Zion-Benton Township High School
District 126
English Learner Program Guide
Based on an Original by Nadia Bhabha (2007)
Revised and Updated by Marianna Zeidler
Spring 2014
English Language Learner Program Guide
Part 1: INTRODUCTION
1.1
Introduction
1.2
Important Terms
1.3
Demographics
Part 2: LEGAL REQUIREMENTS
2.1
Federal Law – Civil Rights
2.2
State Law – Rules and Regulations
Part 3: PROGRAM OPTIONS
Part 4: ENTRANCE CRITERIA
4.1
Criteria for entrance into program Table 1: Entrance Criteria
a) Home Language Survey
b) Language Proficiency Testing
4.2
Definitions of full-time and part-time programs
Part 5: STUDENT PLACEMENT AND REGISTRATION
5.1
Identification and Placement of Students
a) Incoming Freshmen - Table 2: Incoming Freshmen Registration
b) Transfer Students - Table 3: Transfer Student Protocols
c) Special Considerations for International Transfer Students
d) Current Students
5.2
Record Keeping and Documentation
5.3
Course Selection
Part 6: ASSESSMENT AND EVALUATION
6.1
Annual Assessments
a) ACCESS
b) PSAE for ELLs – Table 4: ACCESS
6.2
Ongoing Evaluation
Part 7: EXIT CRITERIA
7.1
Criteria for exiting students from program – Table 5: Exit Criteria
7.2
Monitoring of exited students
Part 8: STATE REPORTS
8.1
Annual Student Report
8.2
Bilingual Education Program Delivery Report
8.3
Consolidated Funding Application
8.4
2013-2014 Program Monitoring and Compliance
Part 9: PARENT AND COMMUNITY INVOLVEMENT
9.1
Bilingual Parent Advisory Committee
9.2
Other Parent and Community Involvement
Part 10: PROFESSIONAL DEVELOPMENT
10.1
District Annual In-Service Plan
10.2
W-APT and ACCESS Training
10.3
Program Administrators
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Part 11: BILINGUAL SPECIAL EDUCATION: SPECIFIC LEARNING DISABILITIES IN LANGUAGE AND READING
11.1
Introduction
11.2
Serving English Language Learners with Disabilities
Part 12: LONG TERM PLANNING
12.1
Recommendations
12.2
Short Term Plan
Part 13: FORMS
13.1
13.2
13.3
Parent Enrolment Notice
Student Data Sheet
ELL Course Recommendation Sheet
Part 14: RESOURCES
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Part 1: INTRODUCTION
1.1 Introduction
The demographics of the ZBTHS student population have been changing slowly but steadily over the years. In recent
years there has been a marked increase in students that lack academic language skills in English as in their native
language. Some students have just moved to the United States from their home countries where they had little, if
any, prior exposure to English. Other students arrive from neighbouring districts, feeder schools, or out of state. These
transfer students come to ZBTHS with a wide range of experiences with learning the English language and at varying
levels of proficiency. In the last two years, incoming ELL Freshmen are students born in this country who speak Spanish
at home. Many of these students are highly proficient in English and successful in mainstream classes, but a growing
number of students are arriving at ZBTHS, not only with limited English proficiency but with very low academic skills.
Languages spoken are non-academic English and/or Spanish with very poor writing or reading skills. It is imperative
that ZBTHS continue to expand ELL services to meet the needs of these students. In addition, there are new federal
and state rules and regulations that must be met. With the ELL population that grows every year, it is best to have
policies and practises that comply with legal mandates and are pedagogically sound in place as soon as possible. This
guide outlines the requirements for such a program and sets in place the procedures for how ZBTHS can best serve the
growing ELL population.
1.2 Important Terms
EL: English Learner - A student is an English learner (EL) if:
 He or she speaks or understands a language that is not English and
 His/her English language proficiency test results, adjusted for grade level, are as follows:
 Composite proficiency level = below 5.0*
 Reading & writing proficiency levels = below 4.2*
 For PK (ages 3-4) = below state approved criteria for “proficient” designation
* States must set the same criteria for all students whose native or home language is not English to determine who is
an EL student. It is required by the Federal No Child Left Behind Act, and as a result of an Illinois lawsuit filed by
MALDEF (Mexican American Legal and Educational Fund).
ELL: English Language Learner – This term is the preferred term to refer to students who are learning English as a
second or other language.
LEP: Limited English Proficient – This is used interchangeably with ELL to refer to a student who has limited proficiency
with the English language.
ESL: English as a Second Language – Usually used to refer to the English classes that are offered for LEP students.
Home Language: The language normally spoken by the student and his/her family in the home.
L1: The student's first/native/home language.
L2: The student's second or additional language (i.e., English).
TPI: Transitional Program of Instruction – Describes programs in which students learn English both in ELL English classes
and with other assistance as needed. State law mandates that all schools with fewer than 20 ELLs of the same or
different language groups must offer a TPI program that includes ESL classes, native language arts, and instruction in
the history and culture of the U.S. and the students' native countries. (23 Illinois Administrative Code, 228.30(f))
TBE: Transitional Bilingual Education – Describes programs in which students from the same first language are grouped
together and learn content using their first language and slowly phasing in English. The state of Illinois requires that all
schools with an enrolment of at least 20 ELLs from the same first language must offer a TBE program that includes
sheltered instruction in math, science, social studies and other subjects required for graduation in addition to ESL,
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native language arts, and instruction in the history and culture of the United States and the native countries of the
students. (23 Illinois Administrative Code, 228.30(e))
Sheltered Classes: Content classes in which ELLs are grouped together and learn grade-level content using a
combination of the students' first language and a comprehensible level of English. The teacher uses specific strategies
and techniques such as simple vocabulary and visual aides, to assist students in learning the content while at the same
time improving their English. Sheltered math, science, and social studies were introduced at ZBTHS in the 2007-2008
school year. All other classes required for graduation need to be introduced for the program to be in compliance with
state law.
1.3 Demographics
In the 2005-2006 school year there were 35 students identified as English Language Learners and enrolled in ESL
classes and/or an ESL Resource period. In 2006-2007 that number increased to 60 students. Between 2007 and 2013,
the number of students receiving ELL services increased from 80 to about 100. The expected number of identified ELL
students for the 2014-2015 school year will exceed 150. Of those students over 90% are native Spanish speakers, the
rest represent a variety of other languages that over the years have included French, Amharic, Malayalam,
Mandarin/Cantonese, Vietnamese, Hindi, Japanese, Russian, Bulgarian, Cambodian, and Tagalog. Included in these
numbers are between 5 and 10 students per year who arrive at ZBTHS from their home countries with absolutely no
prior knowledge of English. In recent years, there has also been an increase in the number of ELL students that do not
live with a parent but with a guardian, an acquaintance or, an older sibling. Because of this and the fact that many
families/students have been much too often moving across districts and/or countries (even within one school year), it
is highly recommended that all students entering ZBTHS for the first time, be tested for English proficiency and
academic level before assigning them a course schedule.
Note: As of May 2014, the available Access Scores for incoming 2014-2015 Freshmen from two feeder schools
(Central Junior High and Beach Park) are available in Skyward.
Part 2: LEGAL REQUIREMENTS
The following is a brief outline of federal and state laws that shape the program at ZBTHS. It is with these regulations
in mind that the ELL program was developed and should continue to be operated.
2.1 Federal Law
a) Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or national origin. It also
prohibits the denial of equal access to education due to limited English proficiency.
The U.S. Supreme Court ruling in Lau v. Nichols (1974) further clarified Title VI by stating that there is no equality in
treatment in merely providing limited English proficient students with the same facilities, textbooks, teachers, and
curriculum. We are required to provide services including teachers, textbooks, and curriculum that meet the specific
needs of our English language learners. In addition, the Equal Educational Opportunities Act of 1974 (EEOA) requires
that schools take action to overcome students' language barriers that impede equal participation in education
programs.
b) The U.S. Supreme Court decision in Plyler v. Doe (1982) ruled that schools have no right to deny free public
education to undocumented children. As a school district we may ask for a copy of a birth certificate or other proof of
a student's identity and age to register the student and we also can require that families submit proof of residency in
the district, such as a utility bill, lease, or a sworn affidavit, however, it is unconstitutional to require students to
provide a social security number or to require documentation that is only available to legal residents (such as a driver's
license).
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c) The U.S. Department of Education Office for Civil Rights (OCR) has issued further guidelines regarding civil rights of
language minority students. The OCR identifies the following as Title VI violations:
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the exclusion of students from effective school participation due to the inability to speak and understand the
language of instruction
the mis-assignment of students to special education classes due to lack of English language skills
programs that do not teach English or are dead-end tracks
parent notices and information being sent home to ELL parents in a language that they do not understand
The OCR recommends that ELL programs follow this 3-pronged approach:
 Soundness of educational approach – legitimate, research driven educational strategy
 Proper Implementation – program and practises allow for the effective implementation of the program,
including adequate staffing, proper exit criteria, appropriate placement of ELLs in Special Education programs
only when needed, and that ELLs have access to gifted and talented or other specialized programs
 Program Evaluation – the program is evaluated periodically and modified as necessary
2.2. State Law
Illinois State Constitution
Article X, Section 1 Illinois State Constitution - The State shall provide for an efficient system of high quality public
educational institutions and services. Education in public schools through the secondary level shall be free.
Illinois Statutory Law
Illinois School Boards must establish free schools for all children between the ages of five (5) and twenty-one (21) who
reside in the school districts. 105 ILCS 510-20.12.
d) No Child Left Behind Act (2001): While NCLB is federal law, it put in place many requirements at the state level.
NCLB required individual states to develop an annual English language proficiency assessment. The state of Illinois
adopted the ACCESS test and the WIDA-ACCESS Placement Test (W-APT). These tests are now required for program
placement and annual reporting. The state of Illinois also developed English language proficiency standards that must
be used when planning lessons and curriculum for classes in the ELL program. In addition, NCLB provides for two Title
III grants, the Language Instruction Programs for Limited English Proficient Students (LIPLEPS) and the Immigrant
Education Program (IEP). To date ZBTHS has not applied for federal grants and only receives state funding for the ELL
program.
A child’s residence for school purposes is the residence of the person who has legal custody of that child. Thus, under
105 ILCS 510-20.12 of the School Code, two key things must be proven before a child may be enrolled in school:
1. Legal Custody ; and
2. Residence of legal custodian within the district.
The manner in which legal custodians are asked to prove custody and residence is what determines whether an
enrollment policy is in accordance with federal and state law.
“Legal custody” for school purposes is custody exercised by:
(i) A natural or adoptive parent;
(ii) An adult that was granted custody by order of a court;
(iii) An adult caretaker, with whom the student resides, who is receiving public aid for the student;
(iv) An adult who demonstrates that he/she assumes and exercises legal responsibility for the student and
provides the student with a regular fixed night-time residence. 105 ILCS 5/10-20.12 (b)(2)(ii).
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Under Illinois law, it is unlawful for a district to deny a student, who resides within its boundaries, access to its
schools simply because his/her caretaker does not have legal guardianship (court-ordered custody).
School officials cannot mandate adult caretakers to obtain legal guardianship as a prerequisite for enrollment.
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Acceptable means to establish residency include, but are not limited, to:
(i) Notarized affidavit of homeowner or person renting an apartment (in cases where adult caretaker does not own or
rent a home in his/her name).
(ii) Confirmation by a school district’s truant officer or social worker.
(iii) Letter from local clergy or public agency.
(iv) Utility bills, bank accounts, insurance policies.
(iv) Driver’s license or state identification, so long as they are not strictly required.
Illinois Administrative Code Part 228 sets the rules for most aspects of ELL programming, the rules will be discussed in
further detail later in this document in the appropriate sections. The rules outlined in Illinois Administrative Code Part
228 include:
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requirement of a Home Language Survey of all students new to the district
sets eligibility criteria for designation of students as ELL
sets requirements for annual testing with ACCESS
mandates that schools must have a bilingual parent advisory committee
outlines parent rights for enrolment notification and the right to withdraw a child from ELL services
regulations regarding the duration of student participation in the ELL program
regulations regarding staff training and required certification for teachers and administrators
Requires the establishment of a TPI and/or TBE program (TPI programs are for schools with fewer than 20 ELLs of
the same or different language groups. TBE programs are for schools with an enrolment of at least 20 ELLs from
the same first language and must include sheltered instruction in math, science, social studies and other subjects
required for graduation. Both TPI and TBE must include ESL, native language arts, and instruction in the history
and culture of the United States and the native countries of the students.)
Section 14C-3 of the Illinois School Code (105 ILCS 5/14C-3) requires that all K-12 students identified as ELL be
tested annually for English proficiency in four language domains: aural comprehension (listening), speaking,
reading, and writing. Since SY 2006, ISBE has prescribed the ACCESS for ELLs® for the annual English proficiency
assessment of ELL students.
Background and Overview of Common Core
Illinois adopted the common core standards for English Language Arts (ELA) and Math in June of 2010. Illinois continues
to have educational standards for early childhood, fine arts, foreign language, physical development and health,
science, social emotional, and social science. The common core for English Language Arts and Math are now
incorporated into the full set of Illinois Learning Standards.
The Common Core State Standards Initiative (CCSSI) is an effort to establish a single set of clear educational standards
for English-language arts and mathematics that states can share and voluntarily adopt. These standards are designed to
ensure that students graduating from high school are prepared to go to college or enter the workforce and that
parents, teachers, and students have a clear understanding of what is expected of them.
How will the standards impact ELL and special education?
It is also beyond the scope of the Standards to define the full range of supports appropriate for English language
learners and for students with special needs. At the same time, all students must have the opportunity to learn and
meet the same high standards if they are to access the knowledge and skills necessary in their post-school lives.
The Standards should be read as allowing for the widest possible range of students to participate fully from the outset,
along with appropriate accommodations to ensure maximum participation of students with special education needs.
No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement
levels of students in any given classroom. However, the Standards do provide clear signposts along the Frequently
Asked Questions 2013 way to the goal of college and career readiness for all students. The new standards will help
teachers continue to develop and implement effective strategies for their students by providing benchmarks for skills
and knowledge that their students should have by the end of the year.
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Part 3: PROGRAM OPTIONS
ISBE Guidance Document: Section 228.27 Plan for Language Support Services* (PDF) - Section 9 of this document
states that "a number of language acquisition models are considered to be educational sound and support by
scientifically based research. The Office of Civil Rights and the Illinois State Board of Education do not require a
particular education approach to the instruction of English learners. Thus, districts have substantial flexibility when
developing programs to meet the needs of English learners." These include:
 Transitional Bilingual Education
 Developmental Bilingual
 Dual Language/Two Way Immersion
 English as a second language [ESL]
 Content-based ESL
 Sheltered English Instruction
105 ILSC 5/14C-3 requires that one of two types of programs be provided for all PK-12 ELL students to help them
become proficient in English and transition into the general education curriculum.
3.1
Transitional Bilingual Education (TBE)
Legislation passed in 1973 requires Illinois school districts to offer a TBE program when 20 or more ELL students of the
same language classification are enrolled in the same attendance center. TBE programs must provide instruction in the
home language of students and in English in all required subject areas, as well as instruction in English as a second
language (ESL). TBE teachers are required to be certified by the state of Illinois and possess the appropriate bilingual
and/or ESL endorsement/approval. Bilingual teachers must demonstrate proficiency in the language(s) spoken by
students and in English.
3.2
Transitional Program of Instruction (TPI)
If an attendance center has an enrollment of 19 or fewer ELL students from any single non-English language, it may
elect to offer a TPI program in lieu of a TBE program. TPI programs must include instruction or other assistance in a
student’s home language to the extent necessary as determined by the student’s level of English proficiency. TPI
services may include, but are not limited to, instruction in ESL, language arts in the student’s home language, and
history of the student’s native land and the United States. Like TBE teachers, TPI teachers must hold the proper teacher
certifications and endorsements/approvals for their teaching assignments.
Districts that provide at least five periods of TBE/TPI services a week to ELL students may apply for state TBE/TPI
funding which reimburses some of the excess costs of providing these services based on a prorated formula. Bilingual
Education Programs and English Language Learners in Illinois SY 2011 Statistical Report 2
The No Child Left Behind Act of 2001 (NCLB) enables school districts in Illinois with state-funded TBE and/or TPI
programs to apply for supplemental federal funding to support the educational needs of ELL students. This federallyfunded program for ELL students is called Title III: Language Instruction Programs for Limited English Proficient and
Immigrant Students.
Part 4: PROGRAM ENTRANCE CRITERIA
4.1 Criteria for entrance into program
a) Home Language Survey: According to Illinois State Law, all students entering the district must complete a Home
Language Survey. The two questions required on the survey are:
o
o
Does anyone in your home speak a language other than English? (If yes, what language?)
Does your son/daughter speak a language other than English? (If yes, what language?)
All public schools must ask parents or guardians to fill out this survey form when enrolling a new student.
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Its purpose - to find out
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what language/s the student speaks, and
what language/s is/are spoken at home.
It should be done at school enrollment time or before the first day of classes if in Pre-K.
The form must be in English and in the home language to the extent possible.
It must have a space for the parent or guardian to sign and date it.
Comment: It is very important that the information given on this survey be correct.
The completed form must be placed in the student’s temporary record.
Note: This specific HLS form is required because of a MALDEF lawsuit. ISBE has posted HLS forms in English and in 38
other languages on its website: www.isbe.net/bilingual/htmls/tbe_tpi.htm
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If the student has an IEP, the school must make the necessary accommodations when administering the
English language proficiency tests.
There is a list of accommodations for students taking the ACCESS for ELLs® test.
NEW - Alternate ACCESS for ELLs® test
For students with significant cognitive disabilities
The IEP should specify its use
Additional requirements apply
The ZBTHS home language survey questions are included on the registration form that all new students complete.
Students who indicate that they speak a language other than English at home should be tested for language proficiency
using the WIDA-ACCESS Placement Test. Students who transfer to ZBTHS from another school in Illinois and some
other states may have ACCESS test scores. Previous ACCESS or W-APT test results can be used to determine student
placement as long as the test was taken no more than 12 months prior.
Students arriving at ZBTHS from feeder schools (Central Junior High, Beach Park Middle School, and North Prairie
Middle School) who indicate that they speak a language other than English but have not taken the ACCESS test
within 12 months do not need to be tested if they have already been screened by the feeder schools (proof required).
However, they should be monitored and if they are not succeeding academically they should be tested for language
proficiency because they may have been exited too early from an ELL program, mis-identified by previous schools or
not tested at all.
b) Language Proficiency Testing: Students are eligible to receive ELL services if they demonstrate limited English
proficiency on the state mandated W-APT2 (WIDA-ACCESS Placement Test, Version 2) or ACCESS Test.
Prescribed Screening Instrument
WIDA ACCESS™ Placement Test (W-APT™)
The WIDA W-APT™ must be used as a screener for students entering the second semester of 1st grade through 12th
grade to determine students’ English language proficiency and to identify students eligible to receive ELL services.
ZBTHS offers at least some services to all students who score below 5.0 (see Table 1 for details). It should also be noted
that a student may score highly on the composite score but very low in one domain. In order to ensure academic
success it is important to take into consideration the individual domain and literacy scores when determining
placement. In addition, other indicators such as teacher recommendations and previous school records are also used.
In general, placement could be as follows:
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Table 1: Entrance Criteria
W-APT or ACCESS
Composite Score
English
Sheltered Content
ELL Resource
0 - 2.5
ELL Level 1 (Beg.)
Yes
Yes
2.6 - 3.5
ELL Level 2 (Int.)
Yes
Yes
3.6 - 3.9
ELL Level 3 OR Mainstream
English (based on teacher
recommendation)
Optional – based on other indicators Yes
(teacher recommendations, etc).
4.0 - 4.9
Mainstream English (not
eligible for ELL English)
No
4.2
Optional – teacher
recommendation,
student/parent choice
Definitions of full-time and part-time programs
For state funding purposes, which includes the annual student report and funding application, students who have more
than five periods a week of ELL instruction are in the program full-time. Students with five or less periods per week of
ELL instruction are part-time. This means that students who take only the ELL Resource class and the remainder of
their courses are mainstreamed are identified as part-time students. All other students, meaning those taking at least
two ELL classes (i.e.: ELL English and Resource) are considered full-time.
Part 5: ELL PLACEMENT AND REGISTRATION
5.1 Identification and Placement of Students
How do you know if a student enrolling in your district is Limited English Proficient (LEP) (also called an English
Language Learner (ELL)) and is eligible for language support services?
Follow these steps:
1.
2.
3.
4.
Administer a Home Language Survey to ALL students (Preschool - Grade 12) newly registering in your district.
Sample Home Language Surveys are available on the ISBE website in English and forty other languages.
Assess the English language proficiency of all students whose parents answered "yes" to one or both of the
Home Language Survey questions, "Is a language other than English spoken in the home?' and "Does the
student speak a language other than English?"
If the student is identified as Limited English Proficient (LEP), provide services as required based on the
individual student's needs.
Annually report identified LEP students on the Student Information System (SIS).
Using Scores to Determine Placement
As of January 1, 2014, any student who is administered the W-APT™ and scores below an overall composite proficiency
level of 5.0 or less than a composite literacy (reading/writing) proficiency level of 4.2 is considered to be an EL and is
eligible for EL services. A student who achieves a 5.0 composite proficiency level as well as a 4.2 composite literacy
(reading/writing) proficiency level is considered English proficient.
Student services is responsible for the registration of all new students, however, the ELL coordinator is responsible for
testing and determining placement of all ELLs entering the district. For incoming freshmen this means the ELL
Coordinator begins collecting data before school counsellors register the students. For incoming transfer students the
ELL coordinator will be contacted by the registrar whenever new students arrive who indicate on the home language
survey that they speak a language other than English. Specific guidelines follow below.
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a) Incoming Freshmen:
Every year the ELL coordinator will contact the ELL coordinators or teachers at the feeder schools to obtain student
names, English language proficiency levels, and course recommendations. Contact information for each district is at
the end of this section.
Well before registration the ELL coordinator should request from the feeder schools a list of current 8 th grade ELLs and
their English proficiency levels based on their last ACCESS or W-APT score.
The ELL Coordinator uses the data and 8th grade teacher recommendations to make course recommendations for each
student (based on the Table 1: Criteria for entrance into ELL Program). ELL course recommendations are given to
student services before counsellors visit schools for registration.
In the spring when ACCESS scores become available the ELL Coordinator will obtain score reports from the feeder
schools. Copies of incoming freshmen ACCESS score reports are to be placed in student ELL folders and student
cumulative records. The latest scores should be examined to determine if any student course selections need to be
changed (some students show much more improvement than was previously predicted and may need to be put in a
higher level ELL English class). Changes should be discussed with the 8th grade teacher, especially if the new scores
indicate that a student should be placed in mainstream classes.
Feeder School contacts as of 2014:
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Central Junior High, Zion, District 6: Maytee Diez, district level ELL Program Coordinator.
Beach Park Middle School, District 3: Veronica Tano 847-599-5071 or at vtano@bpd3.org (Assistant
Interpreter), Vladimir Trotsky, eighth grade ELL teacher 847-731-6330 x5835, Frances Albarran
North Prairie Middle School, Winthrop Harbour, District 1: To date Winthrop Harbour ELLs have been sent to
Beach Park for ELL services and are included with Beach Park data.
Note: As of May 2014, the available Access Scores for incoming 2014-2015 Freshmen from two feeder schools
(Central Junior High and Beach Park) are available in Skyward.
Table 2: Incoming Freshmen Registration – ELL Coordinator Responsibilities
Timeline
Feeder School Contact
Local Responsibilities
Beginning of December
Contact ELL coordinators or
teachers at feeder schools to
request a list of 8th grade
students and their
approximate English
proficiency levels.
Information to be placed in a file labelled “Incoming
freshmen/Year”.
List of students with recommended ELL course selections are
given to student services.
January
Confirm course
recommendations with
feeder school
teachers/coordinators.
Confirm course recommendations with student services.
March
April/May (whenever the
ACCESS scores are available)
ELL Program Guide 2014
Request confirmation from Student Services that students
were placed in correct courses and/or use Skyward to check
student course listings for the coming year
Contact the ELL coordinators
or teachers at feeder schools
to request copies of ACCESS
score reports for incoming
freshmen.
Put copies of ACCESS score reports in student ELL folders and
cumulative folders.
Analyze scores to confirm that students have been placed
appropriately, make changes to course selections as
necessary with the counsellors.
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b) Transfer Students
All students entering the district will complete the home language survey (see Part 4.1(a)). If a student indicates that
he or she speaks a language other than English at home, then the school registrar or a counsellor will contact the ELL
coordinator to test the student for language proficiency. Students will be assessed for language proficiency using the
W-APT2 before course selections are made. Students who transfer to ZBTHS from another school in Illinois and some
other states may have ACCESS test scores. Previous ACCESS or W-APT test results can be used to determine student
placement as long as the test was taken no more than 12 months prior. Once tested the student will be placed
according to the guidelines in Chart 1: Criteria for Entrance into ELL Program.
Parents will be notified in writing in English and in their home language within 30 days of the start of school, or if the
school year has already begun within 14 days of registration, of a student being placed in the ELL Program. (See Section
11, Form 1). Parents have the right to refuse ELL services at any time, they must provide written notice to terminate
participation in the program.
c) Special Considerations for International Transfer Students
International transfer students follow the same guidelines as domestic transfer students (Section 4.1.(b)), except for a
few special considerations:
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High Proficiency Student: International transfer students who score above 5.0 on the W-APT should be
encouraged to take the ELL Resource class for at least their first semester. ELL Resource provides an
opportunity for international students to receive assistance from the ELL teachers as the student adjusts to
the academic and cultural environment of an American school.
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Low Proficiency Students: International transfer students arriving at ZBTHS as juniors or seniors with no prior
knowledge of English should be made aware that they may need to complete an extra year of high school, but
that this will benefit them by allowing them to learn English and become adequately prepared for postsecondary education or careers.
Table 3: Transfer Student Protocols
Testing
Placement
Stateside
Transfer
Students
Student provides transcripts
and if available previous
ACCESS test scores.
If previous scores are
unavailable or more than 12
months old, student takes
the W-APT2.
Student placed according
to test results and teacher
recommendations based
on Chart 1: Criteria for
Entrance into ELL Program.
International
Transfer
Students
Student takes the W-APT and Student placed according
provides transcripts from
to test results and teacher
home country.
recommendations based
on Chart 1: Criteria for
Entrance into ELL Program.
ELL Program Guide 2014
Considerations
Parent Notification
Notice of placement in
ELL program sent home
to parents within 30
days of the start of the
school year, or within 14
days if the school year
has already begun.
Student encouraged
to take ELL Resource
regardless of
language
proficiency.
Notice of placement in
ELL program sent home
to parents within 30
days, or within 14 days if
the school year has
already begun.
Parents advised if
student may need to
complete an extra year
of high school.
Page 12
d) Current Students
Students already enrolled at the school and registered in the ELL program are tested annually and monitored by the ELL
coordinator and teachers (See section 5). The ELL Resource teacher will complete a Course Recommendation Sheet
(See section 11, Form 3) for each student which will be submitted to advisors in time for course registration in January.
5.2 Record Keeping and Documentation
There are a few important steps that need to be taken to ensure proper documentation of ELLs according to state law:

Student Data Sheet: All students have a student data sheet in their ELL folder. This form must be completed
for all students and kept up to date (see section 11, Form 2)

Score Reports: Copies of all test score reports (W-APT, ACCESS, IMAGE) must be placed in both the student's
cumulative record and ELL folder.

Student Information System: All students who have been identified by the school as ELLs must also be
identified in the Student Information System (SIS), a state-wide data bank. The school data processor, Phyllis
Fuller, should be given a list of all students registered in the ELL program at the beginning of the year so that
she can update the system as necessary. Any new students who arrive mid-year must also be added to the
system.

Parent Notification: Within 30 days of the start of the year, or 14 days if a student enrolls mid-year, parents
must be notified in writing if their son/daughter is placed in the ELL program (see section 11, Form 1). The
letter must be sent home in English and the family's home language, translations of the letter in numerous
languages are available at http://www.isbe.net/bilingual/htmls/tbe_tpi.htm
5.3 Course Selection
Once the English language proficiency of the student has been determined the student, ELL coordinator, and counsellor
will select courses. The English course is determined in the placement process, as is eligibility for sheltered classes. If
the student does not qualify for sheltered content classes then he/she should be placed in the content classes that
meet his or her academic needs. Students are not to be placed in special education classes or lower level classes due to
limited English proficiency, this is illegal. Students are to be placed according to their academic abilities.
Spanish speaking students are encouraged to take Spanish for Native Speakers. This class builds on existing
knowledge of the first language and helps develop academic language proficiency in the first language, both of which
will help the student continue to achieve academically and gain confidence. Students must be tested for placement in
Spanish for Native Speakers, testing is coordinated by the Foreign Language Department chair.
Students can select electives that are available and of interest to them. Bilingual Aides can help translate and assist
students in selecting their electives. Students should be encouraged to continue to pursue the interests that they had
in their home countries.
Section 6: ASSESSMENT AND EVALUATION
The Assessment Division of the Illinois State Board of Education is responsible for developing and administering tests
that measure the performance of students and schools against the Illinois Learning Standards. The state assessment
scores are used to measure adequate yearly progress (AYP) for all public schools. All students' scores are part of the
AYP measure, including students with disabilities and limited English proficiency.
ACCESS for ELLs® - ACCESS for ELLs® stands for Assessing Comprehension and Communication in English State-to-State
for English Language Learners. It is a large scale standards-based and criterion-referenced assessment designed to
measure the English language proficiency of ELL students. This test is administered annually to all ELL students in
Illinois.
ELL Program Guide 2014
Page 13
ISAT and PSAE - The Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement Examination (PSAE)
measure individual student achievement in mathematics, reading, writing, and science relative to the Illinois Learning
Standards. ISAT is administered to children in grades 3-8 and the PSAE is administered to students in grade 11.
Beginning in 2008, all ELL students were required to participate in these regular state assessments of academic
achievement. In prior years, districts had the option of testing ELL students with the Illinois Measure of Annual Growth
in English (IMAGE), a test using simplified English to test ELL students in math and reading. Now students who have
been eligible for ELL language support services for fewer than five years (excluding preschool and kindergarten) may
receive accommodations on the ISAT or PSAE. The accommodations are provided to allow them to access test content.
ISAT and the PSAE are not administered to students with disabilities for whom regular state assessments are not
appropriate. These students may take the Illinois Alternate Assessment (IAA) instead.
6.1 Annual Assessments
a)
ACCESS for ELLs
The state of Illinois requires that all English Language Learners take the ACCESS for ELLs test annually – this means all
students who are currently in the ELL program in addition to all students who scored less than 5.0 on their previous
ACCESS test regardless of whether they are still in the ELL program. The test window is determined by the state and
usually falls in January.
Tiers and Domains: ACCESS for ELLs™ uses Tiers (A, B, or C) to maximize accuracy and validity of the results.
Usually students in the beginner ELL class, or those in their first academic year in the country, are tested as Tier A. The
majority of the ELLs are tested as Tier B. Part-time students who take only the ELL Resource period, or those students
who will likely be exited from the program at the end of the year, are tested in Tier C. There are four tests, one for
each language domain: Listening, Reading, Writing, and Speaking.
Level 1
Entering
English Language Proficiency Levels
Level 2
Level 3
Level 4
Beginning
Developing
Expanding
ACCESS for ELLs™: TIER A
Level 5
Bridging
Attained
ACCESS for ELLs™: TIER B
ACCESS for ELLs™: TIER C
TIER A is most appropriate for English language
learners 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 receive literacy instruction ONLY in their native language,
OR
• have recently tested at the lowest level of English language
proficiency.
TIER B is most appropriate for English
language learners who:
• have social 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 is most appropriate for English language
learners who:
• are approaching grade level in literacy and academic language
proficiency in the core content areas, OR
• will likely meet the state’s exit criteria for support
services by the end of the academic year
ELL Program Guide 2014
Page 14
The W-APT™ is to be administered by certificated instructional personnel (teachers including bilingual teachers and ESL
teachers) and certificated non-instructional personnel (coordinators, program directors, school psychologists, speech
and language therapists, assistant principals, principals, assistant superintendents and superintendents) who have
completed the ACCESS for ELLs® training, passed the on-line quizzes and meet certification requirements to administer
ACCESS for ELLs®.
Scheduling: The Listening, Reading, and Writing tests are administered in group sessions of no more than 21 students
per session and with each Tier tested separately. The Listening and Reading tests can be administered in the same
session but the Writing test must be done on a different day in a separate session in order to reduce test fatigue. The
Speaking test is the same for all three tiers and is administered one-on-one with a qualified teacher. Each Speaking test
takes about fifteen minutes and should be scheduled during the student's resource period or study hall, if possible. The
testing window for the Speaking tests is longer than that for the other tests in order to accommodate the time it takes
to test each individual student.
The Listening/Reading and the Writing testing sessions last more than one period of the day so accommodations have
to be made for both the teacher administering the test and for the students. The ELL Coordinator will inform the
attendance office of the students who will be testing so that they will be excused from their classes. The teacher or
coordinator will likely need a substitute to cover missed classes while he/she is administering the test. Another option
is to schedule ACCESS testing during first semester final exams, in which case final exams for ELL English classes would
be given before the final exam week. Only one teacher is needed to administer and proctor each testing session. The
Listening portion of the test requires the teacher to read portions of the test aloud so a room where students will be
able to hear the teacher clearly is necessary. It usually takes three days to complete the Listening/Reading and Writing
tests for all three Tiers.
Scoring and Reporting: Only the Speaking test is scored locally. The teacher administering the speaking test scores the
Speaking test as he or she is testing. Scored Speaking tests are sent along with the Listening, Reading, and Writing tests
to MetriTech, a state contracted agency. The contractor scores the Listening, Reading and Writing tests and prepares
reports. Score reports are sent to schools in the spring, usually in May. Copies of score reports must be placed in both
the student ELL folder and cumulative record. Parent reports are also issued to the school, these should be mailed to
the families.
b)
PSAE for ELLs (http://www.isbe.state.il.us/assessment/pdfs/2014/ell-guidance14.pdf)
Eligibility: Students eligible for English Language Learner (ELL) accommodations and exemptions on state tests
(ISAT, IAA, EXPLORE/PLAN, and PSAE) are students who:
1. Have been properly identified as having limited English proficiency (LEP) using
 Home Language Survey results, and
 Placement Test results (W-APT), or
Use of Accommodations
Testing accommodations for ELLs are intended to minimize, to the extent possible, the impact of language on the
measurement of content area performance on the state assessments. Other, additional accommodations to minimize
stress and increase comfort and confidence are also allowed.
Which state tests allow accommodations for ELLs?
Accommodations for ELLs on the Illinois Standards Achievement Test (ISAT) and the Prairie State Achievement
Examination (PSAE) are available for all tested subject areas. However, provisions and restrictions surrounding these
accommodations vary from test to test and subject to subject. District and school officials should become thoroughly
familiar with state policies regarding ELL accommodations before selecting and implementing them.
Regarding the Illinois Alternate Assessment (IAA), all applicable accommodations should be specified in the student’s
Individualized Education Program (IEP) including those meant to address LEP.
ELL Program Guide 2014
Page 15
Regarding the ACCESS for ELLs and Alternate ACCESS for ELLs accommodations are available for students with an
Individualized Education Program. See the appropriate test administration manual for additional information.
New for 2014
The standard version of the ISAT test booklet will not be published in multiple forms for 2014. There will be Large Print,
Braille, and Linguistically Modified versions available. There will not be a Form “SF” or numbered forms (e.g., Form 1,
g accommodation does not require a
specific form of the standard ISAT test booklet. ISAT test booklets will be packaged with the Reader Scripts and audio
recordings, but they are identical to, and interchangeable with, the standard ISAT test booklets. As in the past, Form
LM is not compatible with Reader Scripts and audio recordings.
The accommodations table in the ISAT manuals will show the accommodation Student reads aloud to him/herself as
available for LEP in reading, math, and science. This accommodation is commonly listed in IEPs, and the state is
interested in the extent to which it is provided, but it is not restricted to students with IEPs. It can be used by any
student getting an individual administration.
ISAT results for 2013-14 did not include national norms for any subject area. This applies to the standard ISAT as well as
the accommodated versions. PSAE will again include ACT Writing as the final test administered on PSAE Day 1. ACT
Writing was most recently administered as part of PSAE in the spring of 2011. It is optional for ELLs.
1 More information is provided in the PSAE section. The IAA will have a Writing Test at grade 11 only.

2014 ACCESS for ELL Administration Survey
The survey data will be used to inform future test administration guidelines for the technology based ACCESS for
ELLs® 2.0 assessment. Please complete the survey after having finished 2014 ACCESS for ELL test administration.

New "proficiency" definition for identifying English Learners in Illinois Schools as of January 1, 2014
(6/27/2013)

ACCESS for ELLs®
o
2013 ACCESS for ELLs® Mismatch Report
- Due 10/18/13

2013 ACCESS for ELLS® Mismatch Report Submission Guidance
o
2014 listening test update posted!
o
2014 reading test timing update posted!
o
2015 Test Schedule and Order Dates

Alternate ACCESS for ELLS®
o
Alternate ACCESS for ELLs Presentation posted!
o
Writing Scoring Guide posted!
o
2013-14 Participation Guidance posted!
o
Implementing the Alternate ACCESS for ELLs Webinar

ACCESS Tier Assignment Guidance
6.2 Ongoing Evaluation
In addition to state mandated testing, ELLs need to be monitored in their academic progress. Each ELL Resource
teacher is responsible for monitoring the students in his/her class. This includes checking student progress reports and
report cards, conferencing with students individually when report cards are issued, and maintaining contact with
mainstream teachers regarding the progress of ELLs. In addition, as part of the ELL Resource curriculum students are
required to set goals at the beginning of each quarter and to write a reflection at the end of each quarter. The ELL
resource teacher will discuss the goals and reflections in one-on-one conferences with students.
The ELL Resource teacher will also discuss course selection with students and complete a course recommendation form
to be given to advisors before course registration begins, as described in section 4.1(d). The recommendations are
based on ACCESS test scores and other indicators such as academic performance and teacher recommendation, as
described in Table 1, Criteria for entrance into the program. See Section 11, form 3 for the course recommendation
form.
ELL Program Guide 2014
Page 16
Table 4: ACCESS Testing – ELL Coordinator Responsibilities Timeline
ACCESS
September
Check that all students identified as ELLs are correctly labelled in SIS, this is important since test
pre-ID labels are issued based on SIS information
Oct/Nov
Attend state sponsored test training workshops and train teachers for Speaking test administration.
Test ordering materials will arrive from MetriTech.
December
Determine testing locations, dates, and times. Make a schedule for one-on-one speaking tests.
Send letters home to parents explaining the upcoming testing.
January
ACCESS Testing Window Opens
A week before test dates give each student a pass that tells them where and when they need to
report for testing.
Submit a list of names to the attendance office to excuse students from classes, also email the
names to faculty to inform them of upcoming absences.
Fill out a Professional Leave form for the teacher who will administer the test and arrange for a
substitute to cover classes.
February
Finish one-on-one speaking tests
Mail all materials to MetriTech
March
April
May/June
Score reports arrive at the school.
Place copies in student files, mail parent copies home.
Fall of the
following year
2015 ACCESS Testing
Events
Begins
Test Ordering
10/22/2014
Pre-ID label printing and shipping will be handled using the ISBE Student
Information System (SIS).
Last day to update SIS for Pre-ID labels (by 4pm)
Districts/CPS Schools Receive Test Materials
Additional Materials Deadline
Ends
11/16/2014
TBA
1/6/2015
Regular Test Window – All Domains
Ship materials to MetriTech
All materials received at MetriTech
1/12/2015
2/13/2015
2/20/2015
2/27/2015
Waiver 1 Test Window – All Domains
Ship materials to MetriTech
All materials received at MetriTech
1/19/2015
2/20/2015
2/27/2015
3/6/2015
Waiver 2 Test Window – All Domains
Ship materials to MetriTech
All materials received at MetriTech
ACCESS Data Correction Window
Final Reports Shipped to Districts/CPS Schools
1/26/2015
2/27/2015
3/6/2015
3/13/2015
5/22/2015
8/1/2015
5/4/2015
Part 7: EXIT CRITERIA
ELL Program Guide 2014
Page 17
7.1 Criteria for Exiting Students from the Program
Research has shown that language learners can achieve a comfortable level of social communication in English in as
little as one year. However, to achieve academic proficiency can take up to ten years and is influenced by a variety of
factors including previous educational background, academic proficiency in the first language, personality factors, and
even motivation.
The state of Illinois requires LEP students to be in an ELL program for at least three years unless the student achieves a
level of English proficiency sooner that would enable him or her to perform successfully in mainstream classes (the
state defines proficiency as an ACCESS composite score of 5.0) or if the parents/guardians make a request in writing to
have the child removed from the program. Students should remain in the program for longer than three years if they
have not yet achieved a level of English language proficiency that will allow them to succeed academically in
mainstream classes at the same rate as their native English speaking peers and if the parents/guardians agree.
Students are monitored by the ELL Resource teacher and ELL English teacher in addition to being tested annually with
the state mandated ACCESS for ELLs. Criteria for exiting students from the program are based on test results as well as
other indicators (teacher recommendation, academic achievement etc). For specific guidelines see Table 5, below.
According to state of Illinois rules, all students who score below a composite score of 5.0 are designated as LEP and
eligible for ELL services but additional indicators can also be used for those scoring between 4.0 and 5.0. In addition, it
is recommended that the individual domain scores and literacy score are taken into consideration before exiting a
student because a student can be highly proficient in basic interpersonal communication in English (such as casual
conversation) but still very limited in their academic proficiency and/or literacy.
Documentation: It is very important to note the date and reason that a student is exited from the ELL program on the
Student Data Sheet in the student's ELL folder and a copy should also be put in the student's cumulative record (see
section 11, form 2). ELL student folders will be kept on file for at least three years after the student is exited from the
program.
Table 5: Exit Criteria
ACCESS Composite
Score
English and Content Classes
ELL Resource
2.6 - 3.5
Students are transitioned out of sheltered
content classes. Students continue to take ELL
English classes.
Yes
3.6-3.9
Students take mainstream content classes and
may be placed in mainstream English classes if
they show high academic achievement,
motivation, and a high literacy level in English.
Students continue to take ELL Resource for
academic support and monitoring.
4.0-4.9
Students not eligible for ELL English or sheltered
content classes.
Students take mainstream classes.
Students may be exited from the program.
Optional - Students are encouraged to take ELL
Resource for academic support (in which case
they are not exited from the program).
5.0
Students exited from the program
7.2 Monitoring of Exited Students
ELL Program Guide 2014
Page 18
The No Child Left Behind act requires that students are monitored for three years after being exited from an English
Language Learning program. In addition, students who are exited before achieving an ACCESS composite score of 5.0
are required to take the ACCESS test annually until they achieve proficiency, as demonstrated by a score of 5.0.
Exited students will be monitored by the ELL Coordinator for three years or until they leave the school due to
graduation, transfer, or other reasons. The students will be designated as “transitioned” and mainstream teachers will
be informed of the student's status and that if the student demonstrates difficulty the teacher should contact the ELL
Coordinator. Additional monitoring includes regularly checking student grades on report cards, checking standardized
test scores such as the PSAE, and making support available to the student if he or she is having difficulty succeeding
academically. Students may also re-enter the ELL program if they are not achieving without ELL support.
Part 8: STATE REPORTS
There are three very important documents that must be completed annually in June.
8.1 Annual Student Report
Every year we are required to submit the Annual Student Report at the end of June. The report lists data about all
students who were in the ELL Program during the previous year including home language, ethnicity, grade, type of
placement assessment used to determine proficiency, date of entry into the program, date and reason of exit (if
applicable), part-time or full-time status, and whether the student took the ACCESS test. The form is usually sent to the
school as an electronic file that is modified and submitted to the state electronically in IWAS.
8.2 Bilingual Education Program Delivery Report
The Bilingual Education Program Delivery Report is also usually due at the end of June. This report is available and
submitted through IWAS. The report includes information about the type of program offered at the school, number of
teachers who work with ELLs, the type of professional development that was provided for the teachers, information
about the mandatory bilingual parent advisory committee, the types of services provided for parents, and projected
needs for future fiscal years.
8.3 Consolidated Funding Application
The application for state and/or federal funding is also usually due at the end of June. This report must be downloaded
from the ISBE website and submitted to the ISBE Office for English Language Learning in hard copy by mail. The
funding application asks for data regarding the number of ELLs served by the program, their home languages and grade
levels, information about the bilingual parent advisory committee, the number of teachers who work with ELLs and the
type of professional development in which they participated as well as projections for future staffing and professional
development needs. On this application the school must indicate whether we are applying for federal funds (LIPLEPS
and/or Title III) in addition to state funds (TBE or TPI). At present ZBTHS has only applied for and received state funds.
The ISBE offers annual workshops where they review the process of completing the funding application and any
changes to the application, the workshops are usually held in May.
8.4 2013-2014 Program Monitoring and Compliance

District Self-Assessment Checklist (12/13)

Onsite Monitoring Instruments:
o
Administrative Review

Corrective Action Plan (CAP) Template
o
Student File Review
(12/13)
(3/14)

NOTE: To be completed by districts that have been through the On-Site Compliance Monitoring Program
Review by the Division of English Language Learning (DELL).
Part 9: PARENT AND COMMUNITY INVOLVEMENT
ELL Program Guide 2014
Page 19
9.1 Bilingual Parent Advisory Committee (BPAC)
The state requires all schools that have a TPI or TBE program to institute a Bilingual Parent Advisory Committee (BPAC)
with the purpose of participating in the planning, operating, and evaluating of the ELL program. The committee will
also review the annual state funding application. Membership should include parents/guardians of ELL students, ELL
teachers, school counsellors and administrators, and community leaders. However, the majority of the membership
must be parents/guardians of ELL students. The committee must meet four times a year and maintain minutes of all
meetings on file with the district. The district must provide annual training for the BPAC which includes information on
bilingual education methods, state and federal laws regarding ELL student participation and parent rights, and
accountability measures regarding students in the program. In 2010, ZBTHS organized I-PAC as an International Parent
Advisory Council. This model emphasizes in the education of parents in relation to the American school system. The
way schools are organized in other countries where most of ZBTHS ELL students originate, follows a centralized
administration led by a school director. There is an absence of a district superintendent. An accumulation of credits is
not a requirement to graduate from a high school abroad. I-PAC is integrated by all parents of foreign backgrounds
where English is not the primary language. Diferent speakers are invited to address the parents in different areas that
include legal issues, health education, special education, parenting and college orientation among others.
9.2 Other Parent and Community Involvement
Research shows that students whose parents are actively involved in their schooling will be more likely to succeed at
school. Traditionally at ZBTHS there has been a lack of involvement by ELL parents and minority parents in general.
This can be due to many factors including linguistic and cultural issues. With ELL students we also have to be aware
that not all students live with their parents and when we refer to parents/guardians this may include uncles, aunts,
older brothers or sisters, or even extended family. The ELL Coordinator and teachers try to facilitate more involvement
from bilingual parents/guardians by sending home all notices in both English and the home language, inviting
parents/guardians to participate in special presentations. Parents/guardians are also encouraged to participate in our IPAC Year-End Celebration and to join I-PAC. During the 2013-2014 school year, the ZB Parent University hosted for the
first time a program in Spanish to explain the credit requirements for graduation. The event was well attended.
Part 10: PROFESSIONAL DEVELOPMENT
10.1 District Annual In-Service Plan
The school is required to submit a district annual in-service plan with the annual funding application. The plan must
indicate what type of training will be provided for all staff who work with the ELL program. Training activities are
required at least twice a year and must cover one of the following areas: current bilingual education research,
assessment strategies for LEP students, methods and techniques for teaching LEP students, methods and techniques
for teaching LEP students with disabilities, and the history and culture of the students' native lands. Useful workshops
on these topics are sponsored throughout the year by the ISBE and the Illinois Resource Center.
10.2 W-APT and ACCESS Test Administrator Testing
As mentioned in Section 5.1(a), all teachers who will be administering the W-APT or the ACCESS test must be trained
and certified. Training sessions are sponsored every fall by the ISBE and the IRC for test administrators. They also
sponsor “train the trainer” sessions in which one person receives the training and then trains others at the school.
Once trained all potential test administrators must take an online quiz at https://uwosh.courses.wisconsin.edu/
10.3 ELL Program Administrator
According to state law, TBE programs directors in districts with fewer than 200 students, must hold a valid
administrative certificate or supervisory endorsement and complete two hours of professional development
addressing ELL needs (as described in Section 9.1). If the number of ELLs increases beyond 200 then the administrator
ELL Program Guide 2014
Page 20
needs the administrative certificate or supervisory endorsement and a bilingual approval. The administrator would
have to meet this requirement by the start of the fourth year after the school year in which the ELL number exceeded
200.
Part 11: BILINGUAL SPECIAL EDUCATION: SPECIFIC LEARNING DISABILITIES IN LANGUAGE AND READING
11.1 Introduction
Due to the implementation of Public Law 94-142 in 1975 (The Education Act for all Handicapped) and the Rehabilitation
Act of 1973, Section 504, the individual needs of exceptional bilingual students have received much needed attention
(Ortiz & Ramirez, 1988). As a result, a process for providing special education to meet the individual needs of each
student with disabilities was started. Since then, more than 4 million students have been identified as having some
type of disability (Ortiz & Ramirez, 1988)
The struggle for equality was the precursor of the Civil Rights movement of the '60s. This act provided the legal support
for special education as well as for bilingual education. In the beginning, these educational services were delivered
separately and without a common goal. Due to the increasing number of minority students during the past decade,
particularly Hispanics, states were mandated to provide services for students with disabilities and limited English
proficiency (LEP). States such as California, Texas, Florida, New York, Massachusetts, Connecticut, Michigan, Illinois, and
Ohio, in which the population of minorities has increased significantly, have initiated Bilingual Special Education
programs (Ortiz & Ramirez, 1988). As a result, there has been a push to combine both bilingual education and special
education to meet the needs of bilingual exceptional students across the nation.
A great number of cases of bilingual students with disabilities are classified as having learning disabilities and mental
retardation (Ortiz & Ramirez, 1988). Most of the provision of special education services for these students takes place
in self-contained and resource room classrooms. Due to the shortage of teachers in both bilingual and special
education, most bilingual exceptional students receive instruction solely in English. Many problems may occur as a
consequence of these students not receiving instruction in both their native language (L1) and their second language
(L2). Some of the major issues are: (a) language delay in both the native language and second language, (b) delay in the
acquisition of reading skills in both the native and second language, (c) learning problems related to the lack of
instruction and appropriate transition from the native language to the second language, (d) behavior problems
associated with experiences of failure either in regular or special education, (e) increasing number of at-risk and drop
out students due to the lack of appropriate instruction in the L1 and L2, (f) cultural identity problems, and (g) poor selfesteem problems associated with cultural factors (Omark & Erickson, 1983).
Taking these data into consideration, this research study analyzes the treatment of language and reading disabilities of
ten bilingual students with learning disabilities receiving integrated bilingual special education. In addition, this
research study compares the achievement between the experimental group (ten bilingual students with learning
disabilities receiving integrated bilingual special education) and a similar control group who did not receive the
treatment.
When addressing the needs of bilingual students with learning disabilities, it is necessary to understand the theoretical
differences between the two levels of language proficiency pointed out by Cummins (1984). These are: Basic
Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Cummins (1984)
researched these two levels of proficiency and discovered that children may be proficient in the BICS in English, but
they may experience difficulties with the CALP.
Bilingual students are often lost between these two levels of proficiency in L1 and L2. Language interference results
from inadequate development of L1 and L2. These interferences may result in the inability to achieve the native
language or English as a second language. Moreover, learning styles are influenced by the child's culture which differs
from the majority culture in a variety of ways (Duran, 1988). For example, the ways children develop study habits,
reading practices, and writing skills are influenced by their home and culture. In some cases parents establish as a
custom reading and studying with their children or a time for supervised homework (Cummins, 1984; Baca &
Bransford, 1982). For these reasons, the native literacy approach can be effective when meeting the needs of language
ELL Program Guide 2014
Page 21
minority students. The native literacy approach facilitates the development of proficiency in L1 and enables children to
make the transition to L2. The advantage of this approach is that a child's native language and culture are
acknowledged and are the main focus of instruction (Duran, 1988; Cummins, 1984; Baca & Bransford, 1982). For
Hispanic students this means that language development takes place in both L1 and L2, and their culture remains as a
valuable source for daily instruction. This process is implemented by teaching the child how to read in L1 first. English is
taught orally or through a whole language approach, and the reading in L2 is taught after this process has been
attained. In most cases when this process is carefully implemented, the child can simply transfer the language and
reading skills (BICS and CALP) developed in L1 and apply them to L2 successfully (Baca & Bransford, 1982; Plata, 1982).
In some instances, this process can be implemented by using dual language instruction or bilingual strategies. L1 and L2
can be either taught partially during the day or during periods for reading and language in the content areas (Baca &
Bransford, 1982; Plata, 1982).
Reading is a complex process involving neuropsychological functions, cognitive abilities, and linguistic abilities.
11.2 STATEMENT BY THE JOINT BILINGUAL SPECIAL EDUCATION SUBCOMMITTEE ON ADVOCACY FOR SPECIAL
EDUCATION SERVICES FOR CLD STUDENTS IN ILLINOIS
After many years of advocacy for appropriate special education services for culturally and linguistically diverse (CLD)
children and youth with disabilities, it became apparent that only a structured policy mandate would ensure
compliance among school districts in the state of Illinois. Thus, an ad hoc committee was formed by community
advocates, public and private school educators, parents, and representatives from the constituencies of elected
officials to formulate a legislative framework that would address the educational and special service needs of CLD
children and youth with disabilities.
As a result of the efforts of committee members, Public Act 87-0995 was signed into law by Governor Edgar on
September 1, 1992. This legislation was introduced by Senator Miguel del Valle in the Senate and by representative
Miguel Santiago in the House. This Act made Illinois the first state in the country with specific legislation addressing
the needs of children and youth with disabilities whose home/native language is other than English.
An important mandate contained in the legislation was the involvement of the Advisory Council on the Education of
Handicapped Children (now known as the Illinois Advisory Council on the Education of Children with disabilities) and
the Advisory Council on Bilingual Education in the formation of a Subcommittee to review special education issues
regarding CLD children and youth with disabilities, including but not limited to teacher certification, financial
resources, and bilingual education. Today, representatives from the Illinois Advisory Council on the Education of
Children with Disabilities (ISACECD) and representatives from the Illinois Advisory Council on Bilingual Education
(IACBE) as well as at-large education and community advocates comprise the Joint Bilingual Special Education
Subcommittee.
The Committee addresses all issues related to students in special education who are culturally and linguistically
diverse. During the nearly 10 years of the Committee's existence, members have acted on behalf of CLD students
with disabilities and their families on many fronts. The Committee has prepared and presented statements at public
hearings where the lives of CLD children with disabilities were affected. The Committee has advocated that child
count data be maintained on the number of second language learners with disabilities and their level of language
proficiency and that ISAC scholarship categories include bilingual special education teacher shortages as a priority.
The Committee has also advocated for and facilitated dialogue among school district administrators and university
faculty for the creation and development of opportunities for inservice and preservice training for teachers, speech
and language pathologists, social workers, and school psychologists who can appropriately serve these students.
Making the Eligibility Determination
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Once the case study evaluation is complete, the IEP team meets to determine whether the student is or is not eligible
for special education services. Several requirements that are part of the eligibility determination process have special
relevance for students of non-English language backgrounds:
A child may not be determined eligible under this Part if the determinant factor for that determination is lack of
instruction in reading or math or limited English proficiency and the child does not otherwise meet the district's
eligibility criteria.
(23 Illinois Administrative Code Part 226, Special Education, Section 226.160 Determination of Eligibility)
The IEP team may include a qualified bilingual specialist or bilingual teacher, if the presence of such a person is
needed to assist the other participants in understanding the child's language and cultural factors as they relate to the
child's instructional needs.
The IEP team shall include an individual who is qualified to interpret the instructional implications of the evaluation
results, who may be one of the individuals enumerated in subsections (b) through (g) of this Section.
(23 Illinois Administrative Code Part 226, Special Education, Section 226.210 IEP Team) Developing the IEP for
Students with Limited English Proficiency
If a student with limited proficiency in English is found to be eligible for special education services, the IEP is developed
with the following considerations:
In the case of a child of limited English proficiency, the team shall consider the language-related needs of the child.
(23 Illinois Administrative Code Part 226, Special Education, Section 226.220 Factors in the Development of the IEP)
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.
(23 Illinois Administrative Code Part 226, Special Education, Section 226.230 Content of the IEP)
Developing the IEP for Students with Limited English Proficiency
If a student with limited proficiency in English is found to be eligible for special education services, the IEP is
developed with the following considerations:
In the case of a child of limited English proficiency, the team shall consider the language-related needs of the child.
(23 Illinois Administrative Code Part 226, Special Education, Section 226.220 Factors in the Development of the IEP)
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.
(23 Illinois Administrative Code Part 226, Special Education, Section 226.230 Content of the IEP)
Part 12: LONG TERM PLANNING
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12.1 Recommendations
At present ZBTHS is well on its way to be in compliance with state and federal regulations regarding English Language
Learners. However, there are a few changes that are still necessary for the program to be in compliance and also
pedagogically sound. These include:
1.
2.
3.
4.
5.
6.
7.
8.
Follow the identification and placement instructions described in this guide
Follow the entrance and exit criteria described in this guide for all ELLs
Address the needs of special education students who are ELLs including assessing ELLs for Special Education in
their native language and ensuring that bilingual specialists are present in IEP meetings
Hire or establish a contract with a bilingual psychologist and/or social worker to meet the needs of bilingual
students and parents
Ensure that all school notices sent home are in both English and the home language
Establish the Bilingual Parent Advisory Committee
Continue to support and promote I-PAC
Ensure accurate data collection and record keeping
In addition to the growing ELL population, another concern is standardized test results of the general student
population that revealed that some sub-groups at ZBTHS are not meeting or exceeding standards. One of these subgroups is the Hispanic population. While there is no reason to believe that all our Hispanic students are English
Language Learners, we do know that many do speak a language other than English at home and we also know that in
previous years ZBTHS feeder schools may not have accurately identified ELLs or provided adequate support, or
students may have been exited from ELL programs too early or simply dropped from the program during the transition
from junior high to high school. In order to address the needs of these Hispanic students we need to assess whether
their difficulties are due to language proficiency and how we can help them succeed. We also have to be sure to
accurately identify all incoming ELLs by following the instructions in Sections 3 and 4 of this guide. Zion Elementary
District 6 has expressed an interest in doing long-term monitoring of students who have exited their ELL programs, this
could help provide some information about our students who are not achieving at or above standards.
Finally, in order to be in compliance with federal civil rights regulations we need to examine whether ELLs have equal
access to special programs such as Special Education, Gifted and Talented programs, and after-school activities. ELLs
should also be graduating at the same rate as their native English speaking peers.
12.2 Historical Data and Plan
School year 2007-2008
 Freshman sheltered Social Studies, Pre-Algebra, and Earth Science are offered.
 ELL student files are updated to conform to state requirements and the instructions outlined in this guide.
 A second bilingual aide is hired.
School year 2008-2009
 Freshman sheltered Social Studies, Pre-Algebra, and Earth Science are offered.
 ELL student files are updated to conform to state requirements and the instructions outlined in this guide.
 A second bilingual tutor was hired at the end of the school year and assigned to Biology and Pre-Algebra.
School year 2009-2010
 Freshman sheltered Social Studies, Algebra I and Biology are offered.
 Algebra I replaced Pre-Algebra for Freshmen and Biology replaced Earth Science as a Freshman Core subject.
 Due to the low number of ELL students enrolled, sheltered Algebra I and Geometry were combined. Same was
done to Social Studies and World History.
School year 2010-2011
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

Sheltered classes for Freshmen included Algebra I, World History, Computer Tech and Physics
Sheltered classes for Sophomores: Geometry, Biology, DriversEd
School year 2011-2012
 Sheltered classes for Freshmen included Algebra I, Social Studies, Computer Tech and Chemistry
 Sheltered classes for Sophomores: Social Studies, DriversEd and World History
 Sheltered class for Juniors: Government & US History
School year 2012-2013
 Sheltered classes for Freshmen included Algebra I, Social Studies, Computer Tech and Biology
 Sheltered classes for Sophomores: DriversEd, Geometry, Chemistry and World History
 Sheltered class for Juniors: US History
School year 2012-2013
 Sheltered classes for Freshmen included Algebra I, Social Studies, Computer Tech and Biology
 Sheltered classes for Sophomores: DriversEd, Geometry, Chemistry and World History
 Sheltered class for Juniors: US History
School year 2013-2014
 Sheltered classes for Freshmen included Algebra I, Social Studies, Computer Tech and Biology
 Sheltered classes for Sophomores: DriversEd, Geometry, Chemistry and World History
 Sheltered class for Juniors: US History
School year 2014-2015
The ELL population of Incoming Freshmen is expected to be over 50 students for the 2014-15 school year. A
recommendation has been made to offer at least duplicate the sheltered Freshmen classes. The total ELL
population will exceed 150 students in the 2014-15 school year.
Part 13: FORMS
The following pages contain forms to be reproduced as necessary. The following forms are included:
13.1
Parent Enrolment Notice
13.2
Home Language Survey (Spanish)
13.3
Home Language Survey (English)
13.4
ELL Course Recommendation Sheet
Form 13.1 Parent Notification Letters – ISBE is currently updating their parent notification letter that complies with
Section 14C-4 of Illinois School Code. Once the letter is available the English version will be added here, other
languages will be available at: http://www.isbe.net/bilingual/TPETPILetters/English_Translation/parent_notice_enrollment1-3yrs.pdf
Parent Notification of Enrollment Requirements
Districts must provide written notification to parents of LEP students each year that they enroll in a TBE/TPI program in
compliance with state and federal regulations. The letters below incorporate Title III and Illinois School Code
requirements and are available to all districts. However, a district may also choose to develop their own letter that
incorporates all requirements found in Section 14C-4 of the Illinois School Code (105 ILCS 5/14C-4).
Districts must send notification letters to parents of LEP students who participate in language instruction programs no
later than 30 days after the beginning of each school year. Districts must notify parents every year in which LEP
students participate in a language instruction program. When a student is identified as LEP after the start of the school
year, the districts must send a notification letter to the students’ parents within 14 days of the child being placed in a
language instruction program.
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Parent Notification Letter Instructions
Below are:
A. Notification letter for parents of students enrolled in their first, second or third year of the program
B. Notification letter for parents of students enrolled in the program beyond the three year period
C. Program description pages for Transitional Bilingual Education, Transitional Program of Instruction, Dual
Language/Two-Way Immersion, Developmental Bilingual Education and Newcomer Program
D.
Parent Notification Letter Instructions – Freshmen Packet (NEW 2014)
ZBTHS has put together an Incoming Freshmen Packet in Spanish for any new students to the District whose parents or
guardians speak Spanish with very little understanding of English. The packet includes the following documents:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Freshmen Before School To-Do list
Transfer Documents needed
Proof of Residency
Residence 85-15 Affidavit
Health Letter
Child Health Exam Certification
Home Language Survey
Freshmen Electives
School Calendar 2014-2015
ELL Program information
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13.1
Parent Enrolment Notice
English
Sample
Notice of Enrollment/Program Placement 1-3 years (105 ILCS 5/Art. 14C)
Date _______________________
Dear ________________________
Your child, ________________________, is enrolled in grade _____ in the program checked below based
on his/her English language proficiency (ACCESS/W-APT Screener) test scores:
_____ Transitional Bilingual Education _____ Transitional Program of Instruction
_____ Dual language/Two-Way Immersion _____ Developmental Bilingual Education
_____ Newcomer Program
This program will help your child learn English and the subjects required for grade promotion. We believe
that this program is the best option to meet your child’s instructional needs and promote academic success
in school. Information about this program, as well as other programs available for ELL students, is attached.
Your child’s English language proficiency test scores are indicated below:
TEST: _____ W-APT _____ ACCESS for ELLs™
Area Tested Student Score Proficiency Level 1-6
Listening
Speaking
Reading
Writing
Composite
Proficiency Level Description of English Proficiency Levels
1 - Entering Knows and uses minimal social language and minimal academic language with visual support.
2 - Beginning Knows and uses some social English and general academic language with visual support.
3 - Developing Knows and uses social English and specific academic language with visual support.
4 - Expanding Knows and uses social English and some technical academic language.
5 - Bridging Knows and uses social and academic language working with grade level material.
6 - Reaching Knows and uses social and academic language at the highest level measured by this test.
You may accept or reject this placement. To accept this placement you do not need to take any action.
As a parent, you have the right to:
program.
hoose
another program if available. You may take this action by sending a letter to your child’s school.
Declining the recommended program will mean that your child may be placed in a program where
English is the dominant language of instruction.
------------------------------------------------School Administrator
13.2
Home Language Survey (Spanish)
Home Language Survey-Spanish
Spanish
Encuesta del Idioma en el Hogar
El estado requiere que el distrito escolar recoja información en una Encuesta del Idioma que se Habla
en el Hogar (Home Language Survey o HLS por sus siglas en inglés) para cada estudiante nuevo. Esta
información se usa para contar a los estudiantes cuyas familias hablan en el hogar un idioma que no
es el inglés. También ayuda a identificar a los estudiantes que necesitan ser evaluados para la fluidez
en el idioma inglés.
Por favor, conteste las preguntas a continuación y devuelva esta encuesta a la escuela del estudiante.
Nombre del estudiante: ______________________________
1. ¿Se habla en su casa otro idioma que no es el inglés? Sí _____ No _____
¿Qué otro(s) idioma(s)? ___________________ ____________________
2. ¿Habla su niño(a) un idioma que no es el inglés? Sí _____ No _____
¿Qué otro(s) idioma(s)? ___________________ ____________________
Si la respuesta a cualquiera de las preguntas es “Sí”, la ley requiere que la escuela evalúe la fluidez del
estudiante en el idioma inglés.
_______________________________________
___________________
Firma del Padre/Madre/Encargado/Tutor Legal
Fecha
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13.3
Home Language Survey (English)
English
Home Language Survey
The state requires the district to collect a Home Language Survey for every new student. 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.
Please answer the questions below and return this survey to your child’s school.
Student’s Name: ______________________________
1. Is a language other than English spoken in your home?
Yes _____ No _____
What language(s)? ________________________
2. Does your child speak a language other than English?
Yes _____ No _____
What language(s)? ________________________
If the answer to either question is yes, the law requires the school to assess your child’s English
language proficiency.
________________________________
Parent/Legal Guardian
ELL Program Guide 2014
_____________________________
Signature Date
Page 29
Form 13.4 ELL Course Recommendation Form
This form is to be completed by the ELL Resource teacher and given to advisors before registration begins in January.
Student Name: ____________________________________ Grade: _____________
Advisor: _________________________________________
The following are the course recommendations for the student listed above, based on his/her English language proficiency
and demonstrated academic abilities.
English: _________________________________________ (course name and code)
ELL Resource:
Yes
No
(circle one) Course Codes:____________________
(Advisor: If resource is recommended please be sure to list both the 1st and 2nd
semester codes
on the registration form. ELL Resource is taken instead of a
study hall and can be listed in the Overload section
of the registration form)
Content Classes:
List:
Sheltered
Mainstream
(circle one)
__________________________________
Social Studies / History /Government
__________________________________
Biology, Chemistry, Physics
___________________________________
Algebra I, Geometry, Algebra II
___________________________________
Other: Computer Tech, Health, Driver's Ed., P.E.,
___________________________________
Spanish for Native Speakers
___________________________________
(Advisor: If Spanish for Native Speakers is selected please list the code for the level given by the ELL teacher,
however, please remind the student that he/she must take a placement test for this course)
Electives:
____________________________________________
____________________________________________
ELL Teacher Signature: _____________________________ Date: ______________
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Part 14: RESOURCES

Illinois State Board of Education, Division of English Language Learning
ZBTHS Consultant: Seng Naolhu 312-814-3850
Website: http://www.isbe.net/bilingual/default.htm
Includes links to the English Language Learning Proficiency Standards, information about ACCESS testing,
state laws and regulations, and translations of parent notices and other documents into numerous languages.

Illinois School Code, Article 14C – Transitional Bilingual Education and
23 Illinois Administrative Code Part 228, Bilingual Education Rules and Regulations
Available at: http://www.isbe.net/bilingual/htmls/administrators.htm

ACCESS Test Administrator Certification (requires password and login)
https://uwosh.courses.wisconsin.edu/

The Illinois Resource Center
Website: http://www.thecenterweb.org/irc/
Grant funded agency that provides professional development programs specifically about English Language
Learners. They can also offer training at the school free of charge.
Links to Forms
 Guidance for Registration
o http://www.isbe.net/pdf/guidance_reg.pdf

Parent Notification of Enrollment Requirements
o http://www.isbe.net/bilingual/TPETPILetters/parent_notification.htm

AFFIDAVIT OF ENROLLMENT AND RESIDENCY
o English Document http://www.isbe.net/recognition/pdf/85-51_affidavit.pdf
o Spanish Document http://www.isbe.net/recognition/pdf/85-51_affidavit-S.pdf


2013-2014 Program Monitoring and Compliance Corrective Action Plan Template Posted! (3/7/14)
New "proficiency" definition for identifying English Learners in Illinois Schools as of January 1, 2014
(6/27/2013)
Serving English Language Learners with Disabilities- A Manual for Illinois Educators, Copyright ©2002,
Illinois State Board of Education (Under review by the Joint ELL Special Education Subcommittee. Not
updated since 2002.)

ELL Program Guide 2014
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