Bilingual Educa on Handbook 2012

Transcription

1 Bilingual Educa on Handbook 2012 Office of Language and Cultural Educa on Antonio J. Acevedo, Interim Officer Chicago Public Schools 125 S. Clark, 9th Fl, Chicago, IL, Phone: ǀ Fax:

2 CITY OF CHICAGO Rahm Emanuel Mayor BOARD OF EDUCATION OF THE CITY OF CHICAGO David J. Vitale, President Jesse H. Ruiz, Vice President MEMBERS Henry S. Bienen Dr. Mahalia A. Hines Penny Pritzker Rodrigo A. Sierra Andrea L. Zopp CHICAGO PUBLIC SCHOOLS Jean Claude Brizard, Chief Executive Officer Noemi Donoso, Ph.D., Chief Education Officer Antonio J. Acevedo, Interim Officer Office of Language and Cultural Education Educa Inspira Transforma Educate Inspire Transform

3 TABLE OF CONTENTS INTRODUCTION BILINGUAL EDUCATION PROGRAM DEFINITIONS Transitional Bilingual Education (TBE)... 3 Full time TBE... 4 Part time TBE... 4 Table 1: Placement Eligibility Part Time TBE... 6 Transitional Program of Instruction (TPI)... 7 Dual Language Education (DLE)... 7 The Compliance Process STUDENT IDENTIFICATION, PROGRAM ENROLLMENT AND EXIT Home Language Survey... 9 English Language Proficiency Screeners... 9 Table 2: Bilingual Education Student Participation Process Transfer Students Program Year Foreign Student Services Table 3: Incoming Transferring Student Identification and Placement Annual Parent Notification Refusal of Services Transition Criteria for ELLs Individual Bilingual Instructional Plan (IBIP) Special Education Students in Bilingual Education Programs English Language Learner (ELL) Required Documentation STAFFING AND PROFESSIONAL CAPACITY Board Quota Staff Allocation for Bilingual Education Programs Determining State Funded Staff Allocation for Transitional Bilingual Education Program Staff.. 18 Determining State Funded Staff Allocation for Transitional Program of Instruction Staff Adjusted Count Formula Discretionary Funds for Bilingual Positions Teacher Certification Requirements Table 4: Qualifications to Teach Native Language in Bilingual Programs Table 5: Qualifications to Teach ESL in Bilingual Programs Highly Qualified Teachers Bilingual Lead Teachers (BLTs) Professional Development... 21

4 4 INSTRUCTION Program Facilities Class Placement Program Integration Student Teacher Ratios Native Language Instruction English Language Instruction Language Allocation for TBE Table 6: Recommended Time Allocation for Pre kindergarten TBE Programs Table 7: Recommended Time Allocation for Elementary School (K 8) TBE Programs, Scenario Table 8: Recommended Time Allocation for Elementary School (K 8) TBE Programs, Scenario Table 9: Recommended Time Allocation for Elementary School (K 8) TBE Programs, Scenario Table 10: Recommended Time Allocation for High School TBE Programs Recommended ESL and Native Language Content Course Placement in High School Recommended Four Year High School Course Plans for ELLs Table 11: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score between on ACCESS for ELLs Table 12: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score between on ACCESS for ELLs Table 13: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score between on ACCESS for ELLs Table 14: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score between on ACCESS for ELLs ELL Enrichment and Support Opportunities Summer Bilingual Support Program Refugee Students Services International Newcomer Center ASSESSMENT AND ACCOUNTABILITY Annual English Assessment Transition Criteria for ELLs Annual Measurable Achievement Objectives (AMAO) Required Assessments for ELLS Table 15: Required Assessments for ELLs Scantron Performance Series Grading and Report Cards Report Cards Table 16: English Proficiency Development Scale Report Card View for Kindergarten Report Card View for Grades ELL Promotion and Graduation Elementary School ELL Promotion and Graduation High School... 41

5 6 FAMILY AND COMMUNITY PARTICIPATION Bilingual Advisory Committee Chicago Multilingual Parent Council Resource Centers Bilingual Parent Resource Center Bilingual Resource Center Confucius Institute in Chicago American Indian Education Center STUDENT DATA MANAGEMENT ELL Data Collection ELL Profile Table 17: ELL Profile Update Procedure ELL Status ELL Reports in SIM Table 18: ELL Reports Generated in SIM ELL Program History ELL Program Year History Proficiency Level Entering Pre PRE IPT Screener Scores Entering MODEL K Screeners Scores Entering MODEL 1 Screener Scores Entering W APT Screener Scores SCHOOL BASED ROLES AND RESPONSIBILITIES Bilingual Education Program Administration At a Glance Responsibilities of Bilingual Lead Teachers... 56

6 INTRODUCTION APPENDICES Chicago is a multiethnic city with a rich cultural and linguistic heritage. Of the approximately 410,000 students in Chicago Public Schools (CPS) nearly 170,000 speak a language other than English or live with family members who do; 63,000 are designated English language learners (ELLs) and are enrolled in CPS bilingual education programs. In the past 10 years, English language learners consistently have comprised from 14 to 16 percent of the total student population in CPS, and in approximately 86 percent of them were Spanish speakers. These students largely immigrants and U.S. born children of immigrants have enormous potential to contribute to our schools and our city. If given opportunities to formally develop their ability to speak, read, write and think critically at high levels in English and their home language, ELLs and their families benefit directly and at once strengthen Chicago s communities and its position as a global city. At a time when technology, business and politics make interactions with other countries common, and Chicago s immigrant population is larger than it has been in decades, Chicago Public Schools has wisely identified language and culture as key for individuals to be successful in this new global community. High quality effective education includes linguistic and cultural learning for all students. Research shows that all students benefit from becoming bilingual and biliterate in their own and another language. They all benefit from opportunities that foster deeper understandings of different cultures and appreciation for the diversity in their communities. Ultimately the benefits to the individual become great assets to society; everyone wins if Chicago Public Schools graduates more students who are multilingual critical thinkers prepared for higher education and for work in their communities, in our city and in the international arena. Bilingual education programs are central to making this vision a reality. The Office of Language and Cultural Education (OLCE) develops and manages bilingual education and world language programs that directly impact over 150,000 students. OLCE provides professional development opportunities for teachers and principals, generates funding and partnerships for language programs, and ensures that schools are in compliance with state, federal and district mandates that govern bilingual education. State and federal statutes (Article 14C, Illinois School Code, Title 23 Illinois Administrative Code 228) and CPS bilingual education policy provide the basic structure for the state mandated bilingual education programs in CPS schools and are a guide to implement appropriate bilingual education services. Historically, the goal of mandated bilingual education programs in Illinois has been to develop English proficiency necessary for academic success and to prepare ELLs for their transition into the general program of instruction. The mandates attempt to ensure that schools provide curricula, instruction, and learning environments that are appropriate to the specific needs of English language learners, help students attain high levels of English language proficiency, and build knowledge and skills necessary for academic success. OLCE recognizes the importance of developing students bilingual and biliterate abilities and has looked beyond Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 1

7 traditional bilingual education programs to create more opportunities for students to develop their home language through additive bilingual education programs. In OLCE launched a Dual Language Education Initiative to strengthen and expand dual language education in the district and provide additional opportunities for ELLs and other students to become bilingual and biliterate. At the school level, it is the responsibility of the principal with the assistance of the bilingual lead teacher (BLT) to ensure that all components and requirements of the state mandated programs are implemented and the programs are in compliance with all federal and state rules, and CPS policies. The Office of Language and Cultural Education is committed to supporting schools in providing high quality bilingual education programs that comply with state mandates as well as include research based strategies for effective instruction of ELLs such as strong native language instruction. This handbook provides an overview of bilingual education programs offered in CPS from prekindergarten to 12 th grade and an array of tools and resources to document and implement them. The handbook is a valuable resource for teachers, bilingual lead teachers, principals, and other school administrators responsible for implementation, monitoring and reporting on bilingual programs. A copy may be downloaded at Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 2

8 1 BILINGUAL EDUCATION PROGRAM DEFINITIONS Bilingual Education programs serving English language learners (ELLs) in Illinois school districts are governed by Article 14C, Illinois School Code, 23 Illinois Administrative Code 228. The Chicago Public Schools bilingual education programs provide standards based instruction and other educational assistance to students acquiring English language proficiency while developing academic skills in the content areas. All students enrolled in a bilingual education program must receive instruction aligned to the Illinois Learning Standards and the World Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards. Bilingual education programs are designed to develop and enrich the student s home language and culture, develop English language proficiency and introduce academic content area skills in the English language. The goal for ELLs is to progress towards becoming proficient in English and academically succeed in a general program of instruction. Chicago Public Schools offers three instructional programs for ELLs including Transitional Bilingual Education (TBE), Transitional Program of Instruction (TPI), and Dual Language Education (DLE). Transitional Bilingual Education (TBE) Any school with an enrollment of 20 or more ELLs of the same language background from kindergarten to 12 th grade must establish a TBE program. Pre kindergarten students are counted separately from the overall school count. When there are 20 or more ELLs of the same language background in a Pre kindergarten program, the school must establish a Pre Kindergarten TBE program regardless of the number of ELLs in the rest of the school. English language learners receive content area instruction in their native language and English as a Second Language (ESL) instruction, and some content area instruction in English with support. The amount of time used for content area instruction in the native language and English language instruction varies according to the student s English language proficiency level and academic progress. The score attained on the prescribed English language proficiency screener correlates with the World Class Instructional Design and Assessment (WIDA) Performance Definitions levels of English language proficiency. For example, an ELL with an English language proficiency level of 2 (Performance Definition: Beginning) will need more content area instruction in the native language than an ELL with an English language proficiency level of 4 (Performance Definition: Expanding). An ELL with an English language proficiency level of 4 will receive more content area instruction in English, including ESL strategies incorporated in the content areas. English as a Second Language instruction is an essential component of the daily program of instruction in classrooms utilizing the TBE program and includes skills development in listening, speaking, reading and writing in English. As students English proficiency increases, more of the ELLs instructional day is spent learning in English. In TBE programs, teachers must carefully consider the intellectual demand of concepts, student familiarity with concepts in the native language or English, and the academic language required for using and mastering concepts before placing ELLs in a full time or part time TBE program. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 3

9 Full Time TBE Program A full time TBE program consists of the following instructional components: Language Arts in the native language ESL instruction Math, science and social studies (in native language or English) Subjects required by law or for graduation (in native language or English) Instruction in the history and culture of the country, territory or geographic area that is the native land of the students or of their parents U.S. history and culture Part Time TBE Program ELLs may only be placed in a part time program if they attain the English language proficiency level and academic performance criteria specified in the TBE Part time Placement Eligibility Chart on the following pages. ELLs shall receive daily instruction in English and in the student s native language as determined by the student s needs. A part time TBE program consists of the same instructional components as a full time TBE program. However the amount of time dedicated to native language instruction will decrease as ELLs become eligible to participate in more aspects of the school s general program of instruction, including subject areas in which the content is taught in English. Decisions regarding an ELL s participation in a part time TBE program should be based on the recommendation of the bilingual lead teacher or bilingual specialist. General education teachers serving ELLs in the part time program will need to work closely with the BLT or bilingual specialist to determine the most appropriate instructional approaches. An English language learner (ELL) may be placed in a TBE part time program based on the following criteria detailed in Table 1, Placement Eligibility, Part Time TBE. Please note that in the updated Illinois Administrative Code 228, the State Superintendent was to set the minimum score to be used for placement into the part time program by July 01, As of the time of publication of this document the State Superintendent has not yet communicated this score. Any updates will be communicated via the CEdO Communications Principal s site. Pre Kindergarten The student has attained an English oral language proficiency level of C for three year olds and level D for four year olds. Kindergarten 1 st Semester The student has attained an English language proficiency level of Developing or beyond in both listening and speaking. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 4

10 2 nd Semester The student has attained an English language proficiency level of Developing or beyond in both reading and writing on the State prescribed screener. 1 st 12 th grade new ELLs The new ELL has attained an English language proficiency level of Developing or beyond in both reading and writing in the State prescribed screener. Whether a student has maintained a grade of "C" or better in content area classes taught in English may also be considered. 1 st 8 th grade continuing ELLs The continuing ELL has attained an ACCESS overall composite score of 3.5 or higher and an ACCESS literacy score of 3.3 or above. In addition, the student has maintained a grade of "C" or better in content area classes taught in English 9 th 12 th grade continuing ELLs The continuing ELL has attained an ACCESS overall composite score of 3.5 or higher and an ACCESS literacy score of 3.0 or above. In addition, the student has maintained a grade of "C" or better in course work taught in English. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 5

11 Placement Eligibility Part Time TBE Table 1: Placement Eligibility Part Time TBE Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 6

12 Transitional Program of Instruction (TPI) The TPI model is implemented in any school with an enrollment of 19 or fewer ELLs of the same language background. The purpose of the TPI program is to provide ELLs with English as a Second Language instruction and additional resources and supports in the general program of instruction. English language learners may be part of the general program of instruction and must receive daily ESL from appropriately certified teachers. The structure of the TPI program is determined by the ELL s English language proficiency and is designed to enable students to keep pace with peers in achievement in the core academic content areas. ELLs with different home languages may participate together in the same classroom, according to their age and their English language proficiency level. Whenever possible, the student s native language is used for instruction and support in the general education classroom if staff who speak the students native language is available. In addition to required English as a Second Language instruction, TPI instructional components may include: Instruction in the history and culture of the country, territory or geographic area that is the native land of the students or of their parents U.S. history and culture ELLs shall participate fully with their English speaking classmates in subjects which language is not essential to the understanding of the subject matter, including art, music, physical education and others. Similarly, ELLs shall have the opportunity to participate fully in extracurricular activities. Dual Language Education (DLE) Dual language education (DLE) programs are unique in that they can serve both ELLs and native English speakers in the same program, and continue to serve ELLs even after they have demonstrated proficiency in English. Dual language programs serve ELLs in compliance with the Article 14C of the Illinois School Code, 23 Illinois Administrative Code 228. Dual language education is a long term additive bilingual program that consistently and strategically uses two languages (generally English and a partner language) for instruction, learning and communication. The overarching goals are for students to reach high levels of academic achievement, bilingualism, biliteracy, and cross cultural competency. In other words, graduates of effective dual language programs can speak, read, and write well in two languages, are able to do academic course work in both languages, and have developed positive understandings, behaviors and attitudes about their own and other cultures. Dual language programs vary by instructional time in each language and by the linguistic profile of the students. DLE programs begin at the earliest grades (preschool 1 st ) and extend for at least 5 7 years, though ideally continuing through middle school and high school. In a 50/50 model the partner language and English are used equally for instruction in all grades. In a 90/10 model the partner language is used most or all of the day in the primary grades and gradually shifts to an equal balance of instructional time in both languages by the middle grades. Dual Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 7

13 language programs also vary by the language profile of the student population. A one way model serves one student group most are native speakers of the same language. A twoway model serves two student groups native English speakers and native speakers of the partner language. The Compliance Process The Office of Language and Cultural Education is responsible for ensuring the district is in compliance with state bilingual education mandates. OLCE conducts annual visits to schools to monitor ELL participation in the appropriate instructional program and ELL access to the same high quality educational opportunities and resources as their peers. Compliance facilitators support and verify that schools are in adherence with Article 14C, Illinois School Code, 23 Illinois Administrative Code 228 and CPS bilingual education policy. The compliance process is a three step process that consists of the following: 1. Initial visit: The compliance facilitator meets with the school principal and the BLT to review the compliance process, ELL Reports from SIM, the ELL profile, and compliance forms. In addition, possible areas of concern are identified, support is offered, and a compliance visit date is scheduled during the visit. 2. Compliance visit: The compliance facilitator meets with the BLT as well as with the school principal to discuss the details of the visit. The compliance facilitator visits classrooms and reviews ELL documents. At the end of the school visit the compliance facilitator meets with the school principal and the BLT to review the results of the school visit. If the school is out of compliance the compliance facilitator makes recommendations related to instructional best practice and state law. A follow up visit will be scheduled if needed. 3. Follow up visit(s): During this time any outstanding concerns identified during the compliance visit are revisited to ensure the concern(s) are resolved. At the conclusion of the compliance and follow up visit a signed copy of the compliance follow up form is left at the school. The original form is filed at OLCE and an electronic copy is sent to the CAO informing them of the outcome of the school visit. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 8

14 2 STUDENT IDENTIFICATION, PROGRAM ENROLLMENT AND EXIT Illinois bilingual education rules and regulations provide specific guidance on how to identify English language learners, place them in the proper educational program, monitor their progress, and transition them to the general program of instruction. See Table 2 for an overview of the process. Home Language Survey (HLS) Illinois School Code 23 Illinois Administrative Code 228 requires schools to administer a Home Language Survey (HLS) to every parent/legal guardian of all newly enrolling students for the purpose of identifying students who have a language background other than English. This includes students in Pre K, Kindergarten and grades The HLS serves to indicate possible eligibility for bilingual education services. The HLS asks parents/guardians to answer two questions: Is a language other than English spoken in your home? Does the student speak a language other than English? If the answer to either question on the HLS is YES the school must assess the child s English language proficiency using the appropriate English language proficiency screener to determine program eligibility within 30 days of enrollment. HLS responses must be entered into SIM to continue the process for new student enrollment. The completed HLS with parent/ legal guardian and school official signatures must be filed in the student s cumulative folder. English Language Proficiency Screeners Illinois School Code 23 Illinois Administrative Code 228 require that schools administer an individual English language proficiency screener to students identified through the HLS as coming from a family where a language other than English is spoken. All kindergarten students who have a YES answer on the HLS must be screened with the Model K, regardless of their ELL status in Pre K. Results from the screener will determine a student s eligibility for and placement in a bilingual education program. English Proficiency Screeners by Grade Level Grade level Pre Kindergarten Pre IPT Kindergarten and 1 st grade (1 st Semester) MODEL K 1 st grade ( 2 nd Semester) through 12 th grade W APT Screener Only teachers who meet the certification requirements can administer the English language proficiency screeners. For a list of screener training sessions please visit Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 9

15 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P a g e 10 Table 2: Bilingual Education Student Participation Process

16 Transfer Students Every student who transfers into a Chicago Public School and is identified via the HLS as coming from a home in which a language other than English is spoken, must have his/her English language proficiency assessed using the appropriate screener. Exceptions include if the student: Has a screener or English language proficiency assessment score from another school district that is older than 12 months and it is the most recent score, the screener must be administered by CPS and entered into SIM. The overall performance on the screener will identify the student s English language proficiency level for proper placement in a bilingual education program or the general program of instruction. The screener score sheet must be filed in the student s cumulative folder. Has taken an annual English language proficiency assessment at another school district or state and the student s score is not older than 12 months, CPS will use the score to determine a student s placement in a bilingual education program or the general program of instruction. Meets ALL of the following criteria: 1. Comes from a family in which a language other than English is spoken 2. Has not been screened or never been identified as an ELL 3. Has been enrolled in the general program of instruction, and 4. Has been performing at or above grade level in reading and math on a state test or nationally normed standardized test provided that this test was not administered with any ELL accommodations. Refer to Incoming Transferring Student Identification and Placement chart for further information. Program Year After a student is enrolled in a bilingual education program, he/she is assigned a Program Year. The Program Year (PY) refers to the student s year of participation and of receiving bilingual services. Pre K and Kindergarten are classified as PY0. Students of any grade entering after the 20 th day of school are also classified PY0 during the current school year. Students who leave the district for more than 20 days, but not longer than 12 months will remain the same PY designation upon return. Foreign Student Services in the Office of Language and Cultural Education High School level students, arriving from foreign countries should contact the Office of Language and Cultural Education at to schedule an appointment for the Evaluation of Foreign Secondary Credentials. Original documents must be submitted for review. This includes: Report card/transcript listing subjects and final grades Birth Certificate or Passport Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 11

17 High school shall record transfer credits, course grades and course level designations based on the evaluation of the transcripts provided by the Office of Language and Cultural Education (OLCE). The State s prescribed screener must be administered to verify the student s English Language proficiency. The results of this assessment will determine English course placement. ESL credits will be granted, after result of the proficiency test has been submitted to the OLCE with a request for revision. For further information about the screener see page 9 of this handbook. Elementary level students arriving from foreign countries should be enrolled to school according to the CPS policy related to enrollment procedures (age requirement). When enrolling a foreign student in the elementary grades, school personnel should take into consideration the age of the student. No student shall be placed in any grade that will result in the child turning 15 on September 01, by the time he or she reaches eighth grade. Please remember that ELLs cannot be enrolled in CPS achievement academies without prior OLCE approval. If school administration needs help with the review of transcripts from a foreign country, please contact the Office of Language and Cultural Education s Foreign Student Services at Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 12

18 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P a g e 13 Table 3: Incoming Transferring Student Identification and Placement

19 Annual Parent Notification Article 14C of the Illinois School Code and the No Child Left Behind (NCLB) Act of 2001 require that schools notify parents/legal guardians of their child s placement in a bilingual education program within 30 calendar days of enrollment at the beginning of the school year and 14 days thereafter. The written notice (Parent Notification Letters) must be in English and in the student s home language, if available. The written parent notification conveys the following information as required by state and federal statutes: Explanation of the identification of ELLs Assessment process of ELLs English language proficiency screener results Student s current English language proficiency level Child s placement in bilingual education program Bilingual education programs available at the local school Any change in the child s status, i.e., continuing or transitioning ELLs Overview of parental rights and options Individualized Educational Plan (IEP), if applicable Schools can print the Parent Notification Letters from SIM under ELL Reports. English versions of the Parent Notification Letters are available in the handbook appendices. Versions in multiple languages can be found at Refusal of Services The parent/legal guardian has the right to refuse bilingual education program services for his/her child. When the parent/legal guardian refuses bilingual education services for their child, the school must complete the following steps: 1. Conduct an in person conference with the parent/legal guardian to explain the benefits of the bilingual education program services and discuss the child s English language proficiency level. 2. Review the district s promotion policy and guidelines that the child will be responsible for in the general program of instruction. 3. Inform the parent/legal guardian that the child must be tested annually with the English language proficiency assessment until child attains the state set English language proficiency score. 4. If the parent/legal guardian still refuses placement upon completion of the in person conference, he/she must submit a written request to the school and the school must complete the Student Reclassification Request (SRR) form. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 14

20 5. The school s bilingual lead teacher (or principal s designee) must fax the parent s/legal guardian s written request to waive bilingual education services together with a Student Reclassification Request (SRR) form to OLCE at All parent refusal request documentation must be filed in the student s cumulative folder. 7. The bilingual lead teacher (or principal s designee) shall place the student in a general program of instruction classroom per SRR form and parent/legal guardian written request. The BLT must inform receiving teacher that the student s parent/legal guardian has refused bilingual education services and provide the student s English language proficiency level. The parent/legal guardian can request that their child be reinstated in the bilingual education program at any time, as long as the child has not met the state exit criteria. The Office of Language and Cultural Education must receive a signed written request from the parent/legal guardian and a completed Student Reclassification Request (SRR) form. The bilingual lead teacher (or principal s designee) is responsible for confirming that the students whose parents/legal guardians have refused Bilingual Education services are properly coded in SIM. Transition Criteria for ELLs ELLs are assessed annually to determine their English language progress and proficiency. If the student has acquired the necessary level of proficiency in English for academic success, he or she will transition to the general program of instruction by meeting the following criteria: Achieve an overall composite proficiency score of 4.8 on Assessing Communication and Comprehension in English from State to State for ELLs (ACCESS) Achieve a literacy (reading and writing) composite proficiency score of 4.2 on ACCESS for ELLs, and Have participated in the bilingual education program for a minimum of three years. Parents of students who meet the transitioning criteria prior to completing the three years will receive a notification letter advising them of their right to transition their child to the general program of instruction and the process to do so. When students have transitioned to the general program of instruction they will be identified in SIM under ELL report titled, CPS Transitioning Student. This report should be used by administrators and teachers to identify recently transitioned students and address their instructional needs. Academic progress of transitioned students must be monitored for at least two years. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 15

21 It is strongly recommended that principals provide ELLs transitioned into the general program of instruction the same opportunities to attend extended day support services as the general program of instruction students. Individual Bilingual Instructional Plan (IBIP) The purpose of the IBIP is to create an individualized plan to address the needs of ELLs who have not yet attained English language proficiency by the end of the fourth year in the bilingual program. Through the IBIP, the teacher will identify intervention strategies to support the ELL in his/her English language development. These interventions will be targeted at addressing the student s on going process of second language acquisition and identifying why the student has yet to obtain English language proficiency. An Individual Bilingual Instructional Plan (IBIP) detailing the instructional program provided to meet the student s individual needs must be prepared for all program year 5 ELLs and above. ELLs with disabilities are exempt from having an IBIP and should continue receiving program services as specified on their Individual Education Plan (IEP). IBIPs are to be generated on IMPACT (SIM) under ELL Reports. See Appendix U Special Education Students in Bilingual Education Programs English language learners in the district s special education program receive services pursuant to their Individualized Education Program (IEP), and also receive bilingual education services to meet their cognitive, linguistic and cultural needs in both their native language and in English according to their English language proficiency level (ELPL). The English language proficiency level of ELLs should be determined in accordance with the provisions of Illinois School Code, 23 Illinois Administrative Code 228 which specifies the assessment procedures and bilingual ESL instruction program eligibility criteria. Goals that address native language instruction, ESL instruction and special education services shall be documented in the student s IEP and on the district s Student Services Management (SSM) system. At the annual review meeting, the special education team, including the school s bilingual education specialist, shall review the language needs and the special education model assigned to the child to ensure appropriate services are being provided in order to meet the needs of the ELL. The model number assigned to special education ELLs is entered in SSM. ELLs in the district s special education program shall transition out of the bilingual program once the student has achieved an English proficiency level of 4.8 overall, and a 4.2 literacy score as well as a minimum of three years in the bilingual program. The IEP team bilingual program exit recommendation process (exit code 24) is currently under revision. See the appendix for service model information. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 16

22 English Language Learner (ELL) Required Documentation The following documents must be filed in the student s ELL folder within the cumulative folder: 1. Home Language Survey (HLS) completed, signed and dated by the parent/legal guardian 2. English language proficiency screener/s 3. Parent Notification Letter(s) 4. Annual student assessments information: ACCESS, ISAT, PSAE, etc 5. Individual Bilingual Instructional Plan (IBIP) for PY5+ ELLs 6. Report Card waiver letter if parent chooses 7. Student Reclassification Request (SRR) form, if applicable 8. Documentation of parent conferences and written communications about ELL related matters The following items shall be readily available for review: 1. Attendance records 2. Student grades 3. In elementary schools, posted time distribution sheet that includes daily native language and ESL instruction and pull out and push in schedules, if applicable 4. In high schools, the individual schedules of ELLs 5. Roster of each classroom with ELLs, T1s and T2s (including parent refusals) 6. Lesson plans and student work samples aligned to the Illinois English Language Proficiency standards (IELPS) and Spanish Language Arts (SLA) standards 7. Appropriate instructional materials in the native language 8. Appropriate ESL instructional materials 9. Appropriate instructional materials in English 10. Classroom and school libraries including native language materials reflective of the school s ELL population Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 17

23 3 STAFFING AND PROFESSIONAL CAPACITY Board Quota Staff Allocation for Transitional Bilingual Education Programs The number of ELL students within a school determines board quota positions. Chicago Public Schools demonstrates its commitment to serving ELLs and providing bilingual education in the form of quota positions designated for the bilingual program. The Office of Management and Budget (OMB) determines and informs principals of the number of board quota positions schools receive and the minimum number of quota positions that principals must designate as job code 55 and commit to the TBE program. All job code 55 quota positions must also have a bilingual job profile matching the language of the TBE program and be staffed with a certified teacher who holds a bilingual approval or endorsement in the language of the TBE program to which the position has been committed. Approximately 30 ELLs would equate to one board quota position. Teachers in these positions must serve ELLs. Determining Supplemental Staff Allocation for Transitional Bilingual Education Program (TBE) Elementary schools with 20 or more English language learners (ELLs) of the same language background are allocated a 0.5 supplemental bilingual positions for each TBE program the school has. Schools with an adjusted count of 50 or more ELLs of the same language background are allocated 1.0 position for each TBE program that meets that criterion. High Schools with 20 or more ELLs of the same language background are allocated 1.0 supplemental bilingual position for each TBE program the school has. These positions must be staffed with certified teachers who hold a bilingual approval or endorsement in the language of the TBE programs to which the positions have been allocated. Teachers in these positions must serve only ELLs. Determining Supplemental Staff Allocation for Transitional Program of Instruction (TPI) In schools where there are 19 or fewer ELLs of the same language classification, the allocation for supplemental ESL teacher positions is determined on an adjusted count of ELLs in the TPI program. Elementary schools with an adjusted count of 16 to an adjusted count of 49.5 ELLs receive a 0.5 TPI position. Elementary Schools within an adjust count of 40 or more receive a 1.0 TPI position. High Schools receive a 1.0 TPI position at an adjusted count of 40 TPI ELLs. Adjusted Count Formula The ELL adjusted count is derived from data entered by the school in the ELL profile in SIM. See section 7 (Student Data Management) for more information Kindergarten ELLs reported as receiving 5 or more periods per week, count as 1 student Kindergarten ELLs reported as receiving 0 4 periods per week, count as 0 student 1 st grade to 12 th grade ELLs reported as receiving 10 or more periods per week count as 1 student 1 st grade to 12 th grade ELLs reported as receiving 5 9 periods per week count as 0.5 student Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 18

24 1 st grade to 12 th grade ELLs reported as receiving 0 4 periods per week count as 0 student These positions must be staffed with certified teachers who hold an ESL approval or endorsement. Teachers in these positions must serve only ELLs. Discretionary Funds for Bilingual Positions Schools are encouraged to fund discretionary positions to serve their ELL population as they purchase discretionary positions for the general program. Please note that discretionary funded positions cannot to be used to meet the minimum requirement of quota positions schools must designate for the bilingual program; discretionary funded positions are supplemental in nature. Teacher Certification Requirements In accordance with State rules and regulations, all teachers in state mandated bilingual program positions must hold a valid Illinois standard teaching certificate (Type 03, 04, 09 or 10) with a Bilingual or ESL Approval/Endorsement or a Type 29 Transitional Bilingual certificate. Type 29 holders must also be enrolled in an approved regionally accredited university program to obtain the Bilingual or ESL Approval/Endorsement. By July 01, 2014 all Pre K teachers serving ELLs must hold proper credentials that correspond to the program in place. Table 4: Qualifications to Teach Native Language in Bilingual Programs Grade Level Certificate PK Type With a Bilingual Approval in Language of the TBE program With a Bilingual Endorsement in the Language of the TBE program 03 PK No K 3 Yes Yes Yes 04 Yes No 4 5 No 09 No Yes 6 Yes and a standard certificate 29 only or 29 and an Alternative Certificate 9 Yes No Bilingual endorsements specify the grade levels for which the endorsement is valid. May teach Native Language at the grade levels for which the certificate is valid. Contact the Office of Human Capital Yes Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 19

25 Table 5: Qualifications to Teach ESL in Bilingual Programs Grade Level Certificate Type PK PK No 9 Yes 03 Yes Yes K 3 Yes No With an ESL 04 Yes No No No Approval 4 5 No 09 No Yes Yes 6 Yes With a Bilingual Approval and without an ESL Approval With an ESL Endorsement 03 PK No K 3 Yes Yes No No 04 Yes No No No 09 No 4 5 No 6 Yes No No 03 ESL endorsements specify the grade levels for which the endorsement is valid and a standard certificate 29 only or 29 and an Alternative Certificate May teach ESL at the grade level for which the standard certificate is valid except at grades levels Contact the Office of Human Capital Highly Qualified Teachers The No Child Left Behind Act of 2001 requires that all teachers providing instruction in core academic subjects must be highly qualified in the area(s) of teaching assignment(s). To be considered highly qualified for teaching ELLs in a bilingual or ESL program, teachers must: 1. Hold a valid Illinois standard teaching certification (Type 03, 04, 09, 10) for the grade level assigned; 2. Have a bilingual or ESL approval/endorsement as required by the program; 3. And, meet one of the following options: pass the content area test for each school of teaching responsibility hold a major or coursework equivalent to a major in each area of teaching responsibility hold graduate or advanced certification in each area of teaching responsibility Inquiries pertaining to highly qualified designation should be directed to CPS Office of Assessment & Compliance, , Option 2. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 20

26 Bilingual Lead Teachers Schools are to designate a bilingual lead teacher to conduct instructional and administrative duties related to bilingual programs at the school. Duties are divided into three main areas, instruction, coordination and advisory. See Appendix B for the bilingual lead teacher Nomination Form. Quarterly bilingual lead teacher (BLT) forums are scheduled to share information related to the district s bilingual education programs. At each forum network bilingual instruction coaches share best practices on substantive bilingual education topics that will assist BLTs in coordinating effective TBE and TPI programs in their schools. Principals are responsible for ensuring BLTs attend these meetings and share updates with all teachers of ELLs at their schools. Professional Development State rules and regulations require that teachers in state mandated bilingual education programs attend at least two professional development activities addressing topics related to bilingual education each year. Bilingual lead teachers are responsible for maintaining documentation of bilingual and ESL teachers professional development attendance. Documentation such as a PD activity log, CPDUs, agendas, handouts, or certificates serves as evidence of PD completion. The Office of Language and Cultural Education offers a variety of professional development opportunities for teachers of linguistically and culturally diverse students. The workshop series address the basic constructs of bilingualism and second language development, the nature of language proficiency, and the role of the native language and culture in learning. Participants may attend a single session focusing on one specific topic or attend a workshop series addressing a sequenced group of training sessions. All ESL, bilingual and content area teachers working in culturally diverse schools are encouraged to attend. OLCE also provides training for teachers to become certified to administer the English language proficiency screeners and the annual assessment of ELLs. Training participants will have an opportunity to review the components of the screener or assessment, and complete the required online certification quiz. Teachers must be certified to administer the screener and assessments. A complete listing of all OLCE professional development offerings is available at or at CPS University at (keyword criteria: OLCE). Bilingual Lead Teachers (BLTs) will attend four (4) quarterly forums per year and share updates and professional development with all teachers. BLTs will need to provide evidence during the compliance visit that information provided to them during the BLT forums has been shared with school staff. Evidence can be in the form of agendas and sign in sheets of meetings held at the school with all teaching staff. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 21

27 4 INSTRUCTION Bilingual education policies are designed to ensure that English language learners have equal access to quality education and that the program of instruction prepares them with the tools to succeed academically. Illinois School Code, 23 Illinois Administrative Code 228 calls for schools to provide equitable facilities, staffing, and programs including instruction that addresses the specific language development and academic needs of English language learners. Program Facilities Bilingual programs are to be located in facilities comparable to those of the general program of instruction and afforded comparable curricular materials and equipment. Class Placement ELLs shall be placed in classes with students of approximately the same age or grade level. If students of different age groups or educational levels are combined in the same class, the school shall ensure that instruction given to ELLs is appropriate to his/her grade level. Students from various language backgrounds may be placed in the same classroom, however, the schools must ensure native language instruction occurs when appropriate. Furthermore, appropriate instructional materials and resources must be available. Program Integration In courses or subjects in which verbalization is not essential to an understanding of the subject matter, including but not limited to, art, music and physical education, ELLs shall participate fully with their English speaking contemporaries in the general education program classes and co curricular activities. Student Teacher Ratios According to the state rules, the student teacher ratio in the bilingual classroom shall not exceed 90% of the average student teacher ratio in general education classes for the same grades in that school. Decreases in the ratio for general education during the course of the school year due to students mobility shall not require corresponding adjustments within the bilingual program. Additional students may be placed in bilingual classrooms during the course of the school year, provided that no bilingual classroom exhibits a student teacher ratio that is greater than the average for general education classes in that grade and school as a result of such placement Native Language Instruction Language and literacy development in the student s native language, and content area instruction in their native language, are both important components of bilingual education programs. Building upon the oracy, pre literacy, and literacy skills the ELL possesses in his/her native language allows the student to continue linguistic and cognitive development appropriate to his/her age and academic level. Continued native language development has many social benefits and allows the possibility of the student to achieve high levels of native Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 22

28 language proficiency in all 4 domains (listening, speaking, reading and writing). Language and literacy skills developed in the native language will transfer to the student s English language development and over time will contribute to the acquisition of stronger language and literacy skills in English. Content area instruction in the student s native language allows the ELL to continue building content specific knowledge and skills appropriate to their age and academic level, and at pace with their peers in the general program of education. The content area knowledge and skills gained in the native language contribute to the overall cognitive growth of the student. The student will be able to demonstrate this learning (as well as acquire new knowledge and skills) in English as he/she develops higher levels of proficiency in English. The state mandate for the Transitional Bilingual Education program provides for the development of academic English language proficiency using the student s native language as the medium of instruction. For Spanish speaking ELLs, the Illinois State Board of Education has adopted Spanish Language Arts (SLA) standards to guide the development of curricula, instructional practices and assessments that promote communicative/ social and academic native language proficiencies. SLA standards can be accessed at English Language Instruction The state mandate for bilingual education provides for the development of English language proficiency, so that ELLs can succeed academically in a classroom where English is the primary language of instruction. English language instruction for ELLs includes English as a Second Language (ESL) instruction, as well as content area instruction in English. English as a Second Language (ESL) instruction is intended to support ELLs development of English in the 4 domains (listening, speaking, reading and writing). Within each of the 4 domains, ESL instruction includes development of both social and academic English. Social English refers to the communication skills that are needed to interact in interpersonal, nonacademic situations (e.g. on the playground, in the lunchroom). Academic English refers to the language necessary to participate effectively in the academic setting and engage in content specific learning that is conducted in English. This includes specialized phrasing and terms used in instructional delivery as well as content specific vocabulary. English as a Second Language instruction should support and complement ELLs learning in the content areas in which English is the primary or sole language of instruction, and may be integrated with content area instruction. Content area instruction in English should consider the specific needs of ELLs, recognizing that ELLs are simultaneously learning new academic concepts and skills while developing academic language in English. While the focus is on developing students content area knowledge and skills, attention must be given to the students level of English proficiency. Their level of English proficiency will help to determine the level of support and the appropriate practices to ensure Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 23

29 that ELLs have access to concepts and skills that are presented in English. Language must also be considered when assessing the content area learning of ELLs to ensure that content area knowledge and skills are being assessed, not the student s ability to demonstrate the learning in a language that they are still acquiring. The Illinois State Board of Education has adopted the WIDA English Language Proficiency Standards to guide the development of appropriate curricula, instructional practices and assessments in English for ELLs in grades Pre K through 12. These standards are available at: See Appendix R for an example of a lesson plan Language Allocation for Transitional Bilingual Education (TBE) The amount of time allocated for instruction in each language varies according to the student s English language proficiency level and the bilingual program model. The following charts serve as guidelines for schools with Transitional Bilingual Education programs to structure the amount of time bilingual and ESL teachers shall provide instruction in the student s native language and in English for language arts and content area subjects. These charts have been designed based on 150 minutes of daily instruction for Pre Kindergarten and 300 minutes of daily instruction for elementary schools. The high school chart is based on periods of instruction per day. Schools are encouraged to use the recommended charts according to their existing bilingual program model and to meet the instructional needs of their ELLs. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 24

30 Table 6: Recommended Time Allocation for Pre kindergarten TBE Programs Chicago Public Schools Office of Early Childhood d Education Suggested Daily Schedule Time 8:30-9:000 a.m. 11:30-12:00 p.m. 9:00-9:15 a.m. 12:00-12:15 p.m. 9:15-9:30 a.m. 12:15-12:30 p.m. 9:30-10:20 a.m. 12:30-1:20 p.m. 10:20-10:30 a.m. 1:20-1:300 p.m. 10:30-11:00 a.m. 1:30-2:000 p.m. 11:00-11:10 a.m. 2:00-2:100 p.m. 11:10-11:20 a.m. 2:10-2:200 p.m. 11:20-11:30 a.m. 2:20-2:300 p.m. 11:30-11:45 a.m. 2:30-2:45 p.m. Activity Preparation Greeting / Sign-in/ "Book Share" Circle Time/ Read Aloud I Center Based Activity/ Small Group Instruction focusing on Intentional Teaching Skills and Strategies Clean Up Transition I Gross Motor/Outdoor Playy Clean Up Transition II Journals/Story Dictation Read Aloud II Transition/ Dismissal Recommen ded Language Allocation for Pre-IPT Proficiency Levels A Native Language ESL/ English B Native Language ESL/ English C Native Language ESL/ English D Native Language ESL/ English 70 80% 20 30% 60 70% 30 40% 50 60% 40 50% 20 30% 70 80% Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P age 25

31 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P a g e 26 Table 7: Recommended Time Allocation for Elementary School (K-8) TBE Programs Scenario 1

32 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P age 27 Table 8: Recommended Time Allocation for Elementary School (K 8) TBE Programs Scenario 2

33 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P a g e 28 Table 9: Recommended Time Allocation for Elementary School (K-8) TBE Programs Scenario 3

34 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P age 29 Table 10: Recommended Time Allocation for High School TBE Programs

35 Recommended ESL and Native Language Content Course Placement in High School The following chart may be used to determine an ELL s placement in the appropriate ESL, native language and English language arts courses. ESL COURSE ACCESS Literacy Composite Score TBE COURSE SEQUENCE ESL I TBE program with 3 native language content courses ESL II TBE program with 2 native language content courses ESL III TBE program with 1 native language content course Survey of Literature (Transitional) TBE program with 1 native language content course (based on student s instructional needs) Recommended Four Year High School Course Plans for ELLs Transitional Bilingual Education programs for high schools ELLs must be designed to meet each student s linguistic and academic needs to guarantee their success in academic subjects that count toward graduation requirements. Ongoing coordination between the English as a Second Language (ESL) program and the general education program teachers shall address the affective, linguistic and cognitive needs of high school ELLs. All ELLs shall participate in the required ESL course offerings, and content area classes offered in the native language and English. Table 11: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score Between on ACCESS for ELLs Subject Area 9 th Grade 10 th Grade 11 th Grade 12 th Grade English *ESL I (1 st Period) *ESL II (1 st Period) *ESL III **** Survey of Literature (English I) Electives ESL I (2 nd Period) ESL II (2 nd ***Communications I or Period) Reading Workshop Mathematics **Algebra Geometry Advanced Algebra/Trig Science **Biology **Lab Science **Lab Science Social Science **World Studies **United States History 3 rd Course World Language III, World World Language I, World Language II, World Language for Native World Language For World Language for Language* Speakers, IV Native Speakers II Native Speakers III ***Communications II or Reading Workshop World Language V or AP World Language Fine Arts Art or Music Music or Art Career & Tech Career & Tech Education Career & Tech Education Education or ROTC or ROTC Physical Education Physical Education I/Health or ROTC/Health Advisory/Lunch Physical Education II/Health or ROTC/Health Advisory * World Language courses should be the same language for consecutive years Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 30

36 Table 12: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score Between on ACCESS for ELLs Subject Area 9 th Grade 10 th Grade 11 th Grade 12 th Grade English *ESL II (1 st Period) *ESL III (1 st ****Survey of **** American Period) Literature (Eng I) Literature (Eng II) Electives ESL II (2 nd Period) ***Reading Workshop Mathematics Algebra Geometry ***Communications I or Reading Workshop Advanced Algebra/Trig Science **Biology Lab Science Lab Science Social Science **World Studies **United States History 3 rd Course World Language* World Language I, World Language For Native Speakers II World Language II, World Language for Native Speakers III World Language III, World Language for Native Speakers, IV ***Communicatio ns II or Reading Workshop World Language V or AP World Language Fine Arts Art or Music Music or Art Career & Tech Career & Tech Career & Tech Education Education or ROTC Education or ROTC Physical Education Physical Education I/Health or ROTC/Health Physical Education II/Health or ROTC/Health Advisory Advisory/Lunch * World Language courses should be the same language for consecutive years Table 13: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score Between on ACCESS for ELLs Subject Area 9 th Grade 10 th Grade 11 th Grade 12 th Grade English Electives *ESL III (1 st Period) ***Communications I ****Survey of Literature (English I) ***Communications II ****American Literature (Eng II) Mathematics Algebra Geometry Advanced Algebra/Trig Science Biology Lab Science Lab Science Social Science **World Studies (***) United States History 3 rd Course World Language* World Language I, World Language For Native Speakers II World Language II, World Language for Native Speakers III World Language III, World Language for Native Speakers, IV ****British Literature (Eng III) World Language V or AP World Language Fine Arts Art or Music Music or Art Career & Tech Career & Tech Career & Tech Education Education or ROTC Education or ROTC Physical Education Physical Education I/ Health or ROTC/Health Physical Education II/ Health or ROTC/Health Advisory Advisory/Lunch * World Language courses should be the same language for consecutive years Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 31

37 Table 14: TBE Course Schedule for Entering 9 th Graders with a Literacy Composite Score Between on ACCESS for ELLs Subject Area 9 th Grade 10 th Grade 11 th Grade 12 th Grade English ****British ****Survey of Literature ****American ****World Lit. Literature (English (English I) Literature (English II) (English IV) III) Electives ***Communications I ***Communications II Mathematics Algebra Geometry Advanced Algebra/Trig Science Biology Lab Science Lab Science Social Science **World Studies (***) United States History 3 rd Course World Language World Language I, World Language for Native Speakers, AP for world language World Language II or World Language for Native Speakers II Fine Arts Art or Music Music or Art Career & Tech Career & Tech Career & Tech Education Education or ROTC Education or ROTC Physical Education Physical Education I/Health or ROTC/Health Physical Education II/Health or ROTC/Health Advisory Advisory/Lunch * Mandatory Requirement. ** Native language Instruction is required for students in ESL I ESL III; Native language instruction at the Transitional Survey of Literature level and beyond is provided based on student need. *** Can be paired with ESL III, Transitional Survey of Literature, or other language arts courses for additional English language development. **** If an ELL has met the English Language Proficiency Exit Criteria, he/she will be placed into a general English Language Arts course. ELL Enrichment and Support Opportunities The state bilingual education mandate requires that schools already providing additional support to students in the general program of instruction shall offer the same opportunities for ELLs. These include before and after school academic tutoring, enrichment, extra curricular and summer programs. Tutoring for ELLs is provided by many elementary and high schools during the school year either after school, evening school or on Saturdays. The tutorial programs focus on strengthening student academic achievement and English language development. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 32

38 Summer Bilingual Support Program The Office of Language and Cultural Education offers the following Summer Support programs designed to strengthen ELL s literacy skills across the content areas. Summer Bilingual Support Program (Grades 2 7) is recommended for student approaching transition criteria on the ACCESS for ELLs assessment High School English as a Second Language (ESL) Course (elective credit) is recommended for ELLS with an overall composite score of 3.5 or below on the ACCESS for ELLs assessment. Refugee Student Services The Office of Language and Cultural Education offers a variety of services to support refugee students and their families. These include: student orientation sessions welcome kits interpreting and translation services foreign transcript evaluation bilingual tutoring partnerships with community organizations Refugee programs are coordinated out of Swift Elementary School ( ) and Roosevelt High School ( ). International Newcomer Center (INC) The INC was launched at Roosevelt High School in September 2010 to provide refugee and other newly arrived immigrant students the opportunity to learn in a welcoming and supportive environment from teachers and counselors who understand their unique needs. The mission of the INC is to enable students to participate in Roosevelt High School, earn a high school degree and become integrated into their new communities. Through the INC, Roosevelt High School offers ESL, math, and science courses that meet the unique academic and social needs of students. The INC also provides an array of support and enrichment programs for students and their families including tutoring, translation, mental health, and field trips. Eligible students include: Any refugee or other immigrant student who has been living in the U.S. for less than three years and is identified as an English language learner through the WAPT screener Students may come from outside the Roosevelt High School attendance boundaries The International Newcomer Center is coordinated out of room 217 at Roosevelt High School ( ). Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 33

39 5 ASSESMENT AND ACCOUNTABILITY English language learners (ELLs) are, by definition, in the process of acquiring English as a second language and are not yet fully proficient in English. This must be taken into thoughtful consideration when determining the most appropriate and effective ways to measure, monitor, and communicate about ELLs learning. There are at least two distinct realms which must be assessed: 1) linguistic growth and achievement and 2) academic growth and achievement. A variety of assessment practices are recommended to obtain a true picture of an ELL s academic and linguistic development, and should include classroom measures (usually formative, individualized for a particular classroom, teacher created, offered in a variety of formats, and/or based upon performance/original student work), as well as large scale measures (usually summative, designed at the school, district, state, federal level, and/or offered in traditional test format). Where possible, large scale assessments should be thoughtfully adapted through the use of native language versions, and accommodations in testing procedure for ELLs to ensure that a) the tools used reflect the curriculum being taught, b) there is recognition of the academic growth of ELLs independent from their current level of English language acquisition, c) the assessment experience is appropriate for ELL students and contributes to their overall success, and d) the assessments yield accurate and valid results to best inform future instruction and communicate about ELL s learning. Annual English Proficiency Assessment State and federal laws require that all ELLs, whether or not they receive bilingual services (parental refusals and IEP ELL program withdrawals), in grades K 12 be assessed annually in listening, speaking, reading and writing using the annual English language proficiency assessment, Assessing Communication and Comprehension in English from State to State for ELLs (ACCESS). Students will continue to be assessed annually until they achieve the state set English language proficiency score on the assessment (see Transitioning Criteria below). This annual assessment is administered to measure an ELL s social/instructional and academic language proficiency in English and to determine the student s ELL status. Each year OLCE and the Office of Student Assessment prepare assessment rosters that identify the students who must have the ACCESS administered, as well as the recommended tier that best matches the student s English language proficiency level. In addition, a list of students to be tested can be generated from SIM. Schools must verify the preliminary assessment rosters (ACCESS) with the latest updated and school based information to ensure that all eligible students are tested with the ACCESS. All Kindergarten through 12 th grade ELLs who have not yet met the proficiency criteria on ACCESS including ELLs in the special education program or whose parents have refused bilingual Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 34

40 education program services must also be assessed. Once students have met the English language proficiency criteria they can no longer take ACCESS. Ultimately, it is the school s responsibility to confirm the accuracy of any updated assessment rosters. Preliminary ACCESS results are available during the end of the summer via the assessment website to assist schools in the proper program placement of ELLs or transitioning ELLs. The Office of Student Assessment website provides accurate information regarding testing purposes, procedures for each one of the assessment administer to our district ELLs, calendars, and online ordering materials. Transition Criteria for ELLs ELLs are assessed annually with ACCESS to determine their English progress and proficiency. If the student has acquired the necessary level of proficiency in English for academic success, he or she will transition to the general program of instruction by meeting the State set transitioning criteria. See Transition criteria of ELLs in Section 2. Annual Measureable Achievement Objectives (AMAO) To meet federal requirements of the No Child Left Behind (NCLB) Act, ISBE establishes Annual Measureable Achievement Objectives (AMAO) targets for the annual English language proficiency assessment, ACCESS for ELLs. To meet AMAO for Title III funding, the district s cohort of ELLs must achieve all three targets: 1. A percentage of students must make progress towards English language proficiency as defined by ISBE. 2. A percentage of students must attain English language proficiency by scoring an overall composite score of 4.8 and a literacy composite score of Meeting Adequate Yearly Progress (AYP) in the LEP subgroup Note: At the time of publishing this document, the Illinois State Board of Education has not informed school districts of the specific percent targets for progress and proficiency. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 35

41 Required Assessments for ELLs Table 15: Required Assessments for ELLs Assessment Grade Level Purpose Prescribed screeners: Pre IPT Model K WAPT All newly enrolled Pre K through 12 graders whose Home Language Survey (HLS) has at least one Yes answer A "screener" measures the English language proficiency in four language domains: listening, speaking, reading, and writing. The screener determines whether or not a child is eligible for English language instructional services, and if so, at what level. Results must be entered into SIM after the student is screened. Assessing Communication and Comprehension in English from State to State for ELLs (ACCESS) Illinois Standards Achievement Test (ISAT) Prairie State Achievement Examination (PSAE) All K 12 th grade ELLs, including ELLs enrolled in special education programs or whose parents have refused bilingual services All 3 rd 8 th graders take Reading and Math All 4 th & 7 th graders take Reading, Math & Science An ELL who has attended school in the U.S.A for less than one year may be excused from taking the reading assessment All 11th graders An ELL who has attended school in the U.S.A for less than one year may be excused from taking the reading assessment NCLB required assessment of all ELLs determines English language proficiency in four language domains: listening, speaking, reading, and writing. NCLB required assessment determines whether students meet state learning standards. NCLB required assessment determines whether students graduating high schools meet state learning standards. Note: ISAT scores are not used for promotion determination for students in bilingual education programs. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 36

42 Scantron Performance Series Whenever the administration of the Scantron assessment is required please refer to the chart below for guidance with respect to its administration with ELLs. Subject Performance Series Reading Performance Series Math Overall 3.5 ACCESS or higher or higher Scores Spanish Speaking ELLs Non Spanish Speaking ELLs Required Required At school s Discretion At school s Discretion Exempt Exempt English language version required English language version required Spanish language version: strongly recommended English language version: at school s discretion English language version: at school s discretion The results of assessments given in English to ELLs will not necessarily reflect their content knowledge due to their limited English language proficiency and should be analyzed with caution. Spanish language version: strongly recommended English language version: exempt English language version: exempt Grading and Report Cards English language learners must receive a grade in all subjects based on the language of instruction. The general education teachers, including the auxiliary teachers, providing instruction to ELLs must work closely with the bilingual lead teacher (BLT) or principal designee to ensure that the needs of the ELLs are being met. In addition, it is imperative that the grades assigned to the ELLs are a result of collaboration between the general education and bilingual or ESL teacher to ensure that the grades reflect content knowledge and not English language proficiency of the ELL. Report cards for students enrolled in a bilingual education program are provided in English and in the student s home language, if available. Reports cards are available in the following languages: Arabic, Chinese, English, Polish and Spanish. Report Cards English language learners receive both letter grades and English language proficiency rating scores each marking period in separate sections of the report card. English reading is not a substitute for ESL and vice versa. Students earn a reading grade (native language or English) based on the Illinois Spanish Language Arts Standards (for Spanish TBE programs) or the Illinois Learning Standards. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 37

43 An ELL s growth in the Knowledge and Skills for each academic subject area must be entered as a letter grade on the report card to measure a student s growth toward meeting the Illinois Learning Standards. In the Literacy section of the report card, for ELLs who receive literacy instruction in their native language, select the language from the drop down menu in Gradebook. The average grade for all assignments entered into the native language section of the Gradebook will appear as the ELL s literacy grade as Reading in the native Language Standards. For ELLs who receive literacy instruction in English, do not select a language from the drop down menu in Gradebook. The average grade for all assignments entered into Framework section of the Gradebook will appear as the ELL s literacy grade in the Chicago Reading Framework section. An ELL may receive a grade in both areas depending on the student s proficiency level and type of program. Failing to provide ELLs a reading or math grade will affect promotion eligibility for students in the bench mark grades. The English Language Proficiency section of the report card reflects an ELL s progress toward meeting the WIDA English Language Proficiency Standards. This section includes the language needed by ELLs to successfully communicate for social and instructional purposes and the development of academic language in the subject areas of language arts, mathematics, science and social studies. Each of the five (5) English language proficiency standards encompasses four (4) language domains: listening, speaking, reading and writing. At the end of each marking period, an ELL receives an overall English Language Proficiency Development numeric rating of 1 to 6 to reflect progress towards meeting the English language proficiency standards for each language domain. Currently report cards are available on SIM in Spanish and English however translations of the report card are also available in other languages. See Communication from the Office of P 12 Management regarding report cards in other languages. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 38

44 Table 16: English Proficiency Development Scale Numeric Rating 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging 6 Reaching Student can produce: Words, phrases or chunks of language Phrases or short sentencess with general language from content area Expanded sentences in oral interaction or written paragraphs with some specific language from content area Some variety of sentence lengths of varying linguistic complexity with some specific and technical language from content area Language approaching comparability to that of English proficient peers at grade level Specialized or technical language reflective of the content areas at grade level Report Card View for Kindergarten Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P age 39

45 Report Card View for Grades 1 8 Office of Language and Cultural Education, Bilingual Education Handbook, 2012 P age 40

46 ELL Promotion and Graduation Elementary School Promotion decisions for ELLs are based on policies and procedures specified in the CPS Policy Manual Section English language learners will complete the general academic curriculum in their native language and/or English. Criteria for Elementary School ELLs ELLs in benchmark grades (3, 6, and 8) shall be promoted to the next grade if they earn a final report card grade of C or better in Reading and Mathematics and no more than 9 unexcused absences ISAT and DWWA scores are not used for promotion criteria of ELLs. ELLs cannot be retained based upon their English language proficiency level regardless of Bilingual Program Year A missing final grade is treated as an F ELLs who do not meet the district s promotion policy must attend Bilingual Bridge (PY0 5) or General Education Bridge (PY6+). In order to meet the summer program s promotion criteria, ELLs must successfully complete the following: Receive a passing grade in reading and mathematics Have no more than three (3) unexcused absences Note: ISAT scores are not used for promotion determination for students in bilingual programs ELL Promotion and Graduation High School The High School Promotion Policy states that promotion from one grade in high school to the next must indicate that students have passed a series of academically challenging courses in the core subject disciplines of English, mathematics, science, and social sciences, as well as courses in other areas such as world languages, fine arts, physical education, and career education. For English language learners, ESL I, II and III are offered for credit and satisfy three of the fouryear English requirement for promotion and graduation. Note: ELLs cannot be retained based upon their English language proficiency level and/or their Program Year. High School Graduation Criteria High school ELLs must earn the appropriate credits required for graduation and meet all other graduation requirements. Promotion decisions for high school ELLs are based on policies and procedures outlined in the CPS Policy Manual Section ELLs must complete the minimum high school graduation requirements for the general academic curriculum in their native language and/or English. The full minimum high school graduation requirements policy report is available at Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 41

47 Chicago Public Schools Minimum High School Graduation Requirements Academic Requirements A student must earn a minimum total 24 credits in the following areas: English (4.0 credits) Mathematics (3.0 credits) Science (3.0 credits) Social Science (3.0 credits) World Language (2.0 credits) Fine Arts (2.0 credits) Physical Education or ROTC (athletic team credit possible in lieu of Physical Education but not in lieu of Health and Driver's Education) (2.0 credits) Career Education or ROTC (college career pathways or advanced academic/fine arts options part of Career Education) (2.0 credits) Electives (3.0 credits) Community Service Learning Requirement All students must complete Service Learning project prior to graduation. Service Learning projects shall be linked to current academic goals and curriculum and shall promote social awareness and career development. A total of forty hours prior to graduation, with a minimum of twenty hours completed by the end of the sophomore year, which includes preparation, action, and reflection, will be required of each student. Other Graduation Requirements All Students must complete State non credit requirements (Consumer Education, demonstrated knowledge of U.S. and Illinois constitutions) as part of subject area curricula. They also must take the Prairie State Achievement Examination (PSAE) unless otherwise excused by state law. Students must qualify as having taken the PSAE in accordance with state guidelines. Application of Graduation Requirements Students with limited English proficiency meet all graduation requirements with placement in English/ESL and support in other subject areas as appropriate. Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 42

48 6 FAMILY AND COMMUNITY PARTICIPATION The Office of Language and Cultural Education provides a variety of opportunities for family members to be effectively engaged in their children s education and for community residents to participate in their schools at both a neighborhood and citywide level. Bilingual education program information is made available to parents in multiple languages so that they can be fully informed of the services offered and their right to access them. In addition, there are formal advisory groups where parents can contribute to decision making about bilingual programs, and resource centers where they can participate in skill building workshops and other activities. Bilingual Advisory Committee (BAC) Pursuant to the Chicago School Reform Act, every school implementing a state mandated Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI) program is required to constitute a Bilingual Advisory Committee (BAC). The BAC is recognized as a standing committee of the Local School Council (LSC) and serves to identify and address academic concerns related to the school s bilingual education programs in the School Improvement Plan Advancing Academic Achievement (SIPAAA) and budget allocations. It is highly recommended that schools conduct a minimum of four BAC meetings during the school year. In order for schools to receive the $250 BAC stipend the school must demonstrate that their BAC is active by submitting the BAC Committee Members and schedule of meetings forms. See Appendix AA Chicago Multilingual Parent Council (CMPC) Article 14C of the Illinois School Code requires the establishment of a citywide parent advisory committee, known as the Chicago Multilingual Parent Council (CMPC) in the Chicago Public Schools. The CMPC advises the OLCE on matters pertaining to the development, implementation and evaluation of the district s bilingual education programs. Membership of the CMPC is composed of delegates representing each cluster, with proportional representation of all language groups in the school district, to the extent possible. OLCE establishes the guidelines and operational procedures of the CMPC. Resource Centers OLCE s Resource Centers are staffed by multilingual personnel Monday through Friday from 8:30 A.M. to 4:30 P.M. At each center, parents, educators, and community organizations have access to personal computers, professional development offerings, and meeting space. For a complete listing of ongoing workshops and seminars on topics varying from parenting to educational resources, visit Bilingual Parent Resource Center The center is located at the Manuel Perez Elementary School (2001 S. Throop Street) and houses a comprehensive lending library consisting of a variety of parenting and educational resources, information on community services in the native languages represented in CPS. The Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 43

49 center also hosts training on parenting skills, computer skills and other personal development opportunities for parents. For additional information, please call Bilingual Resource Center The center is located at Peter Cooper Dual Language Academy (1624 W. 19 th Street) and brings together educators, parents and community experts to explore innovations in bilingual education topics. Its extensive library contains resources for bilingual educators and all teachers of ELLs. For additional information, please call Confucius Institute in Chicago (CIC) The institute is housed at Walter Payton College Preparatory High School (1034 N. Wells). The mission of the CIC is to provide educational resources about Chinese language and culture to teachers and students in the Chicago land area. The CIC also offers extensive professional development for Chinese language teachers throughout the year. For more information about the CIC, please call American Indian Education Center (AIEC) This center is located at Stockton Elementary School (4420 N. Beacon Street, Room #221). The mission of the AIEC is to support the efforts of local educational agencies, Indian tribes and organizations, postsecondary institutions, and other entities to meet the unique educational and culturally related academic needs of American Indians and Alaska Natives so that these students can achieve the same state standards as all students. For more information about the AIEC, please call Office of Language and Cultural Education, Bilingual Education Handbook, 2012 Page 44

50 ELL Data Collection Chicago Public Schools is committed to data driven decision making. Data pertaining to ELLs is important to the instructional and programmatic decisions made at the school and district levels. In an effort to facilitate the process of making decisions that will impact the ELL student population, the Office of Language and Cultural Education (OLCE) is responsible for distributing ELL data gathered by schools to many different stakeholders including teachers and administrators, federal and state agencies, central office personnel, network office staff. The task of entering data at each individual school is crucial to this process and is the responsibility of the school principal or a principal s designee. ELL Profile Every year, CPS must submit an ELL report to the Illinois Board of Education for funding purposes. The allocation provided by the state to CPS for programs for ELLs is based on the number of bilingual program periods per week that ELLs receive. Each school is responsible for updating its ELL data in SIM on a regular basis. The bilingual lead teacher or a principal s designee shall update the ELL profile for each active ELL within 30 calendar days of the child s enrollment. Table 17: ELL Profile Update Procedure Item Action Required Options Available Example Bilingual Periods Per Week: Program Model: ELL Instructional Context: Placement Model: (TBE only) Select the option that reflects the number of periods per week the ELL is receiving services by a bilingual or ESL certified teacher. This information will be prepopulated on SIM. Chose the context in which the student receives bilingual program services (more than one option maybe chosen). Select the option based on the ELL s English language proficiency level and grades. 7 STUDENT DATA MANAGEMENT TBE TPI N/A Bilingual Teacher Asst (SpEd) Departmentalized Pull Out Bilingual Pull Out ESL Push In Bilingual Push in ESL Self Contained Dual Language Full Time Part Time A 7 th grade ELL receives one period of ESL daily, and in addition receives one period from the teacher providing biology classes who is also bilingual or ESL certified. This child is receiving 10+ periods per week: five ESL classes and five Biology classes by a Bilingual or ESL certified teacher. The school has 25 Polish, 12 Ukrainian, 3 Arabic and 120 Spanish speakers who are active ELLs. Select the TBE option for the Polish and Spanish speaking active ELLs. Select the TPI option for the Ukrainian and Arabic speaking active ELLs. A 2 nd grade ELL receives bilingual program services in a self contained setting from a bilingual certified teacher. Additionally, an ESL certified teacher pulls the child out of class for one period per day to provide ESL services. Both the selfcontained and ESL pull out options should be chosen as the instructional context. Refer to the TBE Part Time Definition section in this handbook. Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 45

51 ELL Profile Screenshot Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Pag e 46

52 ELL Status English language learners are assigned an ELL status that refers to their English language proficiency and participation in bilingual programs. SIM differentiates between CPS and State designated ELL status in order to determine which students are required to take the annual ACCESS. CPS status refers to ELL student participation in bilingual programs. State status refers to the attainment of the English language proficiency level as set by the state (see diagram below). ELL STATUS CPS INACTIVE STATE ACTIVE = Students who have not met English language proficiency and are not in the bilingual program CPS ACTIVE STATE ACTIVE = Students who have not yet met the English language proficiency requirement and are in the bilingual program CPS ACTIVE STATE INACTIVE = Students who have met English language proficiency and are still in the bilingual program because they have participated for less than 3 years Take ACCESS Pre-K students are exempt Do not take ACCESS Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 47

53 ELL Reports in SIM Every school has access to a number of reports in SIM that will assist in making correct decisions about ELL identification, placement, testing, following up the progress of the students once they have transitioned out of the bilingual program and to inform parents. Table 18: ELL Reports Generated in SIM Report Name Purpose Action Required CPS IBIP Form Tracks progress of students who have not transitioned out of the bilingual program after being in the program five or more years Print, update, place in the students Cumulative Folder CPS Parent Refusal Report CPS Notice to Parents of Continuing ELLs entering Kindergarten CPS Notice to Parents of Continuing SPED ELLs entering Kindergarten CPS Notice to Parents of Continuing ELLs CPS Notice to Parents of Continuing ELLs SPED CPS Notice to Parents of New ELLs CPS Notice to Parents of New ELLs SPED CPS Notice to Parents of Transitioning Pre K Students Informs teachers of students whose parents refused bilingual program services and who might require special instructional considerations Informs parents or legal guardians that their child will continue to be in the bilingual program based on his/her English language proficiency score Informs parents or legal guardians that their child will continue to be in the bilingual program based on his/her English language proficiency score Informs parents or legal guardians that their child will continue to be in the bilingual program and provides last ACCESS scores Informs parents or legal guardians that their child will continue to be in the bilingual program and provides last ACCESS scores Notifies parents or legal guardians that their child was placed in a bilingual education program based on his/her English language proficiency score Notifies parents or legal guardians that their child in the Special Education program was placed in a bilingual education program based on his/her English language proficiency score Notifies parents or legal guardians that their child attained English language proficiency via the MODEL and therefore will be transitioned to the general program of instruction Print and distribute to classroom teachers Print, make copies and send home; keep a copy in the students cumulative folder Print, make copies and send home; keep a copy in the students cumulative folder Print, make copies and send home; keep a copy in the students cumulative folder Print, make copies and send home; keep a copy in the students cumulative folder Print, make copies and send home; keep a copy in the students cumulative folder Print, make copies and send home; keep a copy in the students cumulative folder Print, make copies and send home; keep a copy in the students cumulative folder CPS Notice to Parents of Transitioning Students CPS Pre School Students With Home Language Survey CPS Students in Program CPS Students ISAT PSAE Without Accommodations CPS Students to Take ACCESS Notifies parents or legal guardians that their child attained English language proficiency via the ACCESS and has completed three full years in the program and therefore will be transitioned to the general program of instruction Lists the Pre K students who have an HLS entered in SIM Lists which students are CPS active ELLs Lists which ELLs taking ISAT or PSAE are not entitled to receive ELL accommodations during the administration of these assessments Lists all ELLs that are required to take the ACCESS test: Active ELLs, Parent Refusals and Code 24s. Print, make copies and send home; keep a copy in the students cumulative folder If the HLS has a YES answer for at least one question, ensure the screener is administered Ensure active ELLs are receiving bilingual program services based on their English language proficiency level and program model (TBE/TPI) Inform teachers as well as Test Coordinator of this report Ensure every single child on this roster is administered the ACCESS Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 48

54 CPS Students to Take Screener CPS Students With Invalid Home Language CPS Transitioning Students Lists the students with an HLS entered in SIM thatt has a YES answer for at least one question Informs schools that the HLS information enteredd in SIM has errors Lists students that have met English language proficiency and are not in the bilingual program but may require additional support from the school during the testing windoww and verify accuracy of the report Administer the screener and place child accordingly to their ELL status Locate original HLS and correct concern in SIM Inform classroom teachers and monitor ELLs academic progress; make adjustments as needed ELL Reports Screenshot Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Pag e 49

55 ELL Program History The ELL Program History section includes all historical transactions related to ELLs. Each row represents the CPS status, state status, and whether or not the studentt needs the English language proficiency screener and/or ACCESS. The History includes: Entry into the program Test results Service breaks and dates Manual exits (parent refusals) Exit from the state (achieving English proficiency on ACCESS) Exit from CPS (3 years and achieving English proficiency on ACCESS) Tracking of changes to the HLS or a screener score ELL Program History Screenshot Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Pag e 50

56 ELL Program Year History The ELL Program Year history section displays the program year history and the service days related to the program year. The service days are the days that the student wass enrolled for that year. If the student does not have 150 service days the program year will not advance at the end of the school year. This is indicated by the met yearly requirement t field. ELL Program Year Screenshot Proficiency Level The proficiency level section displays all test results (screener and ACCESS) for that student including raw scores (in parenthesis) and proficiency levels. Proficiency Level Screenshot Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Pag e 51

57 Entering Pre PRE IPT Screener Scores 1. Log in to SIM and perform a student search by entering student s name or student s CPS identification number (CPS ID). 2. Open the student s record by clicking on the student s name (hyperlink). 3. Select Test Results from the left hand menu pane. (Refer to screenshots on the next page). 4. From the Actions drop down menu, select Add Test Results. This will pull up the Add/Edit Student Test Results screen. 5. In the Date field enter the date the test was administered. 6. In the Test Session field select PRE IPT (PE) for 3 year old PK students or PRE IPT (PK) for 4 year old PK students. 7. To enter the results click on the box under the Letter Score field and enter the appropriate score. 8. Once all test metrics are entered click the OK button. Entering MODEL K Screener Scores 1. Log in to SIM and perform a student search by entering student s name or CPS ID. 2. Open the student s record by clicking on the student s name (hyperlink). 3. Select Test Results from the left hand menu pane. (Refer to screenshots on the next page). 4. From the Actions drop down menu, select Add Test Results. This will pull up the Add/Edit Student Test Results screen. 5. In the Date field enter the date the test was administered. 6. In the Test Session field select MODEL K (1 st Semester) for 1 st semester kindergarten students or MODEL K (2 nd Semester) for students in 2 nd semester. 7. To enter the results click on the box under the Raw Score field for Listening and enter the raw score and not the proficiency score. Repeat these steps to enter Speaking and, if applicable, Reading and Writing raw scores. 8. Once all test metrics are entered click the OK button. Entering MODEL 1 Screener Scores 1. Log in to SIM and perform a student search by entering student s name or CPS ID. 2. Open the student s record by clicking on the student s name (hyperlink). 3. Select Test Results from the left hand menu pane. (Refer to screenshots on the next page). 4. From the Actions drop down menu, select Add Test Results. This will pull up the Add/Edit Student Test Results screen. 5. In the Date field enter the date the test was administered. 6. In the Test Session field select MODEL 1(1) for 1 st semester 1 st grade students. 2 nd semester 1 st grade students should take W APT (1). 7. To enter the results click on the box under the Raw Score field for Listening and enter the raw score and not the proficiency score. Repeat these steps to enter Speaking, Reading and Writing raw scores. 8. Once all test metrics are entered click the OK button. Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 52

58 Entering W APT Screener Scores 1. Log into SIM and perform a student search by entering student s name or CPS ID. 2. Open the student s record by clicking on the student s name (hyperlink). 3. Select Test Results from the left hand menu pane. 4. From the Actions drop down menu, select Add Test Results. This will pull up the Add/Edit Student Test Results screen. (Refer to screenshots below). 5. In the Date field enter the date the test was administered. 6. In the Test Session field select the appropriate level using the student s current grade to determine which W APT test session to open (W APT 1 12). 7. To enter the results click on the box under the Raw Score field for Speaking and enter the raw score and not the proficiency score. Repeat these steps to enter Listening, Reading and Writing raw scores. 8. Once all test metrics are entered click the OK button. Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 53

59 Entering Test Scores: Screenshot Once you are in the student s ELL Profile page click on Test Results link and follow the screens as marked by the arrows below. Office of Language and Cultural Education, Bilingual Education Handbook, 2011 P a g e 54

60 8 SCHOOL-BASED ROLES AND RESPONSIBILITIES The successful implementation of bilingual education programs requires a collaborative effort among bilingual program, general program, and special education teachers and administrators. School administrators and the bilingual lead teacher at each school have the primary responsibility of overall coordination, instructional programming, and reporting. JUN APR/MAY MAR JAN/ FEB DEC OCT/NOV SEP/AUG or ENROLLMENT JUL AUG ONGOING Provide staff development to all teachers who provide instruction to ELLs. Ensure that all ELLs are receiving appropriate bilingual instruction, including ELLs with IEPs. Monitor ELLs progress and proficiency using CIM data. Monitor the implementation of IBIPs for all ELLs in Program Year 5 or above. Monitor Transition Year 1 and 2 students (T1s and T2s) who have now entered the general program of instruction. Consult with the case manager to ensure the appropriate ELL services are being provided to Special Education ELLs according to the model number assigned on SSM. Routinely verify that information on SIM is current (ELL profile, students to be screened, students to take ACCESS, etc.) Review the ELL rosters and ACCESS preliminary report to guarantee ELLs are scheduled to receive the appropriate instruction according to their language and academic needs. Inventory native language and ESL instructional curricular materials and supplies. Ensure that the all screener materials are available to begin identifying potential ELLs at the beginning of the school year. Place additional order with the Office of Student Assessment. Review school s organization chart to ensure that the appropriately certified teachers are assigned to provide services to ELLs. Ensure that HLS is being administered to parent/ legal guardian of all new students entering CPS for the first time and reenrolling students who have not attended a CPS for one year or more. Place HLS in student s cumulative folder. Ensure that HLS information is properly entered in SIM. Coordinate the assessment of new, non English language background students with the screener within 30 days of enrollment. Record screener data on SIM. Program ELLs into appropriate classes. Inform parents of their child s participation in a TBE/TPI program using the Parent Notification Letter provided by OLCE no later than 30 days from the beginning of the school year or 14 days after enrollment during the school year. Conduct BAC elections, schedule meetings, and submit BAC Information form. Attend bilingual lead teacher meeting and communicate program updates with administrators and staff. Identify teachers who need to become ACCESS certified and ensure that they register and complete the online training. Ensure that ELL profiles have been completed. Monitor completion of IBIPs for the first quarter. [ES] Send ELL records in cumulative folder to HS. [HS] Confirm receipt of ELL records in cumulative folder. Attend bilingual lead teacher meeting and communicate program updates with administrators and staff. Ensure SIM data for all ELLs is updated to generate an accurate Students to Take ACCESS report. Create ACCESS testing schedule and ensure that all test administrators are ACCESS certified. Inventory all ACCESS testing materials. Coordinate administration of the annual state English Language Proficiency assessment (ACCESS) to all ELLs, including Parent Refusals and Special Education students. Ensure that ACCESS is administered with proper accommodations and modifications for ELLs with IEPs. Verify that ELL Profile for each ELL is current and updated in preparation for spring report to ISBE (for funding purposes). [ES] Ensure that ISAT is administered with proper accommodations/modifications for ELLs, including those with IEPs. [HS] Ensure that PSAE is administered with proper accommodations/modifications for ELLs, including those with IEPs. Attend bilingual lead teacher meetings and communicate program updates with administrators and staff. Order additional prescribed screener materials. Verify that the information in the preliminary and final versions of the Summer School Eligibility Report is accurate with respect to ELLs in benchmark grades (3, 6, 8). Generate projected enrollment for summer school programs for ELLs. Notify parent of summer learning opportunities for ELLs. Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 55

61 Responsibilities of Bilingual Lead Teachers Responsibilities of bilingual lead teachers (BLTs) are divided into three main areas: instruction, coordination, and advisory. Instructional Responsibilities Model and demonstrate research based bilingual/esl strategies for teachers Support the development of native language and ESL at rigorous levels Build capacity and disseminate information related to the program mandates to school s bilingual education and general program staff Assist the school based RTI Coordinator with the appropriate selection of interventions for ELLs Coordinate the completion of the IBIPs for PY5+ ELLs with classroom teacher Attend all four (4) required BLT forums and disseminate information with school s administrators, bilingual education and general program staff Coordination Responsibilities Coordinate the initial screener and annual assessment to students who come from a non English language background Coordinate the identification and placement of ELLs Coordinate the distribution of the Parent Notification Letters Facilitate the establishment and operation of the Bilingual Advisory Committee (BAC) Ensure access to academic and extra curricular activities is available for ELLs and transitioned students Ensure that ELLs with IEPs have the appropriate service delivery model number entered into SIM and that services are being delivered accordingly Input, monitor and maintain data on SIM pertaining to ELLs, i.e.: ELL Profile, Screener, etc. Document the attendance of all bilingual/esl faculty at two (2) required professional development (PD) activities related to ELLs Coordinate the ordering and distribution of curricular materials for bilingual education programs Maintain documentation for all compliance visits Submit all forms in a timely manner requested by OLCE units Advisory Responsibilities Report to and advise principal on program implementation (compliance and instruction) Act as a resource on issues pertaining to bilingual education for general program teachers, bilingual education staff, and all other stakeholders Assist the school principal as directed in all areas related to the bilingual education programs, e.g. program coordination, translation services, compliance review, curriculum, etc. Act as an advocate for ELLs Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 56

62 APPENDICES Appendix A OLCE Contact Information Appendix B Bilingual Lead Teacher Nomination Form Appendix C Frequently Used Acronyms Appendix D Frequently Used Codes Appendix E Home Language Survey Appendix F Notice to all Parents/Guardians of New Pre Kindergarten English Language Learners (ELLs) Appendix G Notice to all Parents/Guardians of New Pre Kindergarten Special Education English Language Learners (ELLs) Appendix H Notice to all Parents /Guardians of Kindergarten Student Qualifying to Transition Appendix I Notice to all Parents/Guardians of Continuing Kindergarten ELLs Appendix J Notice to all Parents/Guardians of Continuing Special Education ELLs Entering Kindergarten Appendix K Notice to all Parents /Guardians of New English Language Learners (ELLs) Appendix L Notice to all Parents /Guardians of New Special Education English Language Learners (ELLs) Appendix M Notice to all Parents /Guardians of Continuing English Language Learners (ELLs) Appendix N Notice to all Parents /Guardians of Continuing Special Education English Language Learners (ELLs) Appendix O Notice to all Parents /Guardians of Transitioning Students Appendix P Notice to all Parents /Guardians of Student Qualifying to Transition Appendix Q Student Reclassification Recommendation (SRR) Form Appendix R Sample Elementary Lesson Plan Appendix S Bilingual Education Program Report Card Waiver Appendix T Special Education Service Models for ELLs (November 2002) Appendix U Individual Bilingual Instructional Plan (IBIP) for ELLs in PY 5 and Above Appendix V Feb. 4, 2010 Memo from Dr. Barbara Eason Watkins regarding Bilingual Education Program Services to Pre Kindergarten ELLs Appendix W Transfer of 8 th Grade Student Records Fact Sheet Appendix X Bilingual Education Professional Organizations Appendix Y Useful Websites for Teachers of ELLs Appendix Z Recommended Instructional Materials for ELLs Appendix AA Bilingual Advisory Committee Information Office of Language and Cultural Education, Bilingual Education Handbook, 2011 Page 57

63 Appendix

64 Appendix A Office of Language and Cultural Education 125 South Clark Street, 9th Floor Chicago, Illinois Telephone Fax Antonio J. Acevedo Interim Officer Citywide Bilingual Compliance Facilitators - For questions related to Bilingual Education Program regulations and technical assistance, contact your Network Compliance Facilitator. Facilitator Network Phone Cell Phone Fax GSR John W. McNulty Compliance Manager Martha Irizarry Ana Rodriguez O Hare Ravenswood-Ridge, Garfield-Hum mboldt Alixa Rodriguez Fullerton, Austin-North Lawndale Diana Lopez Pilsen-Little Village Maria Miranda Midway Pershing, Englewood-Gresham, Burnham Park, Summer Rabadi Skyway, Rock Island, and Lake Calumet High Schools High Schools will be served based on their location within the elementary networks. Compliance Unit is located at Elizabeth Training Facility 3 rd Floor. 320 N. Elizabeth, Chicago, IL. Citywide Professional Development Specialists PD Specialist Phone Osvaldo De Santiago Mirtha Quintana-Toomey Marialuisa Saldaña Fax GSR 125 Community Relations Representativess CRR Networks Phone Cell Phone Lulu Andrade Office Clerk Midway, Skyway, Lake Calumet, Burnham & Maria Godinez South Side High Schools Austin-North Lawndale, Fullerton, Fulton, Elba Negron Garfield-Humboldt & West Side High Schoolss Hilda Calderon- Pilsen-Little Village, Pershing, & Southwest Peña High Schools O Hare, Ravenswood-Ridge, & North/Northwe est Ruth Peña Side High Schools The office is located at Lowell Elementary School 3320 W Hirsch St Chicago, IL Fax GSR Foreign Student Services Coordinator Beata Arceo Phone Fax GSR 125

65 Bilingual Lead Teacher Nomination Form Chicago Public School Office of Language and Cultural Education Antonio Acevedo, Deputy Officer John McNulty, Compliance Manager Provide all the information requested in order to guarantee that the BLT stipend is allocated to the correct person. Questions or concerns should be directed to your compliance facilitator. Please the completed form back to OLCE by clicking the "Submit" icon located on the bottom left side at the end of the survey. If you would like to keep a completed form for your records, make sure you print the form before you submit. Information regarding quarterly BLT meetings (place and dates for ) will be forthcoming. If you are assigning a new BLT, in preparation for next school year the newly assigned person should read chapters 2, 5, and 7 of our Bilingual Education Handbook The new BLT induction meeting will be held on August 12, 2011 for BLTs at track "E" schools and on September 09, 2011 for BLTs at Regular Track schools. These are full day meetings. The locations are to be determined. Thank You Stipend will be granted based on BLT meeting attendance, completion of ELL Profile and ACCESS administration among other BLT responsibilities. Check box below to confirm that you have read and agreed to the above statement I Agree School (Full Name): Appendix B CPS School ID (six digit Unit Number): MM/DD/YYYY Oracle Unit (Finance Account Number): Network: School Phone Number (Area Code + Phone Number): Principal s Name (Last Name): Principal s Name (First and Middle Name): Principal s CPS E Mail Address: BLTl s Last Name (Last name should appear as it appears in their pay stub): BLT s CPS E Mail Address: BLT s Name (First and Middle Name): BLT s Employee ID Number (please verify that the employee ID is correct): BLT Title: AP: Case Manager: Teacher: Other: New BLT: Yes No State of Illinois Certificate Type: Other: Endorsement / Approvals: Bilingual: ESL: Other: If bilingual endorsed, language of endorsement:

66 Appendix C Frequently Used Acronyms ACCESS for ELLs AMAO AYP BAC BIC BLT CAO CCSS CIM CLD CMPC CPSU DI DIBLES ELL ELD ENL ESEA ESL FY HLS IDEL IBIP IELPS IEP ILT IMPACT ISAT Assessing Communication and Comprehension in English State-to-State for English Language Learners Annual Measurable Achievement Objectives Adequate Yearly Progress Bilingual Advisory Committee Bilingual Instruction Coach Bilingual Lead Teacher Chief Area Officer Common Core State Standards Curriculum and Instructional Management Culturally and Linguistically Diverse Student Chicago Multilingual Parents Council Chicago Public Schools University Differentiated Instruction Dynamic Indicators or Basic Early Literacy Skills English Language Learner English Language Development English as a New Language Elementary and Secondary Education Act English as a Second Language Fiscal Year Home Language Survey Indicadores Dinámicos del Éxito en la Lectura Individual Bilingual Instructional Plan Illinois English Language Proficiency Standards Individual Education Plan Instructional Leadership Team Instructional Management Program and Academic Communication Tool Illinois Standards Achievement Test

67 ISBE L1 L2 LEP MODEL K NCLB PM PSAE Pre-IPT PY RTI SIM SPED ELL SSM T1 and T2 TBE TPI W-APT WIDA OLCE OSA Illinois State Board of Education Native Language Second Language Limited English Proficient Measure of Developing English Language for Kindergarteners No Child Left Behind (will this change back to ESEA?) Performance Management Prairie State Achievement Examination Pre-K IDEA Proficiency Test Program Year Response to Intervention Student Information Management (IMPACT) Special Education English Language Learner Specialized Services Management Transitioned Students with years of transition Transitional Bilingual Education Transitional Program of Instruction WIDA ACCESS Placement Test World Class Instructional Design and Assessment Office of Language and Cultural Education Office of Student Assessment P-12 Management Office of Pre-School to 12 th Grade Management

68 Appendix D Frequently Used Codes Code Description 11 Non English Language Learner (ELL) based on the initial screener. 12 Correction of initial misclassification of Home Language Survey. Parent Refusal/withdraw from the program. Required Parent/Legal 13 Guardian s Signature on Bilingual Education Program Change Request Form and a handwritten letter explaining why they do not want the student in the bilingual program. 19/29 ELL left the CPS system before meeting the exit criteria. 21 Met exit criteria before completing three years 22 Met exit criteria upon completing three years. 24 Met exit criteria per IEP process/staffing process and OLCE approval (Special Education bilingual students only).

69 Appendix E Complete this Home Language Survey at the student s initial enrollment in a Chicago Public School. This form must be kept in the student s folder. School: Room: Unit: Area: Chicago Public Schools Student Name: English 1. Is a language other than English spoken in your home? No Yes (Language) 2. Does the student speak a language other than English? No Yes (Language) If the answer to either question is yes, the law requires the school to assess your child s English language proficiency. Student ID No.: IMPACT REGISTRATION PROCESS (For Office use only) The Non-English language identified on either question is the Home Language. If two different non-english languages are identified, enter the language identified in question 2 as the Home Language. Enter ENGLISH as a Home Language ONLY when both questions are answered no. Spanish Polish 1. Se habla algún otro lenguaje que no sea inglés en su 1. Czy językiem innym niź angielski mówi się w domu? hogar? No Sí (Lenguaje) Nie Tak (język) 2. Habla el estudiante un lenguaje que no sea el inglés? 2. Czyt uczeń mówi innym językiem niż angielski? No Sí (Lenguaje) Nie Tak (język) Si la respuesta a cualquiera de las preguntas es Sí, la ley requiere que la escuela evalúe la fluidez de su niño en el idioma inglés. Chinese Jeśli udzielili Państwo twierdzącej odpowiedzi na którekolwiek z powyższych pytań, przepisy wymagają, aby szkoła sprawdziła poziom znajomości języka angielskiego waszego dziecka. Arabic 如果你在兩個問題中之任一項的答案是 是, 則法律規定校方要測試貴子女的英語通悉度 Bosnian/Croatian/Serbian إذا كانت اإلجابة نعم علي أي من السؤالين فإن القانون يحتم علي المدرسة تقييم ابنكم للكفاءة في استخدام اللغة االنجليزية. Urdu Office of Language and Cultural Education Revised: Mar Ukoliko ste na bilo koje od ovih pitanja odgovorili sa Da, škola će biti zakonski dužna da procijeni nivo znanja engleskog jezika kod vašeg djeteta Signature of School Official Date Signature of Parent/Guardian Date Notes: If the parent/guardian does not speak English and the school does not have staff who speaks the parent/guardian s language, identify the language spoken by the parent/guardian through any assistance available in the school. If exact name of the language cannot be determined, enter Other as a temporary entry. The exact language must be determined within two weeks after the enrollment. Assistance from Area Compliance Facilitators is available. Questions or concerns, contact your Area Compliance Facilitator.

70 October, 2011 Appendix F Notice to all Parents/Guardians of New Pre-Kindergarten English Language Learners (ELLs) Dear Parent(s)/Guardian(s): Based on your response to the Home Language Survey and your child s English language proficiency screener result:, your child has been placed in the Transitional Bilingual Education Program/Transitional Program of Instruction for school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual education program at the school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will receive the most appropriate services possible based on his/her instructional needs. You may visit the bilingual education program classroom your child attends or request to meet with the classroom teacher to learn more about the type of service your child receives. If you wish to schedule a visit, please contact the school office at least one day in advance. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for a removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Your child s proficiency screener score on the state prescribed screener, which appears in the first paragraph of this letter, corresponds to an English language proficiency level. See chart below for more information on what your child s screener score means. Your child will also be administered the state prescribed screener upon enrollment into kindergarten.

71 Age Score Designation Description: A child can A Non-English Speaking (NES) do fewer than half the skills listed in level B B tell his or her name demonstrate knowledge of age and gender identify family members and basic body parts answers simple yes/no questions demonstrate understanding of basic spatial relationships understand number concepts of one, two, and three identify basic colors and foods Limited English Speaking (LES) name clothing and animals demonstrate understanding of basic spatial relationships C form plural and singular nouns predict future action use the present progressive verb tense express personal preference give a logical response to a simple question 3 describe feelings demonstrate knowledge of spatial relationships express himself or herself using the present, present progressive D and past tenses use adjective comparatives: big/bigger express a logical thought describe a personal experience Fluent English Speaking (FES) demonstrate use of descriptive adjectives of size follow a three-stage command in sequence predict future actions E recall and retell the major facts of a simple story use possessive pronouns: his/her describe a personal experience in sentences demonstrate adjectives superlatives express cause and effect relationships A See description level A above Non-English Speaking (NES) B See description level B above 4 & 5 C See description level C above Limited English Speaking (LES) D See description level D above E Fluent English Speaking (FES) See description level E above We expect that, on average, 40% of CPS students participating in a bilingual education program qualify to exit the program in three years; 20% in four years; and 20% in five years. The remaining 20% will continue in the bilingual education program. In addition, approximately 67% of the high school students who participate in the high school bilingual education program graduate, which is the city-wide graduation rate for all students. If you are satisfied with your child s bilingual education program placement, you need not do anything. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

72 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES

73 October, 2011 Appendix G Notice to all Parents/Guardians of New Pre-Kindergarten Special Education English Language Learners (ELLs) Dear Parent(s)/Guardian(s): Based on your response to the Home Language Survey and your child s English language proficiency screener result:, your child has been placed in the Transitional Bilingual Education Program/Transitional Program of Instruction for school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual education program at the school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will receive the most appropriate services possible based on his/her instructional needs. You may visit the bilingual education program classroom your child attends or request to meet with the classroom teacher to learn more about type of service your child receives. If you wish to schedule a visit, please contact the school office at least one day in advance. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Special need students that are also identified as English Language Learners (ELLs) will be provided with both special education and bilingual education services, as required by the student s Individualized Education Plan. The Chicago Public Schools has established service delivery models for providing bilingual special education instruction. Your child s IEP team has determined that the service delivery model that best meets your child s IEP objectives is: Service Model 1 Service Model 2 Service Model 3 Service Model 4 Service Model 5 Service Model 6 For further information on your child s bilingual special education service model, please refer to the attached document titled Special Education Service Models for ELLs. Your child s proficiency screener score on the state prescribed screener, which appears in the first paragraph of this letter, corresponds to an English language proficiency level. See chart below for more information on

74 what your child s screener score means. Your child will also be administered the state prescribed screener upon enrollment into kindergarten. Age Score Designation Description: A child can A Non-English Speaking (NES) do fewer than half the skills listed in level B B tell his or her name demonstrate knowledge of age and gender identify family members and basic body parts answers simple yes/no questions demonstrate understanding of basic spatial relationships understand number concepts of one, two, and three identify basic colors and foods Limited English Speaking (LES) name clothing and animals demonstrate understanding of basic spatial relationships C form plural and singular nouns predict future action use the present progressive verb tense express personal preference give a logical response to a simple question 3 describe feelings demonstrate knowledge of spatial relationships express himself or herself using the present, present progressive D and past tenses use adjective comparatives: big/bigger express a logical thought describe a personal experience Fluent English Speaking (FES) demonstrate use of descriptive adjectives of size follow a three-stage command in sequence predict future actions E recall and retell the major facts of a simple story use possessive pronouns: his/her describe a personal experience in sentences demonstrate adjectives superlatives express cause and effect relationships A See description level A above Non-English Speaking (NES) B See description level B above 4 & 5 C See description level C above Limited English Speaking (LES) D See description level D above E Fluent English Speaking (FES) See description level E above We expect that, on average, 40% of CPS students participating in a bilingual education program will qualify to exit the program in three years; 20% in four years; and 20% in five years. The remaining 20% will continue in the bilingual education program. In addition, approximately 67% of the high school students who participate in the high school bilingual education program graduate, which is the city-wide graduation rate for all students. If you are satisfied with your child s bilingual education program placement, you need not do anything. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

75 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES

76 October, 2011 Appendix H Notice to all Parents/Guardians of Kindergarten Student Qualifying to Transition Dear Parent(s)/Guardian(s): Your child qualifies to transition to the general program of instruction where English is the language of instruction for the school year. Your child achieved an overall composite score of and a literacy (reading/writing) composite proficiency level of on the WIDA MODEL State prescribed screener for English language proficiency. The WIDA MODEL applies the following evaluation system to measure a student s English language proficiency level: Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Attained Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. Since your child has not completed three years in the Bilingual Program, you must consent for your child to transition. If you consent, please submit a written request asking that your child be removed from the bilingual education program and be placed in the general program of instruction where English is the language of instruction. Please note, your child s academic progress will be monitored for the next two years to assure a successful transition to the general program of instruction. If you do not consent to transition, your child will remain in the Bilingual Program for the remainder of the three years. If you have questions regarding your child s eligibility to transition or would like to learn more about the general program and other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

77 October, 2011 Appendix I Notice to all Parents/Guardians of Continuing Kindergarten ELLs Dear Parent(s)/Guardian(s): Your child participated in the Transitional Bilingual Education Program/Transitional Program of Instruction during the last school year and will continue in the same bilingual education program this school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual program at your child s school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child if the school to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will be receive the most appropriate services possible based on their instructional needs. Additionally, you have the right to visit the bilingual education program classes your child attends and to meet with your child s classroom teacher(s) to talk about the kind of instruction he/she receives. If you would like to schedule a visit, please contact the school office at least one day in advance prior to your visit. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for a removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Your child s placement for the current school year was based on their performance on WIDA MODEL, the state-prescribed screener for English language proficiency. Your child s English proficiency level based upon their performance on WIDA MODEL is: (overall composite) (literacy composite). Students in Pre-K bilingual education programs are assessed for English language proficiency upon Kindergarten enrollment. Participation in the bilingual education program will help your child attain English proficiency by using English as Second Language (ESL) instructional method while receiving content area instruction (mathematics, science, social studies). Where possible, instruction may also be provided in the native language. Students will be eligible for transition out of the Bilingual Education Program when he/she has met the State exit criteria on ACCESS for ELLs exam, the state-prescribed annual English language proficiency assessment. The current State exit criteria requires a new Kindergarten student to be at the bridging or reaching proficiency level in speaking as well as listening on WIDA MODEL to qualify to exit the program.

78 The ACCESS for ELLs exam applies the following evaluation system to measure a student s English language proficiency level: Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Reaching Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. If you are satisfied with your child s bilingual education program placement, no action is required. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal ELL21-S

79 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES

80 October, 2011 Appendix J Notice to all Parents/Guardians of Continuing Special Education ELLs Entering Kindergarten Dear Parent(s)/Guardian(s): Your child participated in the Transitional Bilingual Education Program/Transitional Program of Instruction during the last school year and will continue in the same bilingual education program this school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual program at your child s school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child if the school to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will be receive the most appropriate services possible based on their instructional needs. Additionally, you have the right to visit the bilingual education program classes your child attends and to meet with your child s classroom teacher(s) to talk about the kind of instruction he/she receives. If you would like to schedule a visit, please contact the school office at least one day in advance prior to your visit. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for a removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Your child s placement for the current school year was based on their performance on WIDA MODEL, the state-prescribed screener for English language proficiency. Your child s English proficiency level based upon their performance on WIDA MODEL is: (overall composite) (literacy composite). Students in Pre-K bilingual education programs are assessed for English language proficiency upon Kindergarten enrollment. Participation in the bilingual education program will help your child attain English proficiency by using English as Second Language (ESL) instructional method while receiving content area instruction (mathematics, science, social studies). Where possible, instruction may also be provided in the native language. Students will be eligible for transition out of the Bilingual Education Program when he/she has met the State exit criteria on ACCESS for ELLs exam, the state-prescribed annual English language proficiency assessment. The current State exit criteria requires a new Kindergarten student to be at the bridging or reaching proficiency level in speaking as well as listening on WIDA MODEL to qualify to exit the program. The ACCESS for ELLs exam applies the following evaluation system to measure a student s English language proficiency level:

81 Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Reaching Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. Special need students that are also identified as English Language Learners (ELLs) will be provided with both special education and bilingual education services, as required by the student s Individualized Education Plan. The Chicago Public Schools has established service delivery models for providing bilingual special education instruction. Your child s IEP team has determined that the service delivery model that best meets your child s IEP objectives is: Service Model 1 Service Model 2 Service Model 3 Service Model 4 Service Model 5 Service Model 6 For further information on your child s bilingual special education service model, please refer to the attached document titled Special Education Service Models for ELLs. If you are satisfied with your child s bilingual education program placement, no action is required. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal ELL21-S

82 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES

83 October, 2011 Appendix K Notice to all Parents/Guardians of New English Language Learners (ELLs) Dear Parent(s)/Guardian(s): Based on your response to the Home Language Survey and your child s English language proficiency screener result: (overall composite) (literacy composite), your child has been placed in the Transitional Bilingual Education Program/Transitional Program of Instruction for school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual education program at the school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will receive the most appropriate services possible based on his/her instructional needs. You may visit the bilingual education program classroom your child attends or request to meet with the classroom teacher to learn more about the type of service your child receives. If you wish to schedule a visit, please contact the school office at least one day in advance. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for a removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Students in the bilingual education programs are assessed annually for academic progress and promotion. Participation in the bilingual education program will help your child attain English proficiency by using English as a Second Language (ESL) instructional method while receiving content area instruction (mathematics, science, social studies). Where possible, instruction may also be provided in the native language. Proficiency in English is essential for your child to succeed in a classroom where English is the only language of instruction. Students will be eligible for transition out of the Bilingual Education Program when he/she has met the State exit criteria on ACCESS for ELLs exam, the state-prescribed annual English language proficiency assessment. The current State exit criteria requires a student to have an overall composite proficiency score of 4.8 on ACCESS for ELLs as well as a literacy (reading/writing) composite proficiency score of 4.2 to qualify to exit the program. Your child s proficiency screener score on the state-prescribed screener, which appears in the first paragraph of this letter, corresponds to an English language proficiency level. See chart below for more information on what your child s screener score means.

84 Score English Language Proficiency Level Description 1 Entering Student knows and uses minimum social language and academic language in English with visual support. 2 Beginning Student knows and uses some social and general academic language in English with visual support. 3 Developing Student knows and uses social and some specific academic language in English with visual support. 4 Expanding Student knows and uses social and specific academic language as well as some technical language in English. We expect that, on average, 40% of CPS students participating in a bilingual education program qualify to exit the program in three years; 20% in four years; and 20% in five years. The remaining 20% will continue in the bilingual education program. In addition, approximately 67% of the high school students who participate in the high school bilingual education program graduate, which is the city-wide graduation rate for all students. If you are satisfied with your child s bilingual education program placement, you need not do anything. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

85 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES ELL19-S

86 October, 2011 Appendix L Notice to all Parents/Guardians of New Special Education English Language Learners (ELLs) Dear Parent(s)/Guardian(s): Based on your response to the Home Language Survey and your child s English language proficiency screener result: (overall composite) (literacy composite), your child has been placed in the Transitional Bilingual Education Program/Transitional Program of Instruction for school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual education program at the school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will receive the most appropriate services possible based on his/her instructional needs. You may visit the bilingual education program classroom your child attends or request to meet with the classroom teacher to learn more about type of service your child receives. If you wish to schedule a visit, please contact the school office at least one day in advance. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Special need students that are also identified as English Language Learners (ELLs) will be provided with both special education and bilingual education services, as required by the student s Individualized Education Program. The Chicago Public Schools has established service delivery models for providing bilingual special education instruction. Your child s IEP team has determined that the service delivery model that best meets your child s IEP objectives is: Service Model 1 Service Model 2 Service Model 3 Service Model 4 Service Model 5 Service Model 6 For further information on your child s bilingual special education service model, please refer to the attached document titled Special Education Service Models for ELLs. Students in the bilingual education programs are assessed annually for academic progress and promotion. Participation in the bilingual education program will help your child attain English proficiency by using English as a Second Language (ESL) instructional method while receiving content area instruction (mathematics, science, social studies). Where possible, instruction may also be provided in the native

87 language. Proficiency in English is essential for your child to succeed in a classroom where English is the only language of instruction. Your child will be eligible for transition out of the Bilingual Education Program when he/she has met the State exit criteria on ACCESS for ELLs exam, the state-prescribed annual English language proficiency assessment. The current State exit criteria requires a student to have an overall composite proficiency score of 4.8 on ACCESS for ELLs as well as a literacy (reading/writing) composite proficiency score of 4.2 to qualify to exit the program. Your child s proficiency screener score on the state-prescribed screener, which appears in the first paragraph of this letter, corresponds to an English language proficiency level. See chart below for more information on what your child s screener score means. Score English Language Proficiency Level Description 1 Entering Student knows and uses minimum social language and academic language in English with visual support. 2 Beginning Student knows and uses some social and general academic language in English with visual support. 3 Developing Student knows and uses social and some specific academic language in English with visual support. 4 Expanding Student knows and uses social and specific academic language as well as some technical language in English. We expect that, on average, 40% of CPS students participating in a bilingual education program will qualify to exit the program in three years; 20% in four years; and 20% in five years. The remaining 20% will continue in the bilingual education program. In addition, approximately 67% of the high school students who participate in the high school bilingual education program graduate, which is the city-wide graduation rate for all students. If you are satisfied with your child s bilingual education program placement, you need not do anything. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

88 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other ELL22-S Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES

89 October, 2011 Appendix M Notice to all Parents/Guardians of Continuing ELLs Dear Parent(s)/Guardian(s): Your child participated in the Transitional Bilingual Education Program/Transitional Program of Instruction during the last school year and will continue in the same bilingual education program this school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual program at your child s school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child if the school to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will be receive the most appropriate services possible based on their instructional needs. Additionally, you have the right to visit the bilingual education program classes your child attends and to meet with your child s classroom teacher(s) to talk about the kind of instruction he/she receives. If you would like to schedule a visit, please contact the school office at least one day in advance prior to your visit. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for a removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Your child s placement for the current school year was based on their performance on ACCESS for ELLs, the state-prescribed annual English language proficiency assessment. Your child s English proficiency level has been assessed at: (overall composite) (literacy composite). Students in the bilingual education programs are assessed annually for academic progress and promotion. Participation in the bilingual education program will help your child attain English proficiency by using English as Second Language (ESL) instructional method while receiving content area instruction (mathematics, science, social studies). Where possible, instruction may also be provided in the native language. Students will be eligible for transition out of the Bilingual Education Program when he/she has met the State exit criteria on ACCESS for ELLs exam, the state-prescribed annual English language proficiency assessment. The current State exit criteria requires a student to have an overall composite proficiency score of 4.8 on ACCESS for ELLs as well as a literacy (reading/writing) composite proficiency score of 4.2 to qualify to exit the program.

90 The ACCESS for ELLs exam applies the following evaluation system to measure a student s English language proficiency level: Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Reaching Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. We expect that, on average, 40% of CPS students participating in a bilingual education program will qualify to exit the program in three years; 20% in four years; and 20% in five years. The remaining 20% will continue in the bilingual education program. In addition, approximately 67% of the high school students who participate in the high school bilingual education program graduate, which is the city-wide graduation rate for all students. If you are satisfied with your child s bilingual education program placement, no action is required. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal ELL21-S

91 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES

92 October, 2011 Notice to all Parents/Guardians of Continuing Special Education ELLs Dear Parent(s)/Guardian(s): Appendix N Your child participated in the Transitional Bilingual Education Program/Transitional Program of Instruction during the last school year and will continue in the same bilingual education program this school year. Information about the Chicago Public Schools Bilingual Education programs is provided on the attached Program Description Table. You have several rights regarding your child s participation in a bilingual education program, such as: You may request that your child be placed in another available bilingual program at your child s school. Such program transfer requests may be limited by the number of bilingual education teachers at the school and the number of students enrolled in the programs offered. If you are interested in accessing a particular bilingual education program not available at your current school, you have the option to transfer your child to the nearest CPS school that offers the particular program, subject to the school s admission requirements, if any, and availability of space. While you pursue a transfer request, or if you decide that your child will remain in the current school, your child will receive the most appropriate services possible based on their instructional needs. Additionally, you have the right to visit the bilingual education program classes your child attends and to meet with your child s classroom teacher(s) to talk about the kind of instruction he/she receives. If you would like to schedule a visit, please contact the school office at least one day in advance prior to your visit. You may decline your child s participation in the bilingual education program. An in-person conference with the principal or the ELL program designee should take place to discuss appropriate placement. A written request from the parent for a removal must be submitted before your child is placed in the general program of instruction with English as the language of instruction. Refusal of bilingual education services will result in having to meet all district-wide promotion and assessment requirements for general education (non-english Language Learner) students. All students identified as ELLs must participate in the State-prescribed annual proficiency assessment known as ACCESS for ELLs until English proficiency is met. If you decide to re-enroll your child in the bilingual education program, a request must be made in writing to the principal. Your child s placement for the current school year was based on their performance on ACCESS for ELLs, the state-prescribed annual English language proficiency assessment. Your child s English proficiency level has been assessed at: (overall composite) (literacy composite). Students in the bilingual education programs are assessed annually for academic progress and promotion. Participation in the bilingual education program will help your child attain English proficiency by using English as Second Language (ESL) instructional method while receiving content area instruction (mathematics, science, social studies). Where possible, instruction may also be provided in the native language. Students will be eligible for transition out of the Bilingual Education Program when he/she has met the State exit criteria on ACCESS for ELLs exam, the state-prescribed annual English language proficiency assessment. The current State exit criteria requires a student to have an overall composite proficiency score of 4.8 on ACCESS for ELLs as well as a literacy (reading/writing) composite proficiency score of 4.2 to qualify to exit the program. The ACCESS for ELLs exam applies the following evaluation system to measure a student s English language proficiency level:

93 Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Reaching Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. Special need students that are also identified as English Language Learners (ELLs) will be provided with both special education and bilingual education services, as required by the student s Individualized Education Program. The Chicago Public Schools has established service delivery models for providing bilingual special education instruction. Your child s IEP team has determined that the service delivery model that best meets your child s IEP objectives is: Service Model 1 Service Model 2 Service Model 3 Service Model 4 Service Model 5 Service Model 6 For further information on your child s bilingual special education service model, please refer to the attached document titled Special Education Service Models for ELLs. We expect that, on average, 40% of CPS students participating in a bilingual education program will qualify to exit the program in three years; 20% in four years; and 20% in five years. The remaining 20% will continue in the bilingual education program. In addition, approximately 67% of the high school students who participate in the high school bilingual education program graduate, which is the city-wide graduation rate for all students. If you are satisfied with your child s bilingual education program placement, no action is required. If you would like to learn more about this program and the other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

94 Bilingual Education Program Options Available At: (Name of School) Bilingual Education Program Name Program Description Offered in this School Transitional Bilingual Education (TBE) Transitional Program of Instruction (TPI) Instruction in content areas uses student s native language. English is taught using English as Second language (ESL) methods. The amount of time used for instruction in the native language and English in the TBE Full or Part Time programs varies according to the student s English language proficiency and grades. The goal of this transitional bilingual education model is to develop academic skills in the student s native language and English while the student attains English proficiency in listening, speaking, reading, and writing throughout the content areas. Upon transition from the program, students are expected to attain the same content and performance standards in core subjects in English as native English speaking students. Instruction in content areas uses English and the student s native whenever possible when teachers, aides or volunteers who speak the student s native language are available. English is taught using ESL methods through a pull-out program or push-in program or in a self-contained setting. Students from different language groups may participate together in the same ESL class according to their age and English language level. The goal of this transitional bilingual model is to develop academic skills in English while the student attains English proficiency in listening, speaking, reading, and writing. Upon transition from the program students expected to attain the same content and performance standards in core subjects in English as native English speaking students. NO YES If yes, list language (s) NO YES Dual Language: English and Spanish English speaking students are paired with Spanish speaking students. Students are expected to develop age-appropriate fluency and literacy in both English and Spanish. Student English proficiency improves in listening, speaking, reading, writing across the content areas in both languages. English is taught using ESL methods. Dual language programs use the partner language for at least half of the instructional day in the elementary years. There are separate times for each language as the medium of instruction for core curriculum. Dual language programs foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. NO YES Bilingual Special Education Other Instruction follows student s Individualized Education Program (IEP), for students requiring specialized services and transitional bilingual education. NO YES ELL23-S

95 October, 2011 Appendix O Notice to all Parents/Guardians of Transitioning Students Dear Parent(s)/Guardian(s): Congratulations, your child has been transitioned to the general program of instruction where English is the language of instruction for the school year. Your child achieved an overall composite score of and a literacy (reading/writing) composite proficiency level of on the ACCESS for ELLs exam. The ACCESS for ELLs exam applies the following evaluation system to measure a student s English language proficiency level: Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Attained Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. Your child s academic progress will be monitored for the next two years to assure a successful transition to the general program of instruction. If you have questions regarding this transition or would like to learn more about the general program and other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. Sincerely, Principal

96 October, 2011 Appendix P Notice to all Parents/Guardians of Student Qualifying to Transition Dear Parent(s)/Guardian(s): Congratulations, your child qualifies to transition to the general program of instruction where English is the language of instruction for the school year. Your child achieved an overall composite score of and a literacy (reading/writing) composite proficiency level of on the ACCESS for ELLs exam. The ACCESS for ELLs exam applies the following evaluation system to measure a student s English language proficiency level: Entering Student knows and uses minimal social language and academic language with visual support [Overall Composite Score: 1 1.9]. Beginning Student knows and uses some social English and general academic language with visual support [Overall Composite Score: 2 2.9]. Developing Student knows and uses social English and some specific academic language with visual support [Overall Composite Score: 3 3.9]. Expanding Student knows and uses social English and some technical academic language [Overall Composite Score: 4 4.9]. Bridging Student knows and uses social and academic language working with modified grade level material [Overall Composite Score: 5 5.9]. Attained Student knows and uses social and academic language at grade level [Overall Composite Score: 6]. Since your child has not completed three years in the Bilingual Program, you must consent for your child to this transition. If you consent, your child s academic progress will be monitored for the next two years to assure a successful transition to the general program of instruction. If you do not consent to transition, your child will remain in the Bilingual Program for the remainder of the three years. If you have questions regarding your child s eligibility to transition or would like to learn more about the general program and other programs offered at the school, please contact the Bilingual Lead Teacher or designee at. If you consent to transition, please sign and return the attached form. Sincerely, Principal

97 Chicago Public Schools Office of Language and Cultural Education Appendix Q SRR FORM STATE MANDATED BILINGUAL EDUCATION PROGRAMS STUDENT RECLASSIFICATION RECOMMENDATION (SRR) FORM Name: Grade: Room: ID: School: Area: Phone: Current PY/EP: Special Education Model: Exit Reason/Code [ ] Misclassified HLS (Exit Code 12) [ ] Parent Refusal (Exit Code 13)* [ ] Met Exit Criteria prior to three years (Exit Code 21) [ ] Special Education IEP Exit ONLY (Exit Code 24)**. Re-enrollment/Enrollment [ ] Student re-enrollment based on academic difficulties and parent request: Previous Exit Code: [ ] Student entering the bilingual program due to initial misclassification Code 11 *For Code 13 exits ONLY: I have ( ) have not ( ) consulted with the school personnel who explained the nature, benefits and requirements of the program options. I fully understand the consequences of the change and understand that my child will be assessed annually until deemed proficient per state requirements. I request that my child be removed from the bilingual program/services. Signature of parent/guardian Date Supporting Data Scores Must Be Entered For EVERY Student Assessment/Test Scores Date Administered ACCESS for ELLs Overall Composite Proficiency Level State prescribed screener scores for re-enrollment into bilingual education program Speaking Listening Reading: Writing:. Student Reclassification Request Approvals POSITION NAME SIGNATURE Bilingual Lead Teacher **Counselor/Case Manager Approved by Principal: Date: For Office Use Only Date Received: Date Processed: Processed by: OSS (OSES) Signature OLCE Signature Rev Page 1

98 Appendix R SAMPLE ELEMENTARY LESSON PLAN Name: Week of: Subject: Grade / Period(s): Monday Illinois Learning Standards English Spanish Standard(s) Benchmark(s) Performance Descriptor(s) Instructional Strategies / Student Learning Opportunities: Illinois English Language Proficiency Standards (WIDA) Standard(s) Domain(s) Proficiency Level(s) SI LA Math Sci Soc St. List Spk Rdg Wrt 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6-Reaching Materials / Resources: Evidence of Student Mastery / Assessment: Homework: Tuesday Illinois Learning Standards English Spanish Standard(s) Benchmark(s) Performance Descriptor(s) Instructional Strategies / Student Learning Opportunities: Illinois English Language Proficiency Standards (WIDA) Standard(s) Domain(s) Proficiency Level(s) SI LA Math Sci Soc St. List Spk Rdg Wrt 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6-Reaching Materials / Resources: Evidence of Student Mastery / Assessment: Homework: W ed Illinois Learning Standards English Spanish Illinois English Language Proficiency Standards (WIDA)

99 Standard(s) Benchmark(s) Performance Descriptor(s) Instructional Strategies / Student Learning Opportunities: Standard(s) Domain(s) Proficiency Level(s) SI LA Math Sci Soc St. List Spk Rdg Wrt 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6-Reaching Materials / Resources: Evidence of Student Mastery / Assessment: Homework: Illinois Learning Standards English Spanish Illinois English Language Proficiency Standards (WIDA) Standard(s) Benchmark(s) Performance Descriptor(s) Instructional Strategies / Student Learning Opportunities: Standard(s) Domain(s) Proficiency Level(s) SI LA Math Sci Soc St. List Spk Rdg Wrt 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6-Reaching Materials / Resources: Evidence of Student Mastery / Assessment: Homework: Friday Illinois Learning Standards English Spanish Standard(s) Benchmark(s) Performance Descriptor(s) Illinois English Language Proficiency Standards (WIDA) Standard(s) Domain(s) Proficiency Level(s) SI LA Math Sci Soc St. List Spk Rdg Wrt 1-Entering 2-Beginning 3-Developing 4-Expanding 5-Bridging 6-Reaching Instructional Strategies / Student Learning Opportunities: Materials / Resources: Evidence of Student Mastery / Assessment: Homework:

100 Appendix S Chicago Public Schools Office of Language and Cultural Education Bilingual Education Program REPORT CARD WAIVER Dear Parent/Guardian: You will be receiving your child s Report of Student Achievement (report card) four times this year. The report card will be in your home language, if available, unless you waive your right and prefer to receive it in English only. Currently, the available languages are Spanish, Polish, Chinese, Bosnian, Urdu. We request that you complete the section below and return it to your child s school as soon as possible. Thank you for your support and involvement in your child s education. Sincerely, Principal Student s Name: Grade/Room: Teacher s Name: Please indicate your choice: I would like to receive my child s report card in our home language, which is I would like to receive my child s report card in English and our home language, which is I waive my right to receive my child s report card in our home language and choose to receive it in English only Parent Signature: Date:

101 Appendix T SPECIAL EDUCATION SERVICE MODELS FOR ELLs The Individualized Education Program (IEP) of an ELL is expected to include specifications for providing bilingual and/or English as a Second Language (ESL) services most appropriate to the student. This specification includes the bilingual instruction/staffing model to be used for the student. Students with a bilingual instruction/staffing model will remain in the TBE/TPI or the bilingual special education program as long as the IEP Team continues to designate the student to be in any one of the instructional categories for ELLs. Since the addition/deletion of the model designation is part of the IEP process, and since this process is implemented annually, or sooner if needed, student progress and any changes in bilingual services will be modified when found necessary. While student progress is monitored as part of special education, questions relevant to program accountability shall be addressed jointly under special education and bilingual education. MODEL I - BILINGUAL SPECIAL EDUCATION Instructional Setting The bilingual special education teacher can provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (student is in general education program with special education services for less than 50 percent of the school day). Language of Instruction Instruction provided in the appropriate native language and in English as a second language, as specified in the student's Individualized Education Program (IEP), shall be adapted and tailored to meet the linguistic needs of the ELL. MODEL 2 - TEAM TEACHING BETWEEN A BILINGUAL TEACHER AND AN ENGLISH MONOLINGUAL SPECIAL EDUCATION TEACHER Instructional Setting This team teaching model serves students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education program with special education services for less than 50 percent of the school day). The team teaching model often requires teachers to be in the same classroom when they provide instruction cooperatively. This model can be implemented in inclusion programs in which the English monolingual special education teacher goes to bilingual education classrooms to service ELLs who are special education students. Crucial to the implementation of Model 2 is the consistent scheduling of joint planning time in which both teachers cooperate to evaluate and instruct a group of ELLs with diverse educational needs. Both the special education and the bilingual teachers must have access to the IEP that they will implement cooperatively. Teachers involved in this cooperative team teaching model, provide each other with ongoing technical assistance, consultation and support.

102 Language of Instruction Instruction for ELLs is provided in the appropriate native language and in English as a Second Language. MODEL 3 - ENGLISH AS A SECOND LANGUAGE (ESL) SPECIAL EDUCATION Instructional Setting The ESL special education teacher can provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education with special education services for less than 50 percent of the school day). Language of Instruction Instruction is provided in English using English as Second Language (ESL) strategies. MODEL 4 - TEAM TEACHING - GENERAL EDUCATION TEACHER WITH AN ESL APPROVAL AND AN ENGLISH MONOLINGUAL SPECIAL EDUCATION TEACHER Instructional Setting This team teaching approach can be arranged to provide services to students recommended for an instructional special education program (more than 50 percent of the school day) or a resource program (general education class with special education services for less than 50 percent of the school day). This team teaching model often requires teachers to be in the same classroom when they provide instruction cooperatively. MODEL 5 - BILINGUAL TEACHER ASSISTANT Instructional Setting The bilingual teacher assistant model requires a collaborative approach in which the special education teacher and the bilingual assistant consult and collaborate on an ongoing basis. The bilingual teacher assistant works under the supervision of the special education teacher. A bilingual teacher in the building shall also provide instructional recommendations to both the special education teacher and the bilingual teacher assistant regarding how to address the language needs of ELLs in the special education program Language of Instruction The monolingual English special education teacher provides instruction following recommendations on ESL techniques provided by a bilingual/esl teacher. Assistance in the native language is provided by the bilingual teacher assistant. The native language is used to support and clarify concepts when students have difficulty understanding instruction provided in English.

103 MODEL 6 - CONSULTATION BETWEEN AN ENGLISH MONOLINGUAL SPECIAL EDUCATION TEACHER AND A BILINGUAL OR ESL TEACHER Instructional Setting These two teachers should consult on an ongoing basis regarding the instructional needs of the ELL with disabilities in different subject areas. They meet to discuss how they can provide and coordinate services for the student considering his/her linguistic and disability needs. The bilingual teacher participates in IEP meetings by providing information about the student's current levels of language proficiency and contributing suggestions about appropriate teaching methods for ELLs. Language of Instruction The language used to provide special education services in this model is English. The special education teacher should use English as second language (ESL) instructional techniques recommended by the bilingual/esl teacher.

104 Ap ppendi x U Individual Bilingual Instructional Plan (IBIP) for PY5+ ELLs PART 1 - DEMOGRAPHIC INFORMATION Name: (Last) (First) (Middle) Current School: Area: ID: Grade: Homeroom: Unit #: PART 2 - ELL DATA - Use Previous Year s Performance Data & Service Record Year - Reading Math Science Social Studies Report Card Grades Writing PART 3 - SUMMATIVE ASSESSMENTS ACCESS for ELLs (scores over time) Year Listening Speaking Administered Reading Print, analyze and attach report from IMPACT SIM Writing Overall Literacy Composite Composite ISAT (scores over time, if applicable) Year Reading Administered Math Writing ( 3 rd, 5 th, 6 th, & 8 th ) Science (4 th & 7 th ) Social Studies Additional ELL Dataa Program Year (PY) Other: (circle one) Transitional Bilingual Instructional Program (select one): TBE TPI Important Considerations - Pleasee record dates, if applicable Parent Refusal Servicee Breaks Native language reading instruction up to grade Other PART 4 - PROGRESS MONITORING S.M.A.R.T. Goals (Specific, Measureable, Realistic, Achievable & Timely) FORMATIVE ASSESSMENTSS Assessment Tool Support & Strategies/Interventions Support Pull out / Push in (specify language) ESL pull out Computer-Assisted Program Individual/Group Tutoring After school Program Summer Academic Program Co-curricular Activities Other Strategies/Interventions st Quarter Frequency & Duration 1 s day(s) a week for minutes for two consecutive weeks Reading Score Progress Monitoring successful needs additional support, intervention Results/Outcomes Math Score (Attach related student work samples) Attach student work sampless to this IBIP

105 Individual Bilingual Instructional Plan (IBIP) for PY5+ ELLs S.M.A.R.T. Goals (Specific, Measureable, Realistic, Achievable & Timely) Support and Strategies/Interventions Support Pull out / Push in (specify language) ESL pull out Computer-Assisted Program Individual/Group Tutoring After school Program Summer Academic Program Co-curricular Activities Other Strategies/Interventions Frequency & Duration day(s) a week for minutes for two consecutive weeks. Progress Monitoring successful needs additional support, intervention Results/Outcomes (Attach related student work samples) FORMATIVE ASSESSMENTSS Assessment Tool 2 nd d Quarter Reading score Math score S.M.A.R.T. Goals (Specific, Measureable, Realistic, Achievable & Timely) FORMATIVE ASSESSMENTSS Assessment Tool 3 rd Support and Strategies/Interventions Support Pull out / Push in (specify language) ESL pull out Computer-Assisted Program Individual/Group Tutoring After school Program Summer Academic Program Counseling Co-curricular Activities Other Strategies/Interventions d Quarter Frequency & Duration day(s) a week for minutes for two consecutive weeks. Reading score Progress Monitoring successful needs additional support, intervention Results/Outcomes Math score (Attach related student work samples) Attach student work sampless to this IBIP

106 Individual Bilingual Instructional Plan (IBIP) for PY5+ ELLs 4 th h Quarter S.M.A.R.T. Goals (Specific, Measureable, Realistic, Achievable & Timely) Supports and Strategies/Interventions Support Pull out / Push in (specify language) ESL pull out Computer-Assisted Program Individual/Group Tutoring After school Program Summer Academic Program Counseling Co-curricular Activities Other Strategies/Interventions Frequency & Duration day(s) a week for minutes for two consecutive weeks. Progress Monitoring successful needs additional support, intervention Results/Outcomes (Attach related student work samples) FORMATIVE ASSESSMENTSS Assessment Tool Reading Score Math Score MONITORING TEAM SIGNATURES Position Quarter 1 Quarter 2 Signatures Quarter 3 Quarter 4 Principal Home Room Teacher Content Area Teacher(s) BLT Case Manager (IEP only) Parent/Guardian Student Attach student work sampless to this IBIP

107 Appendix V

108

109 Appendix W

110

111 Appendix X PROFESSIONAL BILINGUAL EDUCATION ORGANIZATIONS AMME Alliance for a Multilingual & Multicultural Education NABE National Association for Bilingual Education CAL Center for Applied Linguistics NAME National Association for Multicultural Educationhttp:// IAMME Illinois Association for Multilingual Multicultural Education IRC Illinois Resource Center ISBE English Language Learning, Bilingual Teacher Recruitment and Certification Resource ITBE Illinois Teachers of ESOL and Bilingual Education NCELA National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs NCTE National Council of Teachers of English OELA Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students ex.html?src=mr TESOL Teachers of English to Speakers of Other Languages

112 USEFUL EDUCATION WEBSITES For Elementary School and High School Teachers Activities for ESL Students Online grammar and vocabulary quizzes available in multiple languages. Useful information, strategies, activities, and resources for all teachers of ELLs. BBC World News ml Printable world news headlines available in 43 languages. Breaking News English ESL/EFL lesson plans based on current affairs, including news articles, listening, and communicative activities. Click N Learn Interactive pictures organized by themes to teach vocabulary and grammar for more advanced students. Appendix Y Colorín Colorado Useful information, strategies, activities, and resources for all teachers of ELLs. Enchanted Learning Great resource for content area teachers. Sit includes word banks, downloadable books in various languages and much more. ESL Kid Stuff m Bilingual reading resources include links for teachers, parents and students. ESL Lab Cyber listening lab with quiz questions EspañOle! A comprehensive resource for teachersof Spanish Everything ESL 40 content based ESL lesson plans for beginning through intermediate students, information on teaching ELLs, teaching tips and valuable teacher resources Foreign Language Texts ves.html#foreign 40 language and literature resources Help Kit for Secondary Teachers of ELLshttp://escort.org/?q=node/153 Resource kit to help boost the achievement of ELLs and addresses issues that are particularly relevant to the needs of migrant secondary students English-to-Go Fun, engaging, up to date resources based on Reuters news articles Interesting Things for ESL A fun study site with word games, puzzles, exercises, slang, proverbs and much more.

113 International Children s Digital Library International Children s Digital Library, multilingual books available online. Kathy Schrock s Guide for Educators ckguide/world/worldrw.html a site devoted to providing links and information for bilingual educators. Language Lesson Plans and Resources Learning resources available in French, Spanish, Italian and German. Lantern Fish bogglesworldesl.com Printable teaching resources for ESL teachers in elementary and middle school grades. Library of Congress Country Studies Reports dealing with the social, cultural, and historical aspects of more than 80 countries Mrs. Hurley s ESL Lesson plans, teacher resources, worksheets and more. Repeat After Us Online library with collection of copyrightfree English texts and scripted recordings. Free audio clips provide an excellent resource for students of all ages. Teacher Freebies m ies/teacherfreebies.htm Free resources for ESL teachers Teacher Vision Over 20,000+ pages of classroom-ready lesson plans, printables, and resources. Unicode Characters Serves as a guide to use different fonts/scripts on your computer; free access to these downloadable fonts/scripts online Using English Free printable lesson plans, worksheets and activities for ESL/EFL classes

114 Appendix Z RECOMMENDED INSTRUCTIONAL MATERIALS FOR ELLs The following is a list of recommended Spanish language and ESL materials. SPANISH READING MATERIALS (from Supported Core Reading Materials Adoption List) Company Title Grade Description Level Harcourt Villa Cuentos K 5 Include a variety of choices for comprehensive teaching support and offer plenty of creative resources to supplement instruction in vocabulary and text comprehension Scott Foresman Lectura K 5 Builds on students unique language experience, and culture and Hampton Brown National Geographic Pearson Alfarrimas (Spanish Phonics) Opening the World of Language Pre K PK promotes the many connections between Spanish and English Builds phonemic awareness, phonic skills, and decoding strategies Offers integrated curriculum, comprehensive program that is developmentally age appropriate, many OWL stories, songs, poems, rhymes and folk tales were originally written in Spanish Santillana Nuevo Siglo K 6 Integrated Spanish language arts series written specifically for heritage Spanish speakers living in the United States. Designed for native speakers, heritage speakers and language immersion students to build reading and writing skills to transfer into English Math MATH AND SCIENCE MATERIALS (From Chicago Math & Science Initiative) Curriculum Grade Level Description Math Trailblazers K 5 Math Trailblazers uses SIOP and Sheltered teaching strategies in most lessons like strong use of manipulatives, graphic organizers, cooperative work and clear learning objectives with new vocabulary stated at the beginning of every lesson. These features make the lesson easily adapted to ELLs. Furthermore, the series is available in Spanish. All student components are available in both languages as well as all blackline masters from the teacher materials that would be used with students. The Letters Home in all of the Unit Resource Guides are provided in both English and Spanish on the same page Everyday Math K 6 Everyday Mathematics emphasizes the application of mathematics to real world situations. Numbers, skills and mathematical concepts are not presented in isolation, but are linked to situations and contexts that are relevant to everyday lives. The curriculum also provides numerous suggestions for incorporating mathematics into daily classroom routines and other subject areas. The Everyday Math curriculum is available in Spanish Connected Mathematics 6 8 Connected Mathematics helps students develop knowledge and skill in vocabulary use, forms of representation, materials, tools, techniques, and intellectual discipline of mathematics, including the ability to define and solve problems with reason, insight, inventiveness and proficiency. It emphasizes significant connections among mathematical ideas and between mathematics and other content areas. English language learners benefit from a variety of instructional strategies that lower their anxiety and help make content more comprehensible. Mathematical objectives are cognitively demanding and grade appropriate. Language related adjustments and modifications can be made, including instructional delivery modifications that do not change the cognitive demand of the mathematics.

115 Science MATH AND SCIENCE MATERIALS (From Chicago Math & Science Initiative) Math Thematics 6 8 Math Thematics presents mathematics in relevant and meaningful contexts. Through this program, all students should be able to reason logically, apply mathematical skills to real life activities, communicate mathematically, and feel confident in using quantitative and spatial information to make decisions. This program encourages active learning with students working independently and in cooperative groups. FOSS (Full Option Science System) K 6 FOSS is a research based science curriculum whose materials are designed to meet the challenge of providing meaningful science education for all students in diverse American classrooms and to prepare them for life in the 21st century. Development of the FOSS program was, and continues to be, guided by advances in the understanding of how youngsters think and learn. A Spanish Teacher Guide Supplement is available for each module K 6. These guides work in conjunction with the English teacher guide to provide translated adaptations of the module overview, science background, teacher background, materials list, investigation folios, FOSS Science Stories folio, and the investigation and assessment duplication masters. Duplication masters for Spanish student sheets are included in the English and Spanish teacher guides K 6. The FOSS Science Stories are available in Spanish. Investigating Earth Systems (IES) 6 Investigating Earth Systems (IES) is a standards based, Earth Science curriculum for the middle grades which recognizes the need for students to have a solid understanding of the world they live in Issues and Earth Science (IAES) 6 Issues and Earth Science (IAES) is an issue oriented year long earth science course for the middle school. IAES students conduct experiments, collect and analyze data, create models, and read and analyze information. SEPUP Issues and Life Science (IALS) and Science and Life Issues (SALI) SEPUP Issues and Physical Science (IAPS) and Issues, Evidence, and You (IEY) ESL MATERIALS Company Title Grade Level Continental Press Hampton Brown National Geographic Finish Line for ELLs & other ESL Curriculum Support 7 Issues and Life Science (IALS) and Science and Life Issues (SALI) are issue oriented year long life science courses for the middle school. IALS and SALI students conduct experiments, collect and analyze data, create models, and read and analyze information. 8 Issues and Physical Science (IAPS) and Issues, Evidence and You (IEY) are issue oriented year long physical science courses for use in grade 8. IAPS and IEY students conduct experiments, collect and analyze data, create models, and read and analyze information. Description K 8 This program was developed to help teachers familiarize students with similar items found on English language proficiency assessments such as: ACCESS for ELLs developed by the WIDA Consortium Avenues K 6 Language, Literacy & Content. Multi leveled teaching strategies and differentiated opportunities for varying levels of language proficiency. English Learners and Striving Readers and Writers. Academic vocabulary development, accessible reading selections, multi level teaching strategies. Data driven instruction with multi level assessments. Standard based with specialized strategies. English at Your Command 2 8 Uncluttered and logically organized. Outstanding visual support. Moves from teacher directed instruction to independent learning in a developmentally appropriate way. Includes realworld models and examples. Harcourt Moving into English K 5 A language acquisition program that provides teachers with flexible, intuitive and language rich resources to help improve students' phonemic awareness, phonics, language exploration, comprehension and fluency

116 Options Publishing, Inc. Oxford University Press Pearson ESL MATERIALS Connecting Vocabulary 2 8 Incorporate vocabulary strategies recommended by current reading research. Use a variety of genres. Prepare students to succeed on the state test. Get a lesson plan and ELL components in every Teacher s Guide. Develop and practice academic vocabulary in the context of engaging, varied activities includes vocabulary strategies as recommended by the National Reading Panel Strategies for Content Area Reading 3 8 Reading strategies are modeled with step by step instruction and visual organizers, time lines, charts, diagrams, and maps to understand and classify information. Student assessment is built into every book Open Sesame K 2 A fun and friendly picture dictionary for young children featuring the world famous Sesame Street characters. American Start with English 1 8 Offers a spiraling curriculum of a grammar based syllabus through a six level course Basic Oxford Picture Dictionary The New Oxford Picture Dictionary and Workbook for Content Areas Opening the World of Language 1 3 Features words, phrases, and meanings including help with grammar, collocations, synonyms, and word choice It may be used to define new vocabulary 1 8 Reinforces content vocabulary and academic language that are required for students to think, speak, read, and write about social studies, science, and math. PK Designed to develop language and early literacy skills in the context of rich content primarily in the areas of mathematics, science, and social studies. Santillana Intensive English 7 8 This English Language Development (ELD) intervention program helps students build social and academic English through content based instruction. New Tools K 3 Promotes language acquisition by emphasizing reinforcement and reentry by a unique modular approach. CSC Learning (Software) Lexia Early Reading K 1 Encourage early reading success through the development of critical pre reading and reading skills. The interactive, phonicsbased activities reinforce sound symbol embedded assessment and targeted instruction Lexia Primary Reading 1 3 Reinforce the application of word attack strategies to single words and contextual material. The focus of the activities is on developing awareness of the phonological structure of language. Visual Learning Company Lexia Strategies for Older Students ELL Modules in the Content Areas 3 12 Activities include application of strategies to single words, phrases, sentences, paragraphs and brief stories. It encourages listening skills and following directions. Timed activities and pictures are used to facilitate comprehension. K 8 Provides teachers with engaging visual media and instructional materials in content areas A list of the Illinois Resource Center s top ESL picks can be accessed at

117 Appendix AA Office of Language and Cultural Education 125 South Clark Street, 9th Floor Chicago, Illinois Telephone Fax Antonio J. Acevedo Interim Officer BILINGUAL ADVISORY COMMITTEE Members Information for School Year School: Network: Collaborative: Telephone: Fax: Oracle Unit: GSR: Principal s Name: Principal s CPS Mail: BLT s Name: BLT s CPS Date BAC election was held: OFFICERS PRESIDENT Name: Home Language: Address: Zip Code: Home Tel: Other Tel: Name of Child: ID Number: Grade: VICE- PRESIDENT Name: Home Language: Address: Zip Code: Home Tel: Other Tel: Name of Child: ID Number: Grade: SECRETARY Name: Home Language: Address: Zip Code: Home Tel: Other Tel: Name of Child: ID Number: Grade: REPRESENTATIVE Name: Home Language: Address: Zip Code: Home Tel: Other Tel: Name of Child: ID Number: Grade: ALTERNATE REPRESENTATIVE Name: Home Language: Address: Zip Code: Home Tel: Other Tel: Name of Child: ID Number: Grade: STUDENT REPRESENTATIVE (High School ONLY) Name: Home Language: ID Number: Grade: Address: Zip Code: Home Tel: OLCE August 16, 2011

118 Office of Language and Cultural Education 125 South Clark Street, 9th Floor Chicago, Illinois Telephone Fax Antonio J. Acevedo Interim Officer BILINGUAL ADVISORY COMMITTEE Schedule of Meetings for School Year MONTH DATE LOCATION (Room) September 2011 October November December January 2012 February March April May June COMMENTS: Please complete and forward this form by September 30, 2011 to: OLCE Community Relations Representatives at Lowell School Mail Run 34 - Room 101 or Fax to * It is highly recommended to conduct a minimum of four BAC meetings during the school year, not including the organizational election meeting. In order to receive the parent stipend schools must demonstrate that they have an active BAC. OLCE August 16, 2011