DISTRICT NAME AND NUMBER DATE
/ /
Please complete Parts I-VII of Preschool Program Plan (found on the following pages) for each attendance center in your district that houses a
preschool program which does not currently meet the requirements under 23 Ill. Adm. Code 228.35(a)&(b). If you have more than one attendance center which does not meet these requirements, you can submit additional Service and Staff Template forms (Sections I-VII), if necessary.
Districts that submitted the “Service and Staff Template” by January 30, 2015, have an option to fill out a new “Service and Staff Template” or update the relevant sections and resubmit their plan:
• Section I: update if the number of English Learners changed significantly enough to either need an additional teacher with an ESL or bilingual endorsement, or if more sections need to be opened up.
• Sections II-III: update if the number of staff members with the specific types of endorsements/qualifications has changed.
• Section IV: update about any changes to the ways in which the current educational program for ELs meets the needs of the students without fully qualified staff.
• Sections V-VI: update if needed
• Section VII: Indicate if progress toward implementing various aspects of the TBE/TPI program has been made
• Section VIII: Provide an update about the outcomes of previously listed activities and add information about new activities being added.

ATTENDANCE CENTER NAME ______________________________
I.
For the SY 2014-2015, please describe your preschool English Learners 1 (ELs) and the program model used to provide language support services (you can add additional rows if needed):
Transitional Bilingual Education (TBE): 20 or more English Learners from the same language background
Home Language Number of
Eligible
Students
Program Model (i.e. Dual Language, Transitional Bilingual
Education, Sheltered Instruction + ESL, etc.)
Delivery Model
(i.e. self-contained, co-teaching, push-in, pull-out)
Number of
Students
Receiving
Services
Transitional Program of Instruction (TPI): fewer than 20 English Learners from the same language background
Home Language Number of
Eligible
Students
Number of
Students
Receiving
Services
Program Model (i.e. Dual Language, Transitional Bilingual
Education, Sheltered Instruction + ESL, etc.)
Delivery Model
(i.e. self-contained, co-teaching, push-in, pull-out)
1 "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; the ability to successfully achieve in classrooms where the language of instruction is English; or the opportunity to participate fully in the school setting.
Other terms used for this population include “English Language Learner (ELL),” “Limited English Proficient (LEP), and “Dual Language Learners (DLL).

II.
Please list information about teachers who provide instruction to ELs in preschool (in case of co-teaching or pushing-in, please list both teachers).
Last Name First Name Grade Level
Endorsement
(i.e. Early
Childhood,
Elementary,
Middle, Other)
Bilingual endorsement
(indicate language)
☐ ________
☐
________
ESL
TBE/TPI Service Endorsement
ELS - ELS- endorsement TBE Visiting
(formerly
Type 29)
Teacher from
Spain
☐
☐
☐
☐
☐
☐
Other
☐
☐
__________
__________
Position (i.e. classroom teacher, co-teacher, itinerant
(pull-out or push-in)
☐ ________
☐ ________
☐
☐
☐
☐
☐
☐
☐ __________
☐ __________
III.
Please list information about paraprofessionals who provide language support in preschool.
Last Name First Name Licensure Position
IV.
Describe how the educational program for English learners, in place this school year, will meet the needs of those students without fully qualified staff, including:

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;

How the program will meet the educational needs of the students and build on their academic strengths;

How the program will specifically help the students learn English and prepare them to meet academic achievement standards for grade promotion and graduation;

How sufficient resources, including equipment and instructional materials, shall be made available to support the program.

V.
In order to support the vertical transitioning of students, please describe the alignment of the preschool program with the kindergarten TBE and TPI programs available to these students once they finish preschool (i.e. Bilingual Education, Sheltered
Instruction, ESL only)

Given the information you shared and considered in Sections I-V above, what is your goal for this preschool program for English Learners, once fully implemented.
VI.
Please describe what TBE/TPI services for preschool ELs will look like when the program is fully implemented at this attendance center.
Program Model (i.e. Dual Language,
Transitional Bilingual Education,
Sheltered Instruction + ESL, etc.)
Delivery Model
(i.e. self-contained, coteaching, push-in, pull-out)
Number of Bilingual endorsed teachers needed
Number of ESL endorsed teachers needed
Number of paraprofessional(s) needed
VII.
In addition to staffing, please rate your progress toward implementing other aspects of the TBE/TPI program for preschool
English Learners at this attendance center
TBE/TPI Program Components
Administration of Home Language Survey (in English and in students’ home languages)
(23 Ill. Adm. Code 228.15)
In Place
☐
In Progress
☐
Not in Place
☐
Not Applicable
☐
☐ ☐ ☐ ☐ Assessment of student eligibility for TBE/TPI services using an appropriate prescribed English language proficiency screening procedure (23 Ill. Adm. Code 228.15, 228.10)
Curriculum – Alignment to ELD Standards and Other ☐ ☐ ☐ ☐
Components (23 Ill. Adm. Code 228.30, 228.10)
Native Language and ESL Materials (23 Ill. Adm. Code 228.30)
Professional Development pertaining to the education of ELs, e.g.: PD on Early English Development Standards (23 Ill. Adm.
Code 228.35)
☐
☐
☐
☐
☐
☐
☐
☐
☐ ☐ ☐ ☐ TBE/TPI program eligibility notification letters for parents (23 Ill.
Adm. Code 228.40)
Translations of notification letters and other communication into the home languages of the families (23 Ill. Adm. Code 228.40)
☐ ☐ ☐ ☐
TBE/TPI Records Maintenance (23 Ill. Adm. Code 228.40)
☐ ☐ ☐ ☐

Please fill out Section VIII once for the whole district
VIII.
Please answer the following questions in as much detail as possible (attach additional sheets as necessary).
1.
List and describe efforts undertaken by district within the past year to recruit and hire fully qualified staff (early childhood, bilingual or special education).
Activity Person(s) Responsible Timeline Outcome
2.
If applicable, explain why individuals meeting the requirements of Section 228.35 subsections (a) and (b) were not hired.
3.
List and describe current efforts undertaken by district to recruit and hire fully qualified preschool staff (early childhood, bilingual or special education) for the 2014-2015 school year.
Activity Person(s) Responsible Timeline Outcome
4.
List and describe past and current efforts undertaken by the district 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.
Activity Person(s) Responsible Timeline Outcome

5.
List all professional development activities focused on the needs of preschool-age English learners scheduled for the 2014-15 school year.
Include the following information: date(s), topic, and attendees.
Date(s) Topic(s) Attendees (positions) Number of Attendees
(actual or anticipated)