................................................................. 39


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6 FAMILYANDCOMMUNITYPARTICIPATION

BilingualAdvisoryCommittee........................................................................................................ 41

ChicagoMultilingualParentCouncil.............................................................................................. 41

ResourceCenters............................................................................................................................ 41

BilingualParentResourceCenter ........................................................................................... 42

BilingualResourceCenter ....................................................................................................... 42

MulticulturalResourceCenter ................................................................................................ 42

ConfuciusInstituteinChicago................................................................................................. 42

AmericanIndianEducationCenter ......................................................................................... 42

7 STUDENTDATAMANAGEMENT

ELLDataCollection ........................................................................................................................ 43

ELLProfile ...................................................................................................................................... 43

Table17:ELLProfileUpdateProcedure ................................................................................. 43

ELLStatus....................................................................................................................................... 45

ELLReportsinSIM ......................................................................................................................... 46

Table18:ELLReportsGeneratedinSIM ................................................................................ 46

ELLProgramHistory ...................................................................................................................... 48

ELLProgramYearHistory .............................................................................................................. 49

ProficiencyLevel ............................................................................................................................ 49

EnteringPrePREIPTScreenerScores........................................................................................... 50

EnteringMODELKScreenersScores ............................................................................................. 50

EnteringMODEL1ScreenerScores............................................................................................... 50

EnteringWAPTScreenerScores................................................................................................... 51

8 SCHOOLBASEDROLESANDRESPONSIBILITIES

BilingualEducationProgramAdministrationAtaGlance............................................................. 53

ResponsibilitiesofBilingualLeadTeachers.................................................................................... 54

APPENDICES........................................................................................................................... 55


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OfficeofLanguageandCulturalEducation,BilingualEducationHandbook,2010 P a g e |1

Chicagoisamultiethniccitywitharichculturalandlinguisticheritage.Oftheapproximately

410,000studentsinChicagoPublicSchools(CPS)nearly170,000speakalanguageotherthan

Englishorlivewithfamilymemberswhodo;55,000aredesignatedEnglishlanguagelearners

(ELLs)andareenrolledinCPSbilingualeducationprograms. Inthepast10years,English

languagelearnersconsistentlyhavecomprisedfrom14to16percentofthetotalstudent

populationinCPS,andin20092010approximately86percentofthemwereSpanishspeakers.

ThesestudentslargelyimmigrantsandU.S.bornchildrenofimmigrantshaveenormous

potentialtocontributetoourschoolsandourcity. Ifgivenopportunitiestoformallydevelop

theirabilitytospeak,read,writeandthinkcriticallyathighlevelsinEnglishandtheirhome

language,ELLsandtheirfamiliesbenefitdirectlyandatoncestrengthenChicagoscommunities

anditspositionasaglobalcity.

Atatimewhentechnology,businessandpoliticsmakeinteractionswithothercountries

common,andChicagosimmigrantpopulationislargerthanithasbeenindecades,Chicago

PublicSchoolshaswiselyidentifiedlanguageandcultureaskeyforindividualstobesuccessful

inthisnewglobalcommunity.Highqualityeffectiveeducationincludeslinguisticandcultural

learningforallstudents. Researchshowsthatallstudentsbenefitfrombecomingbilingualand

biliterateintheirownandanotherlanguage. Theyallbenefitfromopportunitiesthatfoster

deeperunderstandingsofdifferentculturesandappreciationforthediversityintheir

communities. Ultimatelythebenefitstotheindividualbecomegreatassetstosociety;

everyonewinsifChicagoPublicSchoolsgraduatesmorestudentswhoaremultilingualcritical

thinkerspreparedforhighereducationandforworkintheircommunities,inourcityandinthe

internationalarena. Bilingualeducationprogramsarecentraltomakingthisvisionareality.

TheOfficeofLanguageandCulturalEducation(OLCE)developsandmanagesbilingual

educationandworldlanguageprogramsthatdirectlyimpactover150,000students. OLCE

providesprofessionaldevelopmentopportunitiesforteachersandprincipals,generatesfunding

andpartnershipsforlanguageprograms, andensuresthatschoolsareincompliancewith

state,federalanddistrictmandatesthatgovernbilingualeducation.

Stateandfederalstatutes(Article14C,IllinoisSchoolCode,Title23IllinoisAdministrativeCode

228)andCPSbilingualeducationpolicyprovidethebasicstructureforthestatemandated

bilingualeducationprogramsinCPSschoolsandareaguidetoimplementappropriatebilingual

educationservices.Historically,thegoalofmandatedbilingualeducationprogramsinIllinois

has

been

to

develop

English

proficiency

necessary

for

academic

success

and

to

prepare

ELLs

for

theirtransitionintothegeneralprogramofinstruction. Themandatesattempttoensurethat

schoolsprovidecurricula,instruction,andlearningenvironmentsthatareappropriatetothe

specificneedsofEnglishlanguagelearners,helpstudentsattainhighlevelsofEnglishlanguage

proficiency,andbuildknowledgeandskillsnecessaryforacademicsuccess.OLCErecognizes

theimportanceofdevelopingstudentsbilingualandbiliterateabilitiesandhaslookedbeyond

traditionalbilingualeducationprogramstocreatemoreopportunitiesforstudentstodevelop

theirhomelanguagethroughadditivebilingualeducationprograms.In20092010OLCE

INTRODUCTION


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launchedaDualLanguageEducationInitiativetostrengthenandexpandduallanguage

educationinthedistrictandprovideadditionalopportunitiesforELLsandotherstudentsto

becomebilingualandbiliterate.

Attheschoollevel,itistheresponsibilityoftheprincipalwiththeassistanceofthebilingual

leadteacher(BLT)toensurethatallcomponentsandrequirementsofthestatemandated

programsareimplementedandtheprogramsareincompliancewithallfederalandstaterules,

andCPSpolicies. TheOfficeofLanguageandCulturalEducationiscommittedtosupporting

schoolsinprovidinghighqualitybilingualeducationprogramsthatcomplywithstatemandates

aswellasincluderesearchbasedstrategiesforeffectiveinstructionofELLssuchasstrong

nativelanguageinstruction.

ThishandbookprovidesanoverviewofbilingualeducationprogramsofferedinCPSfrompre

kindergartento12th

gradeandanarrayoftoolsandresourcestodocumentandimplement

them. Thehandbookisavaluableresourceforteachers,bilingualleadteachers,principals,and

otherschooladministratorsresponsibleforimplementation,monitoringandreportingon

bilingualprograms.Acopymaybedownloadedatwww.olce.org.


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BilingualEducationprogramsservingEnglishlanguagelearners(ELLs)inIllinoisschooldistricts

aregovernedbyArticle14C,IllinoisSchoolCode,23IllinoisAdministrativeCode228.

TheChicagoPublicSchoolsbilingualeducationprogramsprovidestandardsbasedinstruction

andothereducationalassistancetostudentsacquiringEnglishlanguageproficiencywhile

developingacademicskillsinthecontentareas. Allstudentsenrolledinabilingualeducation

programmustreceiveinstructionalignedtotheIllinoisLearningStandardsandtheWorldClass

InstructionalDesignandAssessment(WIDA)EnglishLanguageProficiencyStandards.Bilingual

educationprogramsaredesignedtodevelopandenrichthestudentshomelanguageand

culture,developEnglishlanguageproficiencyandintroduceacademiccontentareaskillsinthe

Englishlanguage.ThegoalforELLsistoprogresstowardsbecomingproficientinEnglishand

academicallysucceedinageneralprogramofinstruction. ChicagoPublicSchoolsoffersthree

instructionalprogramsforELLsincludingTransitionalBilingualEducation(TBE),Transitional

ProgramofInstruction(TPI),andDualLanguageEducation(DLE).

TransitionalBilingualEducation(TBE)

Anyschoolwithanenrollmentof20ormoreELLsofthesamelanguagebackgroundfrom

kindergartento12th

grademustestablishaTBEprogram.Prekindergartenstudentsare

countedseparatelyfromtheoverallschoolcount.Whenthereare20ormoreELLsofthesame

languagebackgroundinaPrekindergartenprogram,theschoolmustestablishaPre

KindergartenTBEprogramregardlessofthenumberofELLsintherestoftheschool.English

languagelearnersreceivecontentareainstructionintheirnativelanguageandEnglishasa

SecondLanguage(ESL)instruction,andsomecontentareainstructioninEnglishwithsupport.

TheamountoftimeusedforcontentareainstructioninthenativelanguageandEnglish

languageinstructionvariesaccordingtothestudentsEnglishlanguageproficiencyleveland

academicprogress.ThescoreattainedontheprescribedEnglishlanguageproficiencyscreener

correlateswiththeWorldClassInstructionalDesignandAssessment(WIDA)Performance

DefinitionslevelsofEnglishlanguageproficiency. Forexample,anELLwithanEnglishlanguage

proficiencylevelof2(PerformanceDefinition:Beginning)willneedmorecontentarea

instructioninthenativelanguagethananELLwithanEnglishlanguageproficiencylevelof4

(PerformanceDefinition: Expanding).AnELLwithanEnglishlanguageproficiencylevelof4will

receivemorecontentareainstructioninEnglish,includingESLstrategiesincorporatedinthe

contentareas.

EnglishasaSecondLanguageinstructionisanessentialcomponentofthedailyprogramof

instructioninclassroomsutilizingtheTBEprogramandincludesskillsdevelopmentinlistening,

speaking,readingandwritinginEnglish.AsstudentsEnglishproficiencyincreases,moreofthe

ELLsinstructionaldayisspentlearninginEnglish. InTBEprograms,teachersmustcarefully

considertheintellectualdemandofconcepts,studentfamiliaritywithconceptsinthenative

languageorEnglish,andtheacademiclanguagerequiredforusingandmasteringconcepts

beforeplacingELLsinafulltimeorparttimeTBEprogram.

1

BILINGUAL EDUCATION PROGRAM DEFINITIONS


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FullTimeTBEProgram

AfulltimeTBEprogramconsistsofthefollowinginstructionalcomponents:

LanguageArtsinthenativelanguage ESLinstruction Math,scienceandsocialstudies(innativelanguageorEnglish) Subjectsrequiredbylaworforgraduation(innativelanguageorEnglish) Instructioninthehistoryandcultureofthecountry,territoryorgeographicarea

thatisthenativelandofthestudentsoroftheirparents

U.S.historyandculturePartTimeTBEProgram

ELLsmayonlybeplacedinaparttimeprogramiftheyattaintheEnglishlanguageproficiency

levelandacademicperformancecriteriaspecifiedintheTBEParttimePlacementEligibility

Chartonthefollowingpages.

AparttimeTBEprogramconsistsofthesameinstructionalcomponentsasafulltimeTBE

programhowevertheamountoftimededicatedtonativelanguageinstructionwilldecreaseas

ELLsbecomeeligibletoparticipateinmoreaspectsoftheschoolsgeneralprogramof

instruction,includingsubjectareasinwhichthecontentistaughtinEnglish.

DecisionsregardinganELLsparticipationinaparttimeTBEprogramshouldbebasedonthe

recommendationofthebilingualleadteacherorbilingualspecialist. Generaleducation

teachersservingELLsintheparttimeprogramwillneedtoworkcloselywiththeBLTor

bilingualspecialisttodeterminethemostappropriateinstructionalapproaches.

AnEnglishlanguagelearner(ELL)maybeplacedinaTBEparttimeprogrambasedonthe

followingcriteriadetailedinTable1,PlacementEligibility,PartTimeTBE.

Pre Kindergarten

ThestudenthasattainedanEnglishorallanguageproficiencylevelofCforthreeyearolds

andlevelDforfouryearolds

Kindergarten

1stSemester

ThestudenthasattainedanEnglishlanguageproficiencylevelofDevelopingorbeyondin

bothlisteningandspeaking.


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2nd

Semester

ThestudenthasattainedanEnglishlanguageproficiencylevelofDevelopingorbeyondin

bothreadingandwritingontheStateprescribedscreener.

1st12

thgrade

ThenewELLhasattainedanEnglishlanguageproficiencylevelofDevelopingorbeyondin

bothreadingandwritingintheStateprescribedscreener.Whetherastudenthas

maintainedagradeof"C"orbetterincontentareaclassestaughtinEnglishmayalsobe

considered.

1st

8th

grade

ThecontinuingELLhasattainedanACCESSoverallcompositescoreof3.5orhigherandan

ACCESSliteracyscoreof3.3orabove. Inaddition,thestudenthasmaintainedagradeof

"C"orbetterincontentareaclassestaughtinEnglish

9th

12th

grade

ThecontinuingELLhasattainedanACCESSoverallcompositescoreof3.5orhigherandan

ACCESSliteracyscoreof3.0orabove.Inaddition,thestudenthasmaintainedagradeof

"C"orbetterincourseworktaughtinEnglish.


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Table1:PlacementEligibilityPart

TimeTBE


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TransitionalProgramofInstruction(TPI)

TheTPImodelisimplementedinanyschoolwithanenrollmentof19orfewerELLsofthesame

languagebackground.ThepurposeoftheTPIprogramistoprovideELLswithEnglishasa

SecondLanguageinstructionandadditionalresourcesandsupportsinthegeneralprogramof

instruction. Englishlanguagelearnersmaybepartofthegeneralprogramofinstructionand

mustreceivedailyESLfromappropriatelycertifiedteachers. ThestructureoftheTPIprogram

isdeterminedbytheELLsEnglishlanguageproficiencyandisdesignedtoenablestudentsto

keeppacewithpeersinachievementinthecoreacademiccontentareas. ELLswithdifferent

homelanguagesmayparticipatetogetherinthesameclassroom,accordingtotheirageand

theirEnglishlanguageproficiencylevel. Wheneverpossible,thestudentsnativelanguageis

usedforinstructionandsupportinthegeneraleducationclassroomifstaffwhospeakthe

studentsnativelanguageisavailable.

InadditiontorequiredEnglishasaSecondLanguageinstruction,TPIinstructionalcomponents

mayinclude:

Instructioninthehistoryandcultureofthecountry,territoryorgeographicareathatisthenativelandofthestudentsoroftheirparents

U.S.historyandcultureELLsshallparticipatefullywiththeirEnglishspeakingclassmatesinsubjectswhichlanguageis

notessentialtotheunderstandingofthesubjectmatter,includingart,music,physical

educationandothers.Similarly,ELLsshallhavetheopportunitytoparticipatefullyin

extracurricularactivities.

DualLanguageEducation(DLE)

Duallanguageeducation(DLE)programsareuniqueinthattheycanservebothELLsandnative

Englishspeakersinthesameprogram,andcontinuetoserveELLsevenaftertheyhave

demonstratedproficiencyinEnglish. DuallanguageprogramsserveELLsincompliancewith

theArticle14CoftheIllinoisSchoolCode,23IllinoisAdministrativeCode228.

Duallanguageeducationisalongtermadditivebilingualprogramthatconsistentlyand

strategicallyusestwolanguages(generallyEnglishandapartnerlanguage)forinstruction,

learningandcommunication. Theoverarchinggoalsareforstudentstoreachhighlevelsof

academicachievement,bilingualism,biliteracy,andcrossculturalcompetency. Inotherwords,

graduatesofeffectiveduallanguageprogramscanspeak,read,andwritewellintwo

languages,areabletodoacademiccourseworkinbothlanguages,andhavedeveloped

positiveunderstandings,behaviorsandattitudesabouttheirownandothercultures.

Duallanguageprogramsvarybyinstructionaltimeineachlanguageandbythelinguisticprofile

ofthestudents.DLEprogramsbeginattheearliestgrades(preschool1st

)andextendforat

least57years,thoughideallycontinuingthroughmiddleschoolandhighschool. Ina50/50

modelthepartnerlanguageandEnglishareusedequallyforinstructioninallgrades.Ina90/10

modelthepartnerlanguageisusedmostorallofthedayintheprimarygradesandgradually


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shiftstoanequalbalanceofinstructionaltimeinbothlanguagesbythemiddlegrades.Dual

languageprogramsalsovarybythelanguageprofileofthestudentpopulation.Aoneway

modelservesonestudentgroupmostarenativespeakersofthesamelanguage. Atwo

waymodelservestwostudentgroupsnativeEnglishspeakersandnativespeakersofthe

partnerlanguage.

Afterastudentisenrolledinabilingualeducationprogram,he/sheisassignedaProgramYear.

TheProgramYear(PY)referstothestudentsyearofparticipationandofreceivingbilingual

services. PreKandKindergartenareclassifiedasPY0. Studentsofanygradeenteringafterthe

20th

dayofschoolarealsoclassifiedPY0duringthecurrentschoolyear.Studentswholeavethe

districtformorethan20days,butnolongerthan12monthswillremainthesamePY

designationuponreturn.

TheComplianceProcess

TheOfficeofLanguageandCulturalEducationisresponsibleforensuringthedistrictisin

compliancewithstatebilingualeducationmandates.OLCEconductsannualvisitstoschoolsto

monitorELLparticipationintheappropriateinstructionalprogramandELLaccesstothesame

highqualityeducationalopportunitiesandresourcesastheirpeers. Compliancefacilitators

supportandverifythatschoolsareinadherencewithArticle14C,IllinoisSchoolCode,23Illinois

AdministrativeCode228andCPSbilingualeducationpolicy.

Thecomplianceprocessisathreestepprocessthatconsistsofthefollowing:

1. Initialvisit:ThecompliancefacilitatormeetswiththeschoolprincipalandtheBLTtoreviewthecomplianceprocess,ELLReportsfromSIM,andcomplianceforms.In

addition,possibleareasofconcernareidentified,supportisoffered,andacompliance

visitdateisscheduledduringthevisit.

2. Compliancevisit:ThecompliancefacilitatormeetswiththeBLTaswellaswiththeschoolprincipaltodiscussthedetailsofthevisit.Thecompliancefacilitatorvisits

classroomsandreviewsELLdocuments.Attheendoftheschoolvisitthecompliance

facilitatormeetswiththeschoolprincipalandtheBLTtoreviewtheresultsoftheschool

visit.Iftheschoolisoutofcompliancethecompliancefacilitatormakes

recommendationsrelatedtoinstructionalbestpracticeandstatelaw. Afollowupvisit

willbescheduledifneeded.

3. Followupvisit(s):Duringthistimeanyoutstandingconcernsidentifiedduringthecompliancevisitarerevisitedtoensuretheconcern(s)areresolved.

Attheconclusionofthecomplianceandfollowupvisitasignedcopyofthecompliance

followupformisleftattheschool.TheoriginalformisfiledatOLCEandanelectroniccopy

issenttotheCAOinformingthemoftheoutcomeoftheschoolvisit.


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Illinoisbilingualeducationrulesandregulationsprovidespecificguidanceonhowtoidentify

Englishlanguagelearners,placetheminthepropereducationalprogram,monitortheir

progress,andtransitionthemtothegeneralprogramofinstruction. SeeTable2foran

overviewoftheprocess.

HomeLanguageSurvey(HLS)

IllinoisSchoolCode23IllinoisAdministrativeCode228requiresschoolstoadministeraHome

LanguageSurvey(HLS)toeveryparent/legalguardianofallnewlyenrollingstudentsforthe

purposeofidentifyingstudentswhohavealanguagebackgroundotherthanEnglish. This

includesstudentsinPreK,Kindergartenandgrades112. TheHLSservestoindicatepossible

eligibilityforbilingualeducationservices.TheHLSasksparents/guardianstoanswertwo

questions:

IsalanguageotherthanEnglishspokeninyourhome? DoesthestudentspeakalanguageotherthanEnglish?

IftheanswertoeitherquestionontheHLSisYEStheschoolmustassessthechildsEnglish

languageproficiencyusingtheappropriateEnglishlanguageproficiencyscreenertodetermine

programeligibilitywithin30daysofenrollment.HLSresponsesmustbeenteredintoSIMto

continuetheprocessfornewstudentenrollment.ThecompletedHLSwithparent/legal

guardianandschoolofficialsignaturesmustbefiledinthestudentscumulativefolder.

EnglishLanguageProficiencyScreeners

IllinoisSchoolCode23IllinoisAdministrativeCode228requirethatschoolsadministeran

individualEnglishlanguageproficiencyscreenertostudentsidentifiedthroughtheHLSas

comingfromafamilywherealanguageotherthanEnglishisspoken.Allkindergartenstudents

whohaveaYESanswerontheHLSmustbescreenedwiththeModelK,regardlessoftheirELL

statusinPreK.Resultsfromthescreenerwilldetermineastudentseligibilityforand

placementinabilingualeducationprogram.

OnlyteacherswhomeetthecertificationrequirementscanadministertheEnglishlanguage

proficiencyscreeners. Foralistofscreenertrainingsessionspleasevisitwww.OLCE.org.

EnglishProficiencyScreenersbyGradeLevel

Gradelevel Screener

PreKindergarten PreIPT

Kindergarten

and

1

st

grade

(1

st

Semester)

MODEL

K

1stgrade(2nd

Semester)through12th

grade WAPT

2

STUDENT IDENTIFICATION, PROGRAM ENROLLMENT AND EXIT


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Table2:BilingualEdu

cationStudentParticipationProcess


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TransferStudents

EverystudentwhotransfersintoaChicagoPublicSchoolandisidentifiedviatheHLSascoming

fromahomeinwhichalanguageotherthanEnglishisspoken,musthavehis/herEnglish

languageproficiencyassessedusingtheappropriatescreener.

Exceptionsinclude:

IfthestudenthasanEnglishlanguageproficiencyscreeneradministeredbyanotherschooldistrictandtheresultsarenotolderthan12months,CPSwillusethestudents

overallperformanceonthescreenertodeterminethestudentsplacementinabilingual

educationprogramorthegeneralprogramofinstruction.RefertotheIncoming

TransferringStudentIdentificationandPlacementchartonthefollowingpage.

IfthestudenthastakenanannualEnglishlanguageproficiencyassessmentatanotherschooldistrictorstateandthestudentsscoreisnotolderthan12months,CPSwilluse

thescoretodetermineastudentsplacementinabilingualeducationprogramorthe

general

program

of

instruction.

Refer

to

the

Incoming

Transferring

Student

IdentificationandPlacementchartonthefollowingpage.

IfthestudentmeetsALLofthefollowingcriteria:1. ComesfromafamilyinwhichalanguageotherthanEnglishisspoken2. HasneverbeenidentifiedasanELL3. Hasbeenenrolledinthegeneralprogramofinstruction,and4. Hasbeenperformingatorabovegradelevelinreadingandmathonastate

testornationallynormedstandardizedtestprovidedthatthistestwasnot

administeredwithanyELLaccommodations.

IfastudenthasascreenerorEnglishlanguageproficiencyassessmentscorefromanother

schooldistrictthatisolderthan12monthsanditisthemostrecentscore,thescreenermust

beadministeredbyCPSandenteredintoSIM.Theoverallperformanceonthescreenerwill

identifythestudentsEnglishlanguageproficiencylevelforproperplacementinabilingual

educationprogramorthegeneralprogramofinstruction. Thescreenerscoresheetmustbe

filedinthestudentscumulativefolder.

RefertoIncomingTransferringStudentIdentificationandPlacementchartforfurther

information.


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Table3:Incoming

TransferringStudentIdentifica

tionandPlacement


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AnnualParentNotification

Article14CoftheIllinoisSchoolCodeandtheNoChildLeftBehind(NCLB)Actof2001require

thatschoolsnotifyparents/legalguardiansoftheirchildsplacementinabilingualeducation

programwithin30calendardaysofenrollmentatthebeginningoftheschoolyearand14days

thereafter.

Thewrittennotice(ParentNotificationLetters)mustbeinEnglishandinthestudentshome

language,ifavailable.Thewrittenparentnotificationconveysthefollowinginformationas

requiredbystateandfederalstatutes:

ExplanationoftheidentificationofELLs AssessmentprocessofELLs Englishlanguageproficiencyscreenerresults StudentscurrentEnglishlanguageproficiencylevel Childsplacementinbilingualeducationprogram Bilingualeducationprogramsavailableatthelocalschool Anychangeinthechildsstatus,i.e.,continuingortransitioningELLs Overviewofparentalrightsandoptions IndividualizedEducationalPlan(IEP),ifapplicable

SchoolscanprinttheParentNotificationLettersfromSIMunderELLReports.Englishversions

oftheParentNotificationLettersareavailableinthehandbookappendices. Versionsin

multiplelanguagescanbefoundatwww.olce.org.

RefusalofServices

Theparent/legalguardianhastherighttorefusebilingualeducationprogramservicesfor

his/herchild. Whentheparent/legalguardianrefusesbilingualeducationservicesfortheir

child,theschoolmustcompletethefollowingsteps:

1. Conductaninpersonconferencewiththeparent/legalguardiantoexplainthebenefitsofthebilingualeducationprogramservicesanddiscussthechildsEnglish

languageproficiencylevel.

2. Reviewthedistrictspromotionpolicyandguidelinesthatthechildwillberesponsibleforinthegeneralprogramofinstruction.

3. Informtheparent/legalguardianthatthechildmustbetestedannuallywiththeEnglishlanguageproficiencyassessmentuntilchildattainsthestatesetEnglish

language

proficiency

score.

4. Iftheparent/legalguardianstillrefusesplacementuponcompletionoftheinpersonconference,he/shemustsubmitawrittenrequesttotheschoolandtheschoolmust

completetheStudentReclassificationRequest(SRR)form.


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5. Theschoolsbilingualleadteacher(orprincipalsdesignee)mustfaxtheparents/legalguardianswrittenrequesttowaivebilingualeducationservices

togetherwithaStudentReclassificationRequest(SRR)formtoOLCEat

773.553.1931.

6. Allparentrefusalrequestdocumentationmustbefiledinthestudentscumulativefolder.

7. Thebilingualleadteacher(orprincipalsdesignee)shallplacethestudentinageneralprogramofinstructionclassroomperSRRformandparent/legalguardian

writtenrequest. TheBLTmustinformreceivingteacherthatthestudents

parent/legalguardianhasrefusedbilingualeducationservicesandprovidethe

studentsEnglishlanguageproficiencylevel.

Theparent/legalguardiancanrequestthattheirchildbereinstatedinthebilingualeducation

programatanytime,aslongasthechildhasnotmetthestateexitcriteria. TheOfficeof

LanguageandCulturalEducationmustreceiveasignedwrittenrequestfromtheparent/legal

guardianandacompletedStudentReclassificationRequest(SRR)form.

Thebilingualleadteacher(orprincipalsdesignee)isresponsibleforconfirmingthatthe

studentswhoseparents/legalguardianshaverefusedBilingualEducationservicesareproperly

codedinSIM.

TransitionCriteriaforELLs

ELLsareassessedannuallytodeterminetheirEnglishlanguageprogressandproficiency.Ifthe

studenthasacquiredthenecessarylevelofproficiencyinEnglishforacademicsuccess,heor

shewilltransitiontothegeneralprogramofinstructionbymeetingthefollowingcriteria:

Achieveanoverallcompositeproficiencyscoreof4.8onAssessingCommunicationandComprehensioninEnglishfromStatetoStateforELLs(ACCESS)

Achievealiteracy(readingandwriting)compositeproficiencyscoreof4.2onACCESSforELLs,and

Haveparticipatedinthebilingualeducationprogramforaminimumofthreeyears.Parentsofstudentswhomeetthetransitioningcriteriapriortocompletingthethreeyearswill

receiveanotificationletteradvisingthemoftheirrighttotransitiontheirchildtothegeneral

programofinstructionandtheprocesstodoso.

Whenstudentshavetransitionedtothegeneralprogramofinstructiontheywillbeidentifiedin

SIMunderELLreporttitled,CPSTransitioningStudent.Thisreportshouldbeusedby

administratorsandteacherstoidentifyrecentlytransitionedstudentsandaddresstheir

instructionalneeds. Academicprogressoftransitionedstudentsmustbemonitoredforat

leasttwoyears.


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ItisstronglyrecommendedthatprincipalsprovideELLstransitionedintothegeneralprogram

ofinstructionthesameopportunitiestoattendextendeddaysupportservicesasthegeneral

programofinstructionstudents.

SpecialEducationStudentsinBilingualEducationPrograms

Englishlanguagelearnersinthedistrictsspecialeducationprogramreceiveservicespursuant

totheirIndividualizedEducationProgram(IEP),andalsoreceivebilingualeducationservicesto

meettheircognitive,linguisticandculturalneedsinboththeirnativelanguageandinEnglish

accordingtotheirEnglishlanguageproficiencylevel(ELPL).TheEnglishlanguageproficiency

levelofELLsshouldbedeterminedinaccordancewiththeprovisionsofIllinoisSchoolCode,23

IllinoisAdministrativeCode228whichspecifiestheassessmentproceduresandbilingualESL

instructionprogrameligibilitycriteria.Goalsthataddressnativelanguageinstruction,ESL

instructionandspecialeducationservicesshallbedocumentedinthestudentsIEPandonthe

districtsStudentServicesManagement(SSM)system.

Attheannualreviewmeeting,thespecialeducationteam,includingtheschoolsbilingual

educationspecialist,shallreviewthelanguageneedsandthespecialeducationmodelassigned

tothechildtoensureappropriateservicesarebeingprovidedinordertomeettheneedsofthe

ELL.ThemodelnumberassignedtospecialeducationELLsisenteredinSSM.

ELLsinthedistrictsspecialeducationprogramshalltransitionoutofthebilingualprogram

oncethestudenthasachievedanEnglishproficiencylevelof4.8overall,anda4.2literacyscore

aswellasaminimumofthreeyearsinthebilingualprogram.

TheIEPteambilingualprogramexitrecommendationprocess(exitcode24)iscurrentlyunder

revision.Seetheappendixforservicemodelinformation.

IndividualBilingualInstructionPlan(IBIP)

AnIndividualBilingualInstructionPlan(IBIP),detailingtheinstructionprogramprovidedto

meetthestudentsindividualneedsmustbepreparedforallELLsinProgramYear5andabove.

ThestudentsIBIPmustbekeptonfile. IBIPSarenotrequiredforSpecialEducationELLs.


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EnglishLanguageLearner(ELL)RequiredDocumentation

ThefollowingdocumentsmustbefiledinthestudentsELLfolderwithinthecumulativefolder:

1. HomeLanguageSurvey(HLS)completed,signedanddatedbytheparent/legalguardian2. Englishlanguageproficiencyscreener/s3. ParentNotificationLetter(s)4. Annualstudentassessmentsinformation:ACCESS,ISAT,PSAE,etc5. IndividualBilingualInstructionalPlan(IBIP)forPY5+ELLs6. ReportCardwaiverletterifparentchooses7. StudentReclassificationRequest(SRR)form,ifapplicable8. DocumentationofparentconferencesandwrittencommunicationsaboutELLrelated

matters

Thefollowingitemsshallbereadilyavailableforreview:

1. Attendancerecords2. Studentgrades3. Inelementaryschools,postedtimedistributionsheetthatincludesdailynativelanguage

andESLinstruction

4. Inhighschools,theindividualschedulesofEnglishlanguagelearners5. RosterofeachclassroomwithELLs,T1sandT2s(includingparentrefusals)6. LessonplansandstudentworksamplesalignedtotheIllinoisEnglishLanguageProficiency

standards(IELPS)andSpanishLanguageArts(SLA)standards

7. Appropriateinstructionalmaterialsinthenativelanguage8. AppropriateESLinstructionalmaterials9. AppropriateinstructionalmaterialsinEnglish

10. ClassroomandschoollibrariesincludingnativelanguagematerialsreflectiveoftheschoolsELLpopulation


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BoardQuotaStaffAllocationforTransitionalBilingualEducationPrograms

Allstudentsgenerateboardquotapositions. ChicagoPublicSchoolsdemonstratesits

commitmenttoservingELLsandprovidingbilingualeducationintheformofquotapositions

designatedforthebilingualprogram. TheOfficeofManagementandBudget(OMB)

determinesandinformsprincipalsofthenumberofboardquotapositionsschoolsreceiveand

theminimumnumberofquotapositionsthatprincipalsmustdesignateasjobcode55and

committotheTBEprogram. Alljobcode55quotapositionsmustalsohaveabilingualjob

profilematchingthelanguageoftheTBEprogramandbestaffedwithacertifiedteacherwho

holdsabilingualapprovalorendorsementinthelanguageoftheTBEprogramtowhichthe

positionhasbeencommitted. Approximately30ELLswouldequatetooneboardquota

position. TeachersinthesepositionsmustserveELLs.

DeterminingStateFundedStaffAllocationforTransitionalBilingualEducationProgram(TBE)

Staff

Schoolswith20ormoreEnglishlanguagelearners(ELLs)ofthesamelanguagebackgroundare

allocatedstatefundedsupplementalbilingualpositionsforeachTBEprogramtheschoolhas.

Thesepositionsmustbestaffedwithcertifiedteacherswhoholdabilingualapprovalor

endorsementinthelanguageoftheTBEprogramstowhichthepositionshavebeenallocated.

TeachersinthesepositionsmustserveonlyELLs.

DeterminingStateFundedStaffAllocationforTransitionalProgramofInstruction(TPI)Staff

Inschoolswherethereare19orfewerELLsofthesamelanguageclassification,theallocation

forsupplementalESLteacherpositionsisdeterminedonanadjustedcountofELLsintheTPI

programasfollows:

KindergartenELLscountas0.5student PY0,1,2,and3ELLscountas1student PY4+ELLscountas0.5student SpecialEducationELLsidentifiedasResourcecountas0.5student SelfcontainedSpecialEducationELLsarenotcounted(OSSprovidespositionfunding)

SupplementalESLteacherpositionsareallocatedbasedonanadjustedcountofELLsintheTPI

program. ThesepositionsmustbestaffedwithcertifiedteacherswhoholdanESLapprovalor

endorsement. TeachersinthesepositionsmustserveonlyELLs.

3STAFFING AND PROFESSIONAL CAPACITY


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DiscretionaryFundsforBilingualPositions

SchoolsareencouragedtofunddiscretionarypositionstoservetheirELLpopulationasthey

purchasediscretionarypositionsforthegeneralprogram. Pleasenotethatdiscretionary

fundedpositionscannottobeusedtomeettheminimumrequirementofquotapositions

schoolsmustdesignateforthebilingualprogram;discretionaryfundedpositionsare

supplementalinnature.

TeacherCertificationRequirements

InaccordancewithStaterulesandregulations,allteachersinstatemandatedbilingual

programpositionsmustholdavalidIllinoisstandardteachingcertificate(Type03,04,09or10)

withaBilingualorESLApproval/EndorsementoraType29TransitionalBilingualcertificate.

Type29holdersmustalsobeenrolledinanapprovedregionallyaccrediteduniversityprogram

toobtaintheBilingualorESLApproval/Endorsement.

Table4:QualificationstoTeachNativeLanguageinBilingualPrograms

GradeLevel

Certificate

TypePK 3 46 78 912

WithaBilingual

Approvalin

Languageofthe

TBEprogram

03PKNo

K3YesYes Yes

9Yes

1012No

04 Yes No

09 No45 No

6YesYes Yes

WithaBilingual

Endorsementin

theLanguageof

theTBE

program

03

Bilingualendorsementsspecifythegradelevelsforwhichtheendorsementisvalid.04

09

29anda

standard

certificate

MayteachNativeLanguageatthegradelevelsforwhichthecertificateisvalid.

29onlyor29

andan

Alternative

Certificate

ContacttheOfficeofHumanCapital


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Table5:QualificationstoTeachESLinBilingualPrograms

GradeLevel

Certificate

TypePK 3 46 78 912

WithanESL

Approval

03PK No

K3YesYes Yes

9 Yes

1012No

04 Yes No No No

09 No45 No

6YesYes Yes

WithaBilingual

Approvaland

withoutanESL

Approval

03PK No

K3 YesYes No No

04 Yes No No No

09 No45 No

6YesNo No

WithanESL

Endorsement

03

ESLendorsementsspecifythegradelevelsforwhichtheendorsementisvalid.04

09

29anda

standard

certificate

MayteachESLatthegradelevelforwhichthestandardcertificateisvalidexcept

atgradeslevels712.

29onlyor29

andan

Alternative

Certificate

ContacttheOfficeofHumanCapital

HighlyQualifiedTeachers

The

No

Child

Left

Behind

Act

of

2001

requires

that

all

teachers

providing

instruction

in

core

academicsubjectsmustbehighlyqualifiedinthearea(s)ofteachingassignment(s). Tobe

consideredhighlyqualifiedforteachingELLsinabilingualorESLprogram,teachersmust:

1. HoldavalidIllinoisstandardteachingcertification(Type03,04,09,10)forthegradelevelassigned;

2. HaveabilingualorESLapproval/endorsementasrequiredbytheprogram;3. And,meetoneofthefollowingoptions:

passthecontentareatestforeachschoolofteachingresponsibility holdamajororcourseworkequivalenttoamajorineachareaofteaching

responsibility

holdgraduateoradvancedcertificationineachareaofteachingresponsibilityInquiriespertainingtohighlyqualifieddesignationshouldbedirectedtoCPSOfficeof

Assessment&Compliance,773.553.6767,Option2.


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BilingualLeadTeachers

Schoolsaretoassignabilingualleadteachertoconductinstructionalandadministrativeduties

relatedtobilingualprogramsattheschool. Dutiesaredividedintothreemainareas,

instruction,coordinationandadvisory. SeeAppendixFforthebilingualleadteacher

NominationForm.

Quarterlybilingualleadteacher(BLT)meetingsarescheduledtoshareinformationrelatedto

thedistrictsbilingualeducationprograms. Ateachmeetingareabilingualinstructioncoaches

sharebestpracticesonsubstantivebilingualeducationtopicsthatwillassistBLTsin

coordinatingeffectiveTBEandTPIprogramsintheirschools. Principalsareresponsiblefor

ensuringBLTsattendthesemeetingsandshareupdateswithallteachersofELLsattheir

schools.

ProfessionalDevelopment

Staterulesandregulationsrequirethatteachersinstatemandatedbilingualeducation

programsattendatleasttwoprofessionaldevelopmentactivitiesaddressingtopicsrelatedto

bilingualeducationeachyear.Bilingualleadteachersareresponsibleformaintaining

documentationofbilingualandESLteachersprofessionaldevelopmentattendance.

DocumentationsuchasaPDactivitylog,CPDUs,agendas,handouts,orcertificatesservesas

evidenceofPDcompletion.

TheOfficeofLanguageandCulturalEducationoffersavarietyofprofessionaldevelopment

opportunitiesforteachersoflinguisticallyandculturallydiversestudents.Theworkshopseries

addressthebasicconstructsofbilingualismandsecondlanguagedevelopment,thenatureof

languageproficiency,andtheroleofthenativelanguageandcultureinlearning. Participants

mayattendasinglesessionfocusingononespecifictopicorattendaworkshopseries

addressingasequencedgroupoftrainingsessions.AllESL,bilingualandcontentareateachers

workinginculturallydiverseschoolsareencouragedtoattend. OLCEalsoprovidestrainingfor

teacherstobecomecertifiedtoadministertheEnglishlanguageproficiencyscreenersandthe

annualassessmentofELLs. Trainingparticipantswillhaveanopportunitytoreviewthe

componentsofthescreenerorassessment,andcompletetherequiredonlinecertificationquiz.

Teachersmustbecertifiedtoadministerthescreenerandassessments.

AcompletelistingofallOLCEprofessionaldevelopmentofferingsisavailableatwww.OLCE.org

oratCPSUniversityathttps://cpsatworkprod.cps.k12.il.us(keywordcriteria: OLCE).


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BilingualeducationpoliciesaredesignedtoensurethatEnglishlanguagelearnershaveequal

accesstoqualityeducationandthattheprogramofinstructionpreparesthemwiththetoolsto

succeedacademically. IllinoisSchoolCode,23IllinoisAdministrativeCode228callsforschools

toprovideequitablefacilities,staffing,andprogramsincludinginstructionthataddressesthe

specificlanguagedevelopmentandacademicneedsofEnglishlanguagelearners.

ProgramFacilities

Bilingualprogramsaretobelocatedinfacilitiescomparabletothoseofthegeneralprogramof

instructionandaffordedcomparablecurricularmaterialsandequipment.

ClassPlacement

ELLsshallbeplacedinclasseswithstudentsofapproximatelythesameageorgradelevel.If

studentsofdifferentagegroupsoreducationallevelsarecombinedinthesameclass,the

schoolshallensurethatinstructiongiventoELLsisappropriatetohis/hergradelevel.Students

fromvariouslanguagebackgroundsmaybeplacedinthesameclassroom,however,the

schoolsmustensurenativelanguageinstructionoccurswhenappropriate. Furthermore,

appropriateinstructionalmaterialsandresourcesmustbeavailable.

ProgramIntegration

Incoursesorsubjectsinwhichverbalizationisnotessentialtoanunderstandingofthesubject

matter,includingbutnotlimitedto,art,musicandphysicaleducation,ELLsshallparticipate

fullywiththeirEnglishspeakingcontemporariesinthegeneraleducationprogramclassesand

cocurricularactivities.

StudentTeacherRatios

Accordingtothestaterules,thestudentteacherratiointhebilingualclassroomshallnot

exceed90%oftheaveragestudentteacherratioingeneraleducationclassesforthesame

gradesinthatschool. Decreasesintheratioforgeneraleducationduringthecourseofthe

schoolyearduetostudentsmobilityshallnotrequirecorrespondingadjustmentswithinthe

bilingualprogram. Additionalstudentsmaybeplacedinbilingualclassroomsduringthecourse

oftheschoolyear,providedthatnobilingualclassroomexhibitsastudentteacherratiothatis

greaterthantheaverageforgeneraleducationclassesinthatgradeandschoolasaresultof

suchplacement

NativeLanguageInstruction

Languageandliteracydevelopmentinthestudentsnativelanguage,andcontentarea

instructionintheirnativelanguage,arebothimportantcomponentsofbilingualeducation

programs.Buildingupontheoracy,preliteracy,andliteracyskillstheELLpossessesinhis/her

nativelanguageallowsthestudenttocontinuelinguisticandcognitivedevelopment

appropriatetohis/herageandacademiclevel.Continuednativelanguagedevelopmenthas

manysocialbenefitsandallowsthepossibilityofthestudenttoachievehighlevelsofnative

4

INSTRUCTION


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languageproficiencyinall4domains(listening,speaking,readingandwriting). Languageand

literacyskillsdevelopedinthenativelanguagewilltransfertothestudentsEnglishlanguage

developmentandovertimewillcontributetotheacquisitionofstrongerlanguageandliteracy

skillsinEnglish.

ContentareainstructioninthestudentsnativelanguageallowstheELLtocontinuebuilding

contentspecificknowledgeandskillsappropriatetotheirageandacademiclevel,andatpace

withtheirpeersinthegeneralprogramofeducation. Thecontentareaknowledgeandskills

gainedinthenativelanguagecontributetotheoverallcognitivegrowthofthestudent.The

studentwillbeabletodemonstratethislearning(aswellasacquirenewknowledgeandskills)

inEnglishashe/shedevelopshigherlevelsofproficiencyinEnglish.

ThestatemandatefortheTransitionalBilingualEducationprogramprovidesforthe

developmentofacademicEnglishlanguageproficiencyusingthestudentsnativelanguageas

themediumofinstruction.

ForSpanishspeakingELLs,theIllinoisStateBoardofEducationhasadoptedSpanishLanguage

Arts(SLA)standardstoguidethedevelopmentofcurricula,instructionalpracticesand

assessmentsthatpromotecommunicative/socialandacademicnativelanguageproficiencies.

SLAstandardscanbeaccessedathttp://www.isbe.net/bilingual/htmls/standards.htm.

EnglishLanguageInstruction

ThestatemandateforbilingualeducationprovidesforthedevelopmentofEnglishlanguage

proficiency,sothatELLscansucceedacademicallyinaclassroomwhereEnglishistheprimary

languageofinstruction. EnglishlanguageinstructionforELLsincludesEnglishasaSecond

Language(ESL)instruction,aswellascontentareainstructioninEnglish.

EnglishasaSecondLanguage(ESL)instructionisintendedtosupportELLsdevelopmentof

Englishinthe4domains(listening,speaking,readingandwriting). Withineachofthe4

domains,ESLinstructionincludesdevelopmentofbothsocialandacademicEnglish. Social

Englishreferstothecommunicationskillsthatareneededtointeractininterpersonal,non

academicsituations(e.g.ontheplayground,inthelunchroom).AcademicEnglishreferstothe

languagenecessarytoparticipateeffectivelyintheacademicsettingandengageincontent

specificlearningthatisconductedinEnglish. Thisincludesspecializedphrasingandtermsused

ininstructionaldeliveryaswellascontentspecificvocabulary.EnglishasaSecondLanguage

instructionshouldsupportandcomplementELLslearninginthecontentareasinwhichEnglish

is

the

primary

or

sole

language

of

instruction,

and

may

be

integrated

with

content

area

instruction.

ContentareainstructioninEnglishshouldconsiderthespecificneedsofELLs,recognizingthat

ELLsaresimultaneouslylearningnewacademicconceptsandskillswhiledevelopingacademic

languageinEnglish. Whilethefocusisondevelopingstudentscontentareaknowledgeand

skills,attentionmustbegiventothestudentslevelofEnglishproficiency.TheirlevelofEnglish

proficiencywillhelptodeterminethelevelofsupportandtheappropriatepracticestoensure


28/109


thatELLshaveaccesstoconceptsandskillsthatarepresentedinEnglish. Languagemustalso

beconsideredwhenassessingthecontentarealearningofELLstoensurethatcontentarea

knowledgeandskillsarebeingassessed,notthestudentsabilitytodemonstratethelearningin

alanguagethattheyarestillacquiring.

TheIllinoisStateBoardofEducationhasadoptedtheWIDAEnglishLanguageProficiency

Standardstoguidethedevelopmentofappropriatecurricula,instructionalpracticesand

assessmentsinEnglishforELLsingradesPreKthrough12.Thesestandardsareavailableat:

http://www.wida.us/standards/elp.aspx.

LanguageAllocationforTransitionalBilingualEducation(TBE)

Theamountoftimeallocatedforinstructionineachlanguagevariesaccordingtothestudents

Englishlanguageproficiencylevelandthebilingualprogrammodel.Thefollowingchartsserve

asguidelinesforschoolswithTransitionalBilingualEducationprogramstostructurethe

amountoftimebilingualandESLteachersshallprovideinstructioninthestudentsnative

languageandinEnglishforlanguageartsandcontentareasubjects.

Thesechartshavebeendesignedbasedon150minutesofdailyinstructionfor

PreKindergartenand300minutesofdailyinstructionforelementaryschools. Thehighschool

chartisbasedonperiodsofinstructionperday. Schoolsareencouragedtousethe

recommendedchartsaccordingtotheirexistingbilingualprogrammodelandtomeetthe

instructionalneedsoftheirELLs.


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Table6:RecommendedTimeAllocationforPrekindergartenTBEPrograms

Chicago Public Schools

Office of Early Childhood Education

Suggested Daily Schedule

Time Activity

8:30-9:00 a.m.

11:30-12:00 p.m. Preparation

9:00-9:15 a.m.

12:00-12:15 p.m.Greeting / Sign-in/ "Book Share"

9:15-9:30 a.m.

12:15-12:30 p.m.Circle Time/ Read Aloud I

9:30-10:20 a.m.12:30-1:20 p.m.

Center Based Activity/ Small Group Instructionfocusing on Intentional Teaching Skills and Strategies

10:20-10:30 a.m.1:20-1:30 p.m.

Clean Up Transition I

10:30-11:00 a.m.

1:30-2:00 p.m.Gross Motor/Outdoor Play

11:00-11:10 a.m.

2:00-2:10 p.m.Clean Up Transition II

11:10-11:20 a.m.2:10-2:20 p.m.

Journals/Story Dictation

11:20-11:30 a.m.2:20-2:30 p.m.

Read Aloud II

11:30-11:45 a.m.2:30-2:45 p.m.

Transition/ Dismissal

Recommended Language Allocation for Pre-IPT Proficiency Levels

A B C D

NativeLanguage

ESL/English

NativeLanguage

ESL/English

NativeLanguage

ESL/English

NativeLanguage

ESL/English

70 80% 20 30% 60 70% 30 40% 50 60% 40 50% 20 30% 70 80%


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Table7:RecommendedTimeAllocationforEleme

ntarySchool(K

8)TBEProgram

s

Scenario1


31/109


Table8:RecommendedTimeAllocationforElementaryScho

ol(K

8)TBEPrograms

Scenario2


32/109


Table9:RecommendedTimeAllocationforElementaryScho

ol(K

8)TBEPrograms

Scenario3


33/109


Table10:Recomm

endedTimeAllocationforHigh

SchoolTBEPrograms


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RecommendedESLandNativeLanguageContentCoursePlacement

ThefollowingchartmaybeusedtodetermineanELLsplacementintheappropriateESL,native

languageandEnglishlanguageartscourses.

ESLCOURSEACCESS

LiteracyCompositeScore TBECOURSESEQUENCE

ESLI 1.01.9 TBEprogramwith3nativelanguagecontentcourses

ESLII 2.0 2.9 TBEprogramwith2nativelanguagecontentcourses

ESLIII 3.0 3.9 TBEprogramwith1nativelanguagecontentcourses

Surveyof

Literature

(Transitional)

4.0 4.7 TBEprogramwith1nativelanguagecontentcourse (based

onstudentsinstructionalneeds)

RecommendedFourYearHighSchoolCoursePlansforELLs

Transitional

Bilingual

Education

programs

for

high

schools

ELLs

must

be

designed

to

meet

each

studentslinguisticandacademicneedstoguaranteetheirsuccessinacademicsubjectsthat

counttowardgraduationrequirements. OngoingcoordinationbetweentheEnglishasaSecond

Language(ESL)programandthegeneraleducationprogramteachersshalladdressthe

affective,linguisticandcognitiveneedsofhighschoolELLs. AllELLsshallparticipateinthe

requiredESLcourseofferings,andcontentareaclassesofferedinthenativelanguageand

English.

Table11: TBECourseScheduleforEntering9thGraderswithaLiteracyCompositeScoreBetween1.01.9

onACCESSforELLs

SubjectArea 9thGrade 10thGrade 11thGrade 12thGrade

English*ESLI(1

st

Period)*ESLII(1

stPeriod) *ESLIII

****Survey ofLiterature

(EnglishI)

Electives ESLI (2nd

Period) ESLII(2nd

Period)***CommunicationsIor

ReadingWorkshop

***CommunicationsIIor

ReadingWorkshop

Mathematics **Algebra Geometry AdvancedAlgebra/Trig

Science **Biology **LabScience **LabScience

SocialScience **WorldStudies**UnitedStates

History3

rdCourse

World

Language

WorldLanguageIor

WorldLanguagefor

NativeSpeakersI

WorldLanguageIIor

WorldLanguagefor

NativeSpeakersII

FineArts ArtorMusic MusicorArt

Career

EducationCareerEducationorROTC CareerEducationorROTC

Physical

Education

Physical

Education

I/Healthor

ROTC/Health

PhysicalEducation

II/Healthor

ROTC/Health

Advisory Advisory/Lunch


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Table12:TBECourseScheduleforEntering9th

GraderswithaLiteracyCompositeScoreBetween

2.02.9onACCESSforELLs

SubjectArea 9th

Grade 10th

Grade 11th

Grade 12th

Grade

English *ESLII(1stPeriod) *ESLIII(1

stPeriod)

****Survey of

Literature(English I)

****American

Literature(EnglishII)

Electives ESLII(2nd

Period)***Reading

Workshop

***Communications

IorReading

Workshop

***CommunicationsII

orReadingWorkshop

Mathematics Algebra GeometryAdvanced

Algebra/Trig

Science **Biology LabScience LabScience

SocialScience **WorldStudies**UnitedStates

History3

rdCourse

WorldLanguage

WorldLanguageIor

WorldLanguagefor

NativeSpeakersI

WorldLanguageIIor

WorldLanguagefor

NativeSpeakersII


CareerEducation CareerEducationor

ROTCCareerEducationor

ROTC

PhysicalEducation

PhysicalEducation

I/Healthor

ROTC/Health

PhysicalEducation

II/Healthor

ROTC/Health


Table13: TBECourseScheduleforEntering9th



SubjectArea 9th

Grade 10th

Grade 11th

Grade 12th

Grade

English *ESLIII(1stPeriod)

****Survey of

Literature(English

I)

****American

Literature(English

II)

****BritishLiterature

(EnglishIII)

Electives***Communications

I

***Communicatio

nsII


Algebra/Trig

Science Biology LabScience LabScience

SocialScience**WorldStudies

(***)

UnitedStates

History3

rdCourse

WorldLanguage

WorldLanguageIor

WorldLanguagefor

NativeSpeakersI

WorldLanguageIIor

WorldLanguagefor

NativeSpeakersII


CareerEducationCareerEducationor

ROTC

CareerEducationor

ROTC

PhysicalEducation

PhysicalEducation

I/Healthor

ROTC/Health

Physical

EducationII/

Healthor

ROTC/Health



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Table14: TBECourseScheduleforEntering9th



SubjectArea 9th

Grade 10th

Grade 11th

Grade 12th

Grade

English****Survey of

Literature

(English

I)

****American

Literature

(English

II)

****British

Literature(English

III)

****WorldLit. (EnglishIV

Electives ***CommunicationsI***Communications

II


Algebra/Trig

Science Biology LabScience LabScience

SocialScience**WorldStudies

(***)

UnitedStates

History3

rdCourse

WorldLanguage

WorldLanguageI

orWorld

Languagefor

NativeSpeakersI

WorldLanguageIIor

WorldLanguagefor

NativeSpeakersII


CareerEducationCareerEducation

orROTCCareerEducationorROTC

PhysicalEducation

PhysicalEducation

I/Healthor

ROTC/Health

PhysicalEducation

II/Healthor

ROTC/Health


* MandatoryRequirement.

** NativelanguageInstructionisrequiredforstudentsinESLIESLIII;NativelanguageinstructionattheTransitionalSurveyof

Literaturelevelandbeyondisprovidedbasedonstudentneed.

*** CanbepairedwithESLIII,TransitionalSurveyofLiterature,orotherlanguageartscoursesforadditionalEnglishlanguage

development.

****IfanELLhasmettheEnglishLanguageProficiencyExitCriteria,he/shewillbeplacedintoageneralEnglishLanguageArts

course.

ELLEnrichmentandSupportOpportunities

Thestatebilingualeducationmandaterequiresthatschoolsalreadyprovidingadditional

supporttostudentsinthegeneralprogramofinstructionshallofferthesameopportunitiesfor

ELLs. Theseincludebeforeandafterschoolacademictutoring,enrichment,extracurricular

andsummerprograms.

TutoringforELLsisprovidedbymanyelementaryandhighschoolsduringtheschoolyear

eitherafterschool,eveningschooloronSaturdays.Thetutorialprogramsfocuson

strengtheningstudentacademicachievementandEnglishlanguagedevelopment.


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SummerBilingualSupportProgram

TheOfficeofLanguageandCulturalEducationoffersthefollowingSummerSupportprograms

designedtostrengthenELLsliteracyskillsacrossthecontentareas.

SummerBilingualSupportProgram(Grades27)isrecommendedforfirstyeartransitionedstudentsandELLswithaliteracycomposite(readingandwriting)withinthe

3.3 4.1rangeontheACCESSforELLsassessment

HighSchoolEnglishasaSecondLanguage(ESL)Course(electivecredit)isrecommendedforELLSingrades912withanoverallcompositescoreof3.5orbelowontheACCESS

forELLsassessment.

RefugeeStudentServices

TheOfficeofLanguageandCulturalEducationoffersavarietyofservicestosupportrefugee

students

and

their

families.

These

include:

studentorientationsessions welcomekits interpretingandtranslationservices foreigntranscriptevaluation bilingualtutoring partnershipswithcommunityorganizations

RefugeeprogramsarecoordinatedoutofSwiftElementarySchool(773.534.0204)and

RooseveltHighSchool(773.534.0586).

InternationalNewcomerCenter(INC)

TheINCwaslaunchedatRooseveltHighSchoolinSeptember2010toproviderefugeeand

othernewlyarrivedimmigrantstudentstheopportunitytolearninawelcomingandsupportive

environmentfromteachersandcounselorswhounderstandtheiruniqueneeds. Themissionof

theINCistoenablestudentstoparticipateinRooseveltHighSchool,earnahighschooldegree

andbecomeintegratedintotheirnewcommunities.ThroughtheINC,RooseveltHighSchool

offersESL,math,andsciencecoursesthatmeettheuniqueacademicandsocialneedsof

students.TheINCalsoprovidesanarrayofsupportandenrichmentprogramsforstudentsand

theirfamiliesincludingtutoring,translation,mentalhealth,andfieldtrips.

Eligiblestudentsinclude:

AnyrefugeeorotherimmigrantstudentwhohashavebeenlivingintheU.S.forlessthanthreeyearsandisidentifiedasanEnglishlanguagelearnerthroughtheWAPT

screener

StudentsmaycomefromoutsidetheRooseveltHighSchoolattendanceboundaries


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Englishlanguagelearners(ELLs)are,bydefinition,intheprocessofacquiringEnglishasa

secondlanguageandarenotyetfullyproficientinEnglish. Thismustbetakenintothoughtful

considerationwhendeterminingthemostappropriateandeffectivewaystomeasure,monitor,

andcommunicateaboutELLslearning. Thereareatleasttwodistinctrealmswhichmustbe

assessed:1)linguisticgrowthandachievementand2)academicgrowthandachievement.

AvarietyofassessmentpracticescanbeimplementedtoobtainatruepictureofanELLs

academicandlinguisticdevelopment,andshouldincludeclassroommeasures(usually

formative,individualizedforaparticularclassroom,teachercreated,offeredinavarietyof

formats,and/orbaseduponperformance/originalstudentwork),aswellaslargescale

measures(usuallysummative,designedattheschool,district,state,federallevel,and/or

offeredintraditionaltestformat).

Wherepossible,largescaleassessmentsshouldbethoughtfullyadaptedthroughtheuseof

nativelanguageversions,andaccommodationsintestingprocedureforELLstoensurethata)

thetoolsusedreflectthecurriculumbeingtaught,b)thereisrecognitionoftheacademic

growthofELLsindependentfromtheircurrentlevelofEnglishlanguageacquisition,c)the

assessmentexperienceisappropriateforELLstudentsandcontributestotheiroverallsuccess,

andd)theassessmentsyieldaccurateandvalidresultstobestinformfutureinstructionand

communicateaboutELLslearning.

AnnualEnglishProficiencyAssessment

StateandfederallawsrequirethatallELLs,whetherornottheyreceivebilingualservices

(parentalrefusalsandIEPELLprogramwithdrawals),ingradesK12beassessedannuallyin

listening,speaking,readingandwritingusingtheannualEnglishlanguageproficiency

assessment,AssessingCommunicationandComprehensioninEnglishfromStatetoStatefor

ELLs(ACCESS).Studentswillcontinuetobeassessedannuallyuntiltheyachievethestateset

Englishlanguageproficiencyscoreontheassessment(seeTransitioningCriteriabelow).This

annualassessmentisadministeredtomeasureanELLssocial/instructionalandacademic

languageproficiencyinEnglishandtodeterminethestudentsELLstatus.

EachyearOLCEandtheOfficeofStudentAssessmentprepareassessmentrostersthatidentify

thestudentswhomusthavetheACCESSadministered,aswellastherecommendedtierthat

best

matches

the

students

English

language

proficiency

level.

In

addition,

a

list

of

students

to

betestedcanbegeneratedfromSIM.

Schoolsmustverifythepreliminaryassessmentrosters(ACCESS)withthelatestupdatedand

schoolbasedinformationtoensurethatalleligiblestudentsaretestedwiththeACCESS. All

Kindergartenthrough12th

gradeELLswhohavenotyetmettheproficiencycriteriaonACCESS

includingELLsinthespecialeducationprogramorwhoseparentshaverefusedbilingual

5ASSESMENT AND ACCOUNTABILITY


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educationprogramservicesmustalsobeassessed. OncestudentshavemettheEnglish

languageproficiencycriteriatheycannolongertakeACCESS.

Ultimately,itistheschoolsresponsibilitytoconfirmtheaccuracyofanyupdatedassessment

rosters. PreliminaryACCESSresultsareavailableduringtheendofthesummerviathe

assessmentwebsitetoassistschoolsintheproperprogramplacementofELLsortransitioning

ELLs.

UpdatedassessmentcalendarsareavailableattheOfficeofStudentAssessmentwebsite:

http://research.cps.k12.il.us/cps/accountweb/Assessment.

TransitionCriteriaforELLs

ELLsareassessedannuallywithACCESStodeterminetheirEnglishprogressandproficiency.If

thestudenthasacquiredthenecessarylevelofproficiencyinEnglishforacademicsuccess,he

orshewilltransitiontothegeneralprogramofinstructionbymeetingthefollowingcriteria:

Achieveanoverallcompositeproficiencyscoreof4.8onAssessingCommunicationandComprehensioninEnglishfromStatetoStateforELLs(ACCESS)

Achievealiteracy(readingandwriting)compositeproficiencyscoreof4.2onACCESSforELLs,and

Haveparticipatedinthebilingualeducationprogramforaminimumofthreeyears.Parentsofstudentswhomeetthetransitioningcriteriapriortocompletingthethreeyearswill

receiveanotificationletteradvisingthemoftheirrighttotransitiontheirchildtothegeneral

programofinstructionandtheprocesstodoso.

AnnualMeasureableAchievementObjectives(AMAO)

TomeetfederalrequirementsoftheNoChildLeftBehind(NCLB)Act,ISBEestablishesAnnual

MeasureableAchievementObjectives(AMAO)targetsfortheannualEnglishlanguage

proficiencyassessment,ACCESSforELLs.TomeetAMAOforTitleIIIfunding,thedistricts

cohortofELLsmustachieveallthreetargets:

1. ApercentageofstudentsmustmakeprogresstowardsEnglishlanguageproficiencyasdefinedbyISBE.

2. ApercentageofstudentsmustattainEnglishlanguageproficiencybyscoringanoverallcompositescoreof4.8andaliteracycompositescoreof4.2

3. MeetingAdequateYearlyProgress(AYP)intheLEPsubgroupNote:Atthetimeofpublishingthisdocument,theIllinoisStateBoardofEducationhasnotinformedschool

districtsofthespecificpercenttargetsforprogressandproficiency.


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RequiredAssessmentsforELLs

Table15:RequiredAssessmentsforELLs

Assessment GradeLevel Purpose

Prescribed

screeners: PreIPT ModelK WAPT

AllnewlyenrolledPreK

through12graderswhoseHomeLanguageSurvey(HLS)

hasatleastoneYesanswer

A"screener"measurestheEnglishlanguage

proficiencyinfourlanguagedomains:listening,speaking,reading,andwriting.Thescreener

determineswhetherornotachildiseligiblefor

Englishlanguageinstructionalservices,andifso,

atwhatlevel. ResultsmustbeenteredintoSIM

afterthestudentisscreened.

Assessing

Communication

and

Comprehensionin

EnglishfromState

toStateforELLs

(ACCESS)

AllK12thgrade

ELLs,includingELLsenrolledin

specialeducationprogramsor

whoseparentshaverefused

bilingualservices

NCLBrequiredassessmentofallELLs

determinesEnglishlanguageproficiencyinfour

languagedomains:listening,speaking,reading,

andwriting.

IllinoisStandards

AchievementTest

(ISAT)

All3rd 8thgraderstakeReading

andMath

NCLBrequiredassessmentdetermineswhether

studentsmeetstatelearningstandards.

All4th&7thgraderstake

Reading,Math&Science

PrairieState

Achievement

Examination

(PSAE)

All11thgraders NCLBrequiredassessmentdetermineswhether

studentsgraduatinghighschoolsmeetstate

learningstandards.

Note:ISATscoresarenotusedforpromotiondeterminationforstudentsinbilingual

educationprograms.

GradingandReportCards

Englishlanguagelearnersmustreceiveagradeinallsubjectsbasedonthelanguageof

instruction.Thegeneraleducationteachers,includingtheauxiliaryteachers,providing

instructiontoELLsmustworkcloselywiththebilingualleadteacher(BLT)orprincipaldesignee

toensurethattheneedsoftheELLsarebeingmet.Inaddition,itisimperativethatthegrades

assignedtotheELLsarearesultofcollaborationbetweenthegeneraleducationandbilingual

orESLteachertoensurethatthegradesreflectcontentknowledgeandnotEnglishlanguage

proficiencyoftheELL.

ReportcardsforstudentsenrolledinabilingualeducationprogramareprovidedinEnglishand

inthestudentshomelanguage,ifavailable.Reportscardsareavailableinthefollowing

languages:Arabic,Chinese,English,PolishandSpanish.

ReportCards

EnglishlanguagelearnersreceivebothlettergradesandEnglishlanguageproficiencyrating

scoreseachmarkingperiodinseparatesectionsofthereportcard.


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EnglishreadingisnotasubstituteforESLandviceversa.Studentsearnareadinggrade(native

languageorEnglish)basedontheIllinoisSpanishLanguageArtsStandards(forSpanishTBE

programs)ortheIllinoisLearningStandards.

AnELLsgrowthintheKnowledgeandSkillsforeachacademicsubjectareamustbeentered

asalettergradeonthereportcardtomeasureastudentsgrowthtowardmeetingtheIllinois

LearningStandards. IntheLiteracysectionofthereportcard,forELLswhoreceiveliteracy

instructionintheirnativelanguage,selectthelanguagefromthedropdownmenuin

Gradebook.TheaveragegradeforallassignmentsenteredintotheGradebookwillappearas

theELLsliteracygradeasReadinginthe___________LanguageStandards.ForELLswho

receiveliteracyinstructioninEnglish,donotselectalanguagefromthedropdownmenuin

Gradebook.TheaveragegradeforallassignmentsenteredintoGradebookwillappearasthe

ELLsliteracygradeintheChicagoReadingFrameworksection.

TheEnglishLanguageProficiencysectionofthereportcardreflectsanELLsprogresstoward

meetingtheWIDAEnglishLanguageProficiencyStandards. Thissectionincludesthelanguage

neededbyELLstosuccessfullycommunicateforsocialandinstructionalpurposesandthe

developmentofacademiclanguageinthesubjectareasoflanguagearts,mathematics,science

andsocialstudies. Eachofthefive(5)Englishlanguageproficiencystandardsencompasses

four(4)languagedomains: listening,speaking,readingandwriting. Attheendofeachmarking

period,anELLreceivesanoverallEnglishLanguageProficiencyDevelopmentnumericratingof

1to6toreflectprogresstowardsmeetingtheEnglishlanguageproficiencystandardsforeach

languagedomain.


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Table16: EnglishProficiencyDevelopmentScale

NumericRating Studentcanproduce:

1Entering Words,phrasesorchunksoflanguage

2Beginning Phrasesorshortsentenceswithgenerallanguagefromcontentarea

3Developing Expandedsentencesinoralinteractionorwrittenparagraphswithsomespecific

languagefromcontentarea

4Expanding Somevarietyofsentencelengthsofvaryinglinguisticcomplexitywithsome

specificandtechnicallanguagefromcontentarea

5Bridging LanguageapproachingcomparabilitytothatofEnglishproficientpeersatgrade

level

6Reaching Specializedortechnicallanguagereflectiveofthecontentareasatgradelevel

ReportCardViewforKindergarten


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ReportCardViewforGrades18


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ELLPromotionandGraduationElementarySchool

PromotiondecisionsforELLsarebasedonpoliciesandproceduresspecifiedintheCPSPolicy

ManualSection605.2. Englishlanguagelearnerswillcompletethegeneralacademic

curriculumintheirnativelanguageand/orEnglish.

CriteriaforElementarySchoolELLs

ELLsinbenchmarkgrades(3,6,and8)shallbepromotedtothenextgradeiftheyearnafinalreportcardgradeofCorbetterinReadingandMathematicsandnomorethan9

unexcusedabsences

ISATandDWWAscoresarenotusedforpromotioncriteriaofELLs. ELLscannotberetainedbasedupontheirEnglishlanguageproficiencyleveland/ortheir

ProgramYear

ELLswhodonotmeetthedistrictspromotionpolicymustattendBilingualBridge(PY05)or

GeneralEducationBridge(PY6+). Inordertomeetthesummerprogramspromotioncriteria,

ELLs

must

successfully

complete

the

following:

Receiveapassinggradeinreadingandmathematics Havenomorethanthree(3)unexcusedabsences

Note: ISATscoresarenotusedforpromotiondeterminationforstudentsinbilingualprograms

ELLPromotionandGraduationHighSchool

TheHighSchoolPromotionPolicystatesthatpromotionfromonegradeinhighschooltothe

nextmustindicatethatstudentshavepassedaseriesofacademicallychallengingcoursesinthe

coresubjectdisciplinesofEnglish,mathematics,science,andsocialsciences,aswellascourses

inotherareassuchasworldlanguages,finearts,physicaleducation,andcareereducation.

ForEnglishlanguagelearners,ESLI,IIandIIIareofferedforcreditandsatisfythreeofthefour

yearEnglishrequirementforpromotionandgraduation.

Note:ELLscannotberetainedbasedupontheirEnglishlanguageproficiencyleveland/ortheir

ProgramYear.

HighSchoolGraduationCriteria

HighschoolELLsmustearntheappropriatecreditsrequiredforgraduationandmeetallother

graduationrequirements. PromotiondecisionsforhighschoolELLsarebasedonpoliciesand

proceduresoutlinedintheCPSPolicyManualSection605.3. ELLsmustcompletetheminimum

highschoolgraduationrequirementsforthegeneralacademiccurriculumintheirnative

languageand/orEnglish. Thefullminimumhighschoolgraduationrequirementspolicyreport

isavailableathttp://policy.cps.k12.il.us/documents/605.3.pdf


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ChicagoPublicSchoolsMinimumHighSchoolGraduationRequirements

AcademicRequirements

Astudentmustearnaminimumtotal24creditsinthefollowingareas:

English (4.0credits) Mathematics(3.0credits) Science(3.0credits) SocialScience(3.0credits) WorldLanguage(2.0credits) FineArts(2.0credits) PhysicalEducationorROTC(athleticteamcreditpossibleinlieuofPhysical

EducationbutnotinlieuofHealthandDriver'sEducation)(2.0credits)

CareerEducationorROTC(collegecareerpathwaysoradvancedacademic/fineartsoptionspartofCareerEducation)(2.0credits)

Electives(3.0credits)CommunityServiceLearningRequirement

AllstudentsmustcompleteServiceLearningprojectpriortograduation. ServiceLearning

projectsshallbelinkedtocurrentacademicgoalsandcurriculumandshallpromotesocial

awarenessandcareerdevelopment. Atotaloffortyhourspriortograduation,withaminimum

oftwentyhourscompletedbytheendofthesophomoreyear,whichincludespreparation,

action,andreflection,willberequiredofeachstudent.

OtherGraduationRequirements

CompletionofStatenoncreditrequirements(ConsumerEducation,demonstratedknowledge

ofU.S.andIllinoisconstitutions)aspartofsubjectareacurricula.TakingthePrairieState

AchievementExamination(PSAE)unlessotherwiseexcusedbystatelaw.Studentsmustqualify

ashavingtakenthePSAEinaccordancewithstateguidelines.

ApplicationofGraduationRequirements

StudentswithlimitedEnglishproficiencymeetallgraduationrequirementswithplacementin

English/ESLandsupportinothersubjectareasasappropriate.


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TheOfficeofLanguageandCulturalEducationprovidesavarietyofopportunitiesforfamily

memberstobeeffectivelyengagedintheirchildrenseducationandforcommunityresidents

toparticipateintheirschoolsatbothaneighborhoodandcitywidelevel. Bilingualeducation

programinformationismadeavailabletoparentsinmultiplelanguagessothattheycanbefully

informedoftheservicesofferedandtheirrighttoaccessthem. Inaddition,thereareformal

advisorygroupswhereparentscancontributetodecisionmakingaboutbilingualprograms,

andresourcecenterswheretheycanparticipateinskillbuildingworkshopsandotheractivities.

BilingualAdvisoryCommittee(BAC)

PursuanttotheChicagoSchoolReformAct,everyschoolimplementingastatemandated

TransitionalBilingualEducation(TBE)orTransitionalProgramofInstruction(TPI)programis

required

to

constitute

a

Bilingual

Advisory

Committee

(BAC).

The

BAC

is

recognized

as

a

standingcommitteeoftheLocalSchoolCouncil(LSC)andservestoidentifyandaddress

academicconcernsrelatedtotheschoolsbilingualeducationprogramsintheSchool

ImprovementPlanAdvancingAcademicAchievement(SIPAAA)andbudgetallocations.

ChicagoMultilingualParentCouncil(CMPC)

Article14CoftheIllinoisSchoolCoderequirestheestablishmentofacitywideparentadvisory

committee,knownastheChicagoMultilingualParentCouncil(CMPC)intheChicagoPublic

Schools.TheCMPCadvisestheOLCEonmatterspertainingtothedevelopment,

implementationandevaluationofthedistrictsbilingualeducationprograms. Membershipof

theCMPCiscomposedofdelegatesrepresentingeachcluster,withproportionalrepresentation

ofalllanguagegroupsintheschooldistrict,totheextentpossible.OLCEestablishesthe

guidelinesandoperationalproceduresoftheCMPC.

ResourceCenters

OLCEsResourceCentersarestaffedbymultilingualpersonnelMondaythroughFridayfrom

8:30A.M.to4:30P.M.Ateachcenter,parents,educators,andcommunityorganizationshave

accesstopersonalcomputers,professionaldevelopmentofferings,andmeetingspace.Fora

completelistingofongoingworkshopsandseminarsontopicsvaryingfromparentingto

educationalresources,visitwww.OLCE.org.

Bilingual

Parent

Resource

Center

ThecenterislocatedattheManuelPerezElementarySchool(2001S.ThroopStreet)and

housesacomprehensivelendinglibraryconsistingofavarietyofparentingandeducational

resources,informationoncommunityservicesinthenativelanguagesrepresentedinCPS. The

centeralsohoststrainingonparentingskills,computerskillsandotherpersonaldevelopment

opportunitiesforparents.Foradditionalinformation,pleasecall773.534.7698.

6

FAMILY AND COMMUNITY PARTICIPATION


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BilingualResourceCenter

ThecenterislocatedatPeterCooperDualLanguageAcademy(1624West19th

Street)and

bringstogethereducators,parentsandcommunityexpertstoexploreinnovationsinbilingual

educationtopics. Itsextensivelibrarycontainsresourcesforbilingualeducatorsandall

teachersofELLs.Foradditionalinformation,pleasecall773.534.7737.

MulticulturalResourceCenter

ThecenterislocatedatTheodoreRooseveltHighSchool(3436WestWilsonAvenue). Itdraws

togetherthedistrictsresourcestoaddresstheneedsoflinguisticallyandculturallydiverse

studentsbyhostingprofessionaldevelopmentopportunitiesforparents,teachers

Bilingual Handbook 2011

Documents

Transcript of Bilingual Handbook 2011