ILLINOIS STATE BOARD OF EDUCATIONDivision of English Language Learning

DISTRICT SELF ASSESSMENT CHECKLISTDISTRICT NAME AND NUMBER DATE

NAME OF SUPERINTENDENT TELEPHONE

NAME OF PROGRAM DIRECTOR EMAIL ADDRESS

DIRECTIONS:

Please check below the type of funding received by your district and respond to all items on the checklist associated with that funding.

FUNDING: ☐ TBE /TPI (state) ☐ LIPLEPS (TITLE III) ☐ IMMIGRANT EDUCATION PROGRAM (TITLE III)

Completion of components marked “Title III” is only required of districts that receive Title III funding.

Please assess the level of compliance by checking the appropriate box (☒) under the monitoring indicators:

I = Implemented PI = Partially Implemented NI = Not implemented N/A = Not Applicable

Components reviewed I PI NI N/A Evidence(Check Box where evidence was found and add comments if component is out of compliance)

1. Identification of Eligible Students (23 Ill. Adm. Code 228.15, 228.10)1.1. The school district administers a Home Language Survey (HLS) for

all students new to the district for the purpose of identifying students of non-English background.

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1.2. The HLS asks the following:a. Is a language other than English spoken in the home, and if so,

what language?b. Does the student speak a language other than English, and if so,

which language?

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1.3. The HLS is administered in English and in the student’s home language, if the home language is available on the DELL website.

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1.4. The HLS provides a space for parents1 to sign and date. ☐ ☐ ☐ ☐ ☐File Review ☐Interview

1.5. The district uses the Pre-IPT™ or an appropriate Prescribed Screening Procedure to assess a preschool student’s level of English language proficiency.

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1.6. Assessment for Program Eligibility: Preschoola. The district screens the English language proficiency of every

pre-K student who was identified through the HLS as having a language background other than English.

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b. An appropriate Prescribed Screening Procedure is administered within 30 days of student’s participation in the program.

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Assessment for Program Eligibility: Grades K-12c. The district uses the grade appropriate English language

proficiency assessment prescribed by ISBE (MODEL™ for K through 1st semester 1st grade, or W-APT™ for 2nd semester 1st grade through 12th grade).

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d. The district screens the English language proficiency of every K-12 grade student who was identified through the HLS as having a language background other than English.

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e. The district re-screens the English language proficiency of students entering Kindergarten who had previously been screened in preschool.

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1 Throughout this document, “parents” will be the terminology used. However, the term “parents” also encompasses “legal guardians” of the student.

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f. An appropriate Prescribed Screening Procedure is administered within 30 days of student’s enrollment the district.

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g. Students who score below the state defined minimum for English language proficiency on the prescribed assessment are eligible for services and are placed into a TBE/TPI program to receive language support services.

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2. Student Assessment and Language Acquisition Services (23 Ill. Adm. Code 226.210, 23 Ill. Adm. Code 228.25, 228.27, and 20 USC 6841)

2.1. Annual AssessmentAll ELs in grades K-12 are assessed annually in listening, speaking, reading, and writing using ACCESS for ELLs®. This includes all students identified as ELL at any time since January 2006 but not enrolled in a TBE/TPI program until the student achieves a “proficient” score on the ACCESS (e.g. students whose parents withdrew them from the program).

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2.2. A qualified bilingual specialist or bilingual teacher participates on the Individual Education Plan (IEP) teams of ELs being evaluated for special education services.

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2.3. Students are exited from the program of bilingual education services after attaining the state identified proficiency scores on the annual English language proficiency assessment.

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2.4. Students who have NOT achieved at least the proficiency level set by the state on ACCESS for ELLs® but are exited from TBE/TPI program after receiving 3 years of consecutive service are provided with alternative language acquisition services to enable them to overcome barriers (Section 228.27); and the district has submitted the 228.27 Plan to ISBE.

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2.5. Title III: The district monitors the progress made by children in meeting challenging state academic content and student academic achievement standards for each of the two years after such children are no longer receiving services under this part.

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3. Program Structure (23 Ill. Adm. Code 228.25, 228.30)

3.1. For each attendance center (preschool) that has an enrollment of 20 or more English learners of the same language classification, the district has a TBE program.

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3.2. For each attendance center (preschool) that has an enrollment of 19 or fewer ELs of the same language classification, the district has a TPI program.

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3.3. For each attendance center (grades K-12) that has an enrollment of 20 or more English learners of the same language classification, the district has a TBE program.

Full-time TBE programs incorporate these required program components: instruction is provided in subjects required by law or by the district in the student’s home language and in English; English as a Second Language; and instruction in the history and culture of the student’s native land and of the United States.

Part-time TBE programs incorporate these required program components: daily instruction is provided in English and in the student’s home language as determined by assessment of the student’s English proficiency level.

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3.4. Students are placed into part-time TBE when:a. their English language proficiency assessment results indicate

that they have sufficient proficiency in English to benefit from a part-time program; and

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b. Students are placed into a part-time TBE program with consideration of their educational needs, such as proficiency in the home language, prior performance in English coursework, current academic performance, and other factors such as age, disability, and cultural background.

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3.5. For each attendance center (grades K-12) that has an enrollment of 19 or fewer English learners of the same language classification, the district has a TPI program.

The structure of the TPI program is determined by the student’s proficiency in English and is designed to enable students to keep pace with peers in achievement in the core academic content areas.

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4. Curriculum and Instruction (NCLB Title III 20 USC 6826, 20 USC 6912 and 23 Ill. Adm. Code 228.30, EDGAR 80.32, Part 130 Ill. Adm. Code)

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4.1. Standards Aligned Curriculuma. The program curriculum is aligned to the 2012 Amplification of

The Illinois English Language Development Standards: Kindergarten – Grade 12.

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b. The program curriculum, which is aligned to the 2012 Amplification of The Illinois English Language Development Standards: Kindergarten – Grade 12, is consistently implemented.

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c. The curriculum in the content areas is aligned to the Common Core.

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d. Instruction in Spanish language arts is aligned to the standards that are appropriate to the ages or grade levels of the students served, which are set forth in the document titled “World- Class Instructional Design and Assessment: Spanish Language Arts Standards” (2005).

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4.2. Instructional Materialsa. The district provides appropriate ESL instructional materials

consistent with program design and student needs. Instructional materials are adequate to fully implement EL programs.

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b. The district provides appropriate native language instructional materials consistent with program design and student needs. Instructional materials are adequate to fully implement EL programs.

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4.3. All equipment purchased with federal Title III and state TBE/TPI funding is properly labeled and inventoried.

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5. Access to Services (23 Ill. Adm. Code 1.240; Section 1703(f) of the EEOA, 23 Ill. Adm. Code 228.30)

5.1. Equal opportunities for all studentsa. The district’s enrollment forms do not inquire about student’s

or their parents’ immigration status.

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b. The permissible combination of documents required to prove residency is sufficiently varied to afford an opportunity for those who lack proof of legal presence or immigration status to meet the state requirements.

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5.2. The district provides language support program options for students whose parents refused or waived recommended TBE/TPI services for their child.

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5.3. The student-teacher ratio in bilingual and ESL classes does not exceed 90% of the average student-teacher ratio in the general program classes for the same grade in the same attendance center as of September 30th of each school year. If the bilingual/ESL class size increases after this date, the ration does not exceed the average student-teacher ratio in general education classes for the same grade in the attendance center.

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5.4. Multilevel groupinga. Students in TBE/TPI programs are placed in classes with

students of approximately the same age or grade level.

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b. If students of different ages/grade levels are combined in the same class, the district uses individualized instructional programs or instruction by ability level to ensure that each student receives instruction appropriate to his/her age or grade.

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5.5. Program facilities are comparable to the facilities of the overall student population.

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5.6. Students enrolled in approved programs shall receive full credit for courses taken in these programs, which shall count toward promotion and fulfillment of district graduation requirements. High school students receive full credit for courses taken in the TBE/TPI program. Courses count toward promotion and fulfillment of district graduation requirements. ESL counts toward English requirement for graduation.

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5.7. ELs have the opportunity to participate fully in extracurricular activities.

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5.8. ELs participate fully with their English-speaking classmates in subjects where language is not essential to understanding of the subject matter including art, music, physical education, and others.

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5.9. The district’s summer school programs provide supplemental language instruction programs for ELs.

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6. Personnel Qualifications and Professional Development (23 Ill. Adm. Code 25.510, 23 Ill. Adm. Code 228.35, 20 USC 6319, 20 USC 6825, and 105 ILCS 5/10-22.34, Castaneda v. Pickard)

6.1. Preschool teachersa. All preschool teachers assigned to provide instruction in a

student’s home language meet the requirements for bilingual teachers in accordance with state licensure requirements.

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b. All preschool teachers assigned to provide instruction in ESL meet the requirements for ESL teachers in accordance with state licensure requirements.

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6.2. Teachers (K-12)a. All teachers assigned to provide instruction in a student’s home

language meet the requirements for bilingual teachers in accordance with state licensure requirements.

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b. All teachers assigned to provide instruction in ESL meet the requirements for ESL or English as a New Language teachers in accordance with state licensure requirements.

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6.3. Test Administrationa. The screener is administered only by teachers and other certified school district staff who have been trained and certified to administer the (Pre-IPT™, MODEL™ or W-APT™) assessment.

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b. The ACCESS for ELLs® is administered only by teachers and other certified school district staff who have been trained and certified to administer ACCESS.

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6.4. All paraprofessionals in the program meet requirements for state approval.

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6.5. Paraprofessionals and/or other non-certificated staff provide instruction to ELs under the immediate supervision of a certified teacher that is directly engaged in teaching subject matter.

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6.6. Program Directora. More than 200 ELs: Program Director holds a valid administrative certificate and meets the additional requirements listed in 23 Ill. Adm. Code 1.783.

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b. Fewer than 200 ELs: Program Director holds a valid administrative certificate and meets the additional requirements listed in 23 Ill. Adm. Code 1.783 or annually completes a minimum of eight hours of professional development.

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6.7. In-service Training for Staffa. New program staff participates in training activities that will

develop knowledge of basic TBE/TPI program requirements.

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b. Training activities addressing topics related to bilingual education are provided at least twice yearly to all program staff.

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c. If district operates either a TBE or a TPI program for students of Spanish language background in kindergarten and any of grades 1 through 12, it provides annually at least one training session related to the implementation of the Spanish language arts standards.

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d. If the district is unsuccessful in hiring qualified teachers, it provides adequate interim training to teachers already on staff to comply with Title VI (Castaneda 648 F2d at 1013).

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e. Title III: The program provides professional development to classroom teachers (including general education classroom teachers), administrators, principals, and other personnel that is designed to improve the instruction and assessment of ELs, and is of sufficient intensity and duration to have a lasting impact on teacher performance. The program does not consist only of one-day workshops and conferences.

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7. Rights of Parents and Community Engagement (105 ILCS 5/14C-3, 105 ILCS 5/14C-4, 23 Ill. Adm. Code 228.40, 228.30, and 20 USC 6826, and 20 USC 7012)

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7.1. Notice of enrollmenta. All parents of students are notified in writing of their child’s

placement in a TBE/TPI program no later than 30 days after the beginning of the school year or 14 days after the enrollment of any child in a program during the school year.

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b. The parent notice of enrollment is in English and in the student’s home language, to the extent possible.

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c. The parent notice of enrollment explains in simple, non-technical language:a. The reasons why the child has been placed in and needs the

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b. The child’s level of English proficiency, how this level was assessed, and the child’s current level of academic achievement;

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c. The description of the program, the method of instruction used in the program and in other available offerings of the district, including how the program differs from those other offerings in content, instructional goals, and the use of English and native language instruction;

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d. How the program will specifically help the child learn English and meet academic achievement standards for grade promotion and graduation;

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e. How the program will meet the educational strengths and needs of the child, including how the program meets the objectives of the child’s individual educational program (IEP), if applicable;

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f. The specific exit requirements for the program, the expected rate of transition from the program into the regular curriculum, and the expected graduation rate for children in the program, if program is offered at the secondary level;

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g. The right of the parents to decline to enroll the child in the program or to choose another program or method of instruction, if available; and the right of the parents to have the child immediately removed from the program upon request; and

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h. The right of the parents to visit transitional bilingual education classes in which their child is enrolled and to come to the school for a conference to explain the nature of transitional bilingual education.

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7.2. The Report Cardsa. Are sent in the same manner and frequency as progress reports

sent to all students in the school district;

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b. Are available in English and in the student’s home language unless a student’s parents agree in writing to waive this requirement;

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c. Indicate student’s progress in the program and in the general program of instruction;

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7.3. Parents have notified the school in writing of any decision to withdraw their child from the program.

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7.4. The district has obtained written consent from parents to exit their child prior to the end of three years in the program or to retain their child in the program longer than three years.

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7.5. TBE Program Advisory Committee (PAC)a. The committee consists of parents, TBE teachers, counselors,

and community leaders.

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b. Majority of the members are parents with ELs in the program. ☐ ☐ ☐ ☐ ☐File Review ☐Interview ☐eGMS

c. The parent advisory committee meets at least four times per year and records and files the minutes from the meetings.

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d. One of the PAC meetings includes a review of the application for TBE funding.

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e. The district provides annual training to PAC members in the areas of instructional approaches and methods in bilingual education; the provisions of state and federal law related to students’ participation and parents’ rights; and accountability measures relevant to students in bilingual programs.

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7.6. Title III: Parental Participationa. The district implements an effective means of outreach to

parents of ELs to inform parents how they can be involved in the education of their children, be active participants in assisting their children learn English and achieve high levels in core academic subjects and meet the same high state academic standards as all children are expected to achieve.

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b. The district holds regular meetings and sends parents of ELs notices of such meetings for the purpose of formulating and responding to recommendations from parents.

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8. Program Evaluation, Records, and Data Management (20 USC 7012, 20 USC 6826, 20 USC 6841, 20 USC 7011, 23 Ill. Adm. Code 228.15, 228.40)

8.1. Title III: The district uses assessment and evaluation results and data to determine the effectiveness of programs and improve services and activities.

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8.2. Title III: If the district did not make Annual Measurable Achievement Objectives (AMAOs) for two consecutive years a district Improvement Plan (DIP) has been developed, implemented, updated as necessary, and submitted to DELL.

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8.3. Student Records contain the following information:a. A completed HLS;

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b. Program entry/exit information; ☐ ☐ ☐ ☐ ☐File Review ☐Interview

c. Annual English language proficiency assessment scores; ☐ ☐ ☐ ☐ ☐File Review ☐Interview

d. Results from the prescribed screening instrument; ☐ ☐ ☐ ☐ ☐File Review ☐Interview

e. Rationale (PT Criteria Form and appropriate documentation) for a student’s placement into a part-time program, if applicable;

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f. Written decisions to withdraw their children from the program or refuse services, if applicable;

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g. Consent to exit their child prior to the end of three years in the program, if applicable;

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h. Consent to retain their child in the program longer than three years, if applicable;

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i. Parents’ report card waiver, if applicable. ☐ ☐ ☐ ☐ ☐File Review ☐Interview

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8.4. Title III: The district has data collection system in place to ensure that the immigrant student count submitted to DELL includes only immigrant students eligible for the Immigrant Education Program.

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9. Participation of Private Schools (20 USC 7881)

9.1. Title III: The LEA verifies if there are any private schools in the attendance area.

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9.2. Title III: The LEA consults with private schools in a timely manner to inquire if the schools have ELs.

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9.3. Title III: The LEA consults with private schools in a meaningful manner to discuss how ELs’ (and/or teachers’) needs will be identified, the services the LEA will provide to meet those needs, amount of funding available for services and how the services will be assessed.

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9.4. Title III: The LEA assesses the English language proficiency of private schools if needed.

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