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Mission Statement 

The mission of the English Language Learning Program in Indian Prairie School District 204 is to foster the linguistic and academic development as well as the personal and social growth of the English language learners in our learning community. 

Philosophy 

Learning Environment 

Within our classrooms, we establish a caring, inclusive, safe, and linguistically and culturally rich community of learning where students take intellectual risks and work both independently and collaboratively. 

We believe that: 

• All English language learners need to feel respected. Both the native language and the native culture should be valued.
• Prejudice and discrimination in the school community should be addressed and challenged.
• High expectations should be maintained for English language learners with respect to their English language proficiency levels.
• English language learners bring diverse cultural knowledge and experiences that contribute positively to the classroom and school environment.

Meaningful Learning 

Using a variety of research based approaches; we provide meaningful, authentic English language instruction to meet the specific needs of English language learners. We provide multiple paths to help students develop language proficiency and build knowledge of and strengthen understanding of the "Big Ideas" of academic content. In order to accomplish this, we select, adapt, create, and use rich and varied resources. 

We believe that: 

• English language learners require sheltered content instruction according to their English language proficiency level.
• Native language support and development facilitates the learner's capacity to acquire the English language and academic content.
• English language learners are entitled to access to all programs and services in the school as appropriate and necessary.

Illinois Administrative and School Codes require that school districts maintain records of all students enrolled in ELL Programs. ln order to ensure compliance with this requirement, the following documents must be kept in the Temporary ELL Record of all English language learners:

• District Home Language Survey (copy) Parent Notification Letter (copy) Parent Consent Beyond 3 Years Record of Parent Contact 
• IPT Tests (for students enrolled in ELL prior to 8/05) W-APT or MODEL
• ACCESS Test results IMAGE/ISAT score results 
• ELL Database Information Form, ELL Database Exit Form 
• ELL report card (copy), Exit Letter (copy), Refusal of Service Letter, Monitor Forms 
• Rationale for Placement in a Part-time Program ELL Assessment Summary 

ELL Students with IEPs (in addition to all of the documents above) 

• Sign in sheets for IEP meetings 
• Eligibility check list for students taking Alternate ACCESS 
• Documentation of the testing process for Alternate ACCESS 

The ELL teachers are required to compile these files for each English language learner in their building, to ensure that all required documentation is in each file, and to keep the files in secure location in that building. 

English as a Second Language (ESL) 

The Elementary ESL curriculum is tied directly to District 204 curriculum, Illinois Learning Standards, and Illinois English Language Proficiency Standards. ESL is taught through academic content using current instructional strategies that emphasize active, discovery-oriented, and cognitively complex learning. Integrated language and content instruction enables English language learners to learn English through the study of academic disciplines such as mathematics, science, and social studies. This approach is an effective way for English language learners to develop their language skills and their academic skills at the same time. Students receive ESL services based on two models of instruction: push-in and pull-out. 

Push-in: 

• ESL and classroom teacher co-teach; both teachers are equally involved in the planning, implementation, and assessment of classroom instruction.
• Instruction takes place in the students' grade level classrooms.
• Materials and strategies are appropriate for all students and are specifically adapted to meet the needs of ELL students.

Pull-out: 

• Students receive ESL services outside of their regular classrooms.
• Instruction takes place in small group settings.
• Students are grouped by grade level.
• ESL instruction is based on district grade level curriculum; therefore, students are not missing core content while out of the classroom.
• Materials and strategies correlate with students' English proficiency levels.

Bilingual Education (not offered at every school) 

In addition to ESL instruction, students in the elementary TBE Program receive native literacy instruction and/or native language support. 
Native literacy instruction parallels the district ELA curriculum using authentic Spanish text and resources. Native literacy instruction begins in kindergarten. 
When students are ready to transition into English literacy instruction, they continue to receive Native Literacy Enrichment. 
Native language support is provided by bilingual teachers and/or teaching assistants. 
Bilingual teaching assistants push in to classes to support the instruction of the classroom teacher through translation and clarification. 

The middle school ELL Program offers English language learners a series of courses to assist them in attaining English language proficiency and in meeting state learning standards.

English as a Second Language (ESL)

• The middle school ESL curriculum is tied to Illinois Learning Standards and Illinois English Language Development Standards.
• ESL English classes provide students with the listening, speaking, reading, and writing skills necessary to attain English language proficiency and meet state learning standards.
• ESL is taught using current instructional strategies that emphasize active, discovery-oriented, and cognitively complex learning.
• ESL English is offered as a Core class.

Bilingual Education (not offered at every school) 

ln addition to ESL instruction, in buildings where there is a TBE Program:

• Students receive native literacy instruction and/or native language support.
• Bilingual Reading classes are designed to develop the native language literacy skills of English language learners whose first language is Spanish. The focus of this class is on reading, writing, and grammar skills. Placement in Bilingual Reading is based upon students' Spanish language proficiency.
• Bilingual Reading is offered as an Encore Class.

English as a Second Language (ESL)

The high school ESL program offers English language learners a series of courses to assist them in attaining English language proficiency and in meeting state learning standards. 

• ESL English classes teach students the listening, speaking, reading, and writing skills necessary to transition into regular high school English classes. Students receive English credit for ESL English classes, and these classes meet English requirements for graduation.
• The high school ESL curriculum is tied to Illinois Learning Standards and Illinois English Language Proficiency Standards.
• ELL Resource class provides academic support in English or Spanish to English language learners to assist them in succeeding in their content classes. Students receive assistance with the development of cognitive academic language as well as with reading and writing skills. Students receive elective credit for this class.

Bilingual Education (not offered at every school) 

In addition to ESL instruction, in buildings where there is a TBE Program:

• Students receive native literacy instruction and/or native language support.
• Spanish for Spanish Speakers classes are designed to develop the native language literacy skills of English language learners whose first language is Spanish. The focus of this class is on reading, writing, and grammar skills. Students will also learn about the history and culture of countries where Spanish is spoken. Students receive elective credit for this class.
• Sheltered ELL Content classes are specialized sections of regular high school classes that cover the same district curriculum, but use instructional materials and techniques appropriate for English language learners. This makes grade level academic content more accessible for English language learners while they continue to develop English skills.

The Illinois English Language Proficiency Standards reflect the social and academic language expectations of English language learners (ELLs) in grades Pre-K - 12 attending schools in the United States. The standards provide a common yardstick for educators across Illinois to define and measure how ELLs systematically acquire English across the language domains of listening, speaking, reading and writing. These standards are the starting point for curriculum, instruction and assessment of  ELLs. By incorporating the language of the classroom as well as that of the academic subject areas, the English language proficiency standards provide a pathway to success for English language learners. 

English Language Proficiency Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. 

English Language Proficiency Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. 

English Language Proficiency Standard 3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 

English Language Proficiency Standard 4: English language learners communicate information, ideas and concepts necessary for academic 
success in the content area of Science. 

English Language Proficiency Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. 

The six language proficiency levels outline the progression of language development in the acquisition of English as an additional language, from level 1, Entering the process, to level 6, Reaching the end of the continuum. The language proficiency levels define expected performance and describe what ELLs can do at each level of proficiency. 
At the given level of English language proficiency, English language learners will process, understand, produce or use: 

Entry Criteria

1. Children entering preschool as 3-year-olds must score at a level D or E on the Pre-I PT to be considered English language proficient. A student who scores below this proficiency level is considered limited English proficient and must be enrolled in, and receive services from the, ELL Program unless parents refuse ELL Services in writing.
2. Children entering preschool as 4-year-olds must score at level E on the Pre-I PT to be considered English language proficient. A student who scores below this proficiency level is considered limited English proficient and must be enrolled in, and receive services from the, ELL Program unless parents refuse ELL services in writing.
3. Children entering the first semester of kindergarten must score at least a 5.0 composite oral proficiency level on the WIDA MODEL to be considered English language proficient. A student who scores below this proficiency level is considered limited English proficient and must be enrolled in, and receive services from the, ELL Program unless parents refuse ELL services in writing.
4. Children entering the second semester of kindergarten or the first semester of 1st grade must score an overall composite proficiency level of 5.0 on the WIDA MODEL to be considered English language proficient. A student who scores below the minimum proficiency level is considered limited English proficient and must be enrolled in and receive services from the ELL Program unless parents refuse ELL services in writing.
5. Children entering the second semester of 1st grade through 12th grade must achieve an overall composite proficiency level of 5.0 on the WIDA Screener to be considered English language proficient. A student who scores below either of these minimum proficiency levels is considered limited English proficient and must be enrolled in and receive services from the ELL Program unless parents refuse ELL services in writing.

Exit Criteria

According to lllinois School Code, a student must obtain an overall composite proficiency level of 4.8 composite proficiency level on the ACCESS for ELLs (Tier B or CJ to be considered English language proficient. Students who meet or exceed these proficiency levels are exited from the ELL program. 

Monitoring of Students who have exited from the ELL Program

The state of Illinois requires school districts to monitor the academic performance of students who have exited the ELL Program for the first two school years after exiting the program. District 204's monitoring plan consists of: 

• Monitoring student standardized scores
• Monitoring student grades at the end of the first and third quarter
• Consultations with classroom teachers at the end of the first and third quarter

If any concerns arise about an exited student's academic performance, ELL teachers meet with classroom teachers, guidance counselors, and/or parents to determine why the student is struggling and to establish appropriate interventions that can be put in place to help the student achieve greater academic success. 

Identification

The Federal NCLB-Title III Act and the lllinois School Code require that each school district administer a Home Language Survey to every student entering the district's schools for the first time for the purpose of identifying students of a "non-English background". According to lllinois School Code, students of non-English background are students, whether born in the United States or born elsewhere, whose native language is other than English or who come from homes where a language other than English is spoken. The Home Language Survey must ask the following 2 questions: 

1. Is a language other than English spoken in your home? If yes, what language? 
2. Does this student speak a language other than English? If the answer to either question is YES, the student is identified as having a non-English background. 

Assessment

1. All students in grades 1- 12 identified through the Home Language Survey as having a non-English background must be assessed using the WIDA Screener Placement Test to determine eligibility for ELL Program services. Students in Kindergarten must be assessed using the WIDA Measure of Developing English Language (MODEL). A teacher who is a certified ACCESS Test Administrator must administer the WIDA Screener or the MODEL. This assessment must occur within 30 days of the student's enrollment in the district at the beginning of the school year or within 14 days of enrollment during the school year. 
2. If a student transfers in from another school district and has a WIDA Screener, MODEL, or ACCESS scores that are less than 12 months old, those scores can be used to determine eligibility and the student does not need to be re-assessed.

Placement

1. A student whose overall score on the WIDA Screener or MODEL does not meet the minimum score required to be considered "proficient" as defined by the State Superintendent of Schools is considered to be limited English proficient and must be enrolled in and receive services from the ELL Program. (See Entry and Exit Criteria)
2. A student whose overall score on the WIDA Screener or MODEL does meet the minimum score required to be considered "proficient" as defined by the State Superintendent of Schools is not enrolled in the ELL Program. (See Entry and Exit Criteria)

Parental Notification

Parents must be notified by mail that their child has been placed in the ELL Program no later than 30 days after the start of the school year or 14 days during the school year. The parent notification letter is sent in English and in the home language of the student (to the extent possible). 

Withdrawal by Parents

Any parent whose child has qualified for the ELL Program has the right to withdraw his child immediately by notifying the child's school or the school district in writing of his desire to withdraw his child from the program. 

Identification of English Language Learners 

1. Home Language Survey: A language other than English is spoken in the house.
2. MODEL or WDIA Screener below 5 overall composite: Enroll in ELL
3. Qualify through Spanish LAS
4. Enroll in Dev. Bilingual Program

• All teachers and teacher assistants who provide services to the district's English language learners are Highly Qualified according to NCLB guidelines.
• All elementary ESL teachers hold a PEL with an ESL endorsement
• All elementary Bilingual teachers hold a PEL with Bilingual (Spanish) and ESL endorsements.
• All middle school ESL teachers hold a PEL with an ESL endorsement.
• All middle school Bilingual teachers hold a PEL with Bilingual (Spanish) and ESL endorsements.
• All high school ESL teachers hold a PEL with an ESL endorsement.
• All high school Bilingual teachers hold a PEL with Bilingual (Spanish) and ESL endorsements.
• All bilingual teaching assistants hold an Illinois Paraprofessional Certificate.

Indian Prairie School District 204 ELL Program offers a variety of opportunities for parents of English language learners to be involved in their child's education, including: 

Adult ESL Classes - Through a partnership with the College of DuPage, IPSD 204 offers adult ESL classes, free of charge, to parents in our district whose first language is not English. 
Classes run from September -May and meet 2 nights a week for 3 hours each night. While 
the parents are in the ESL classes, their children can attend Homework Club, where they can get homework assistance from certified ESL and/or Bilingual teachers. 
Navigating the American Educational System (NAES) -NAES is a series of parent workshops developed by the DuPage Regional Office of Education to provide Spanish-speaking parents with the knowledge, skills, and confidence to interact with the school system and to better 
manage the academic experiences of their children. NAES workshops are presented in 
Spanish. 

Bilingual Parent Advisory Council (BPAC) - The IPSO 204 BPAC is an organization comprised of parents of students enrolled in the district TBE Program, as well as other Spanish-speaking parents in the district. The BPAC meets at least 4 times a year and participates in the planning, operation, and evaluation of the TBE program. The BPAC provides parent workshops throughout the school year on various topics as determined by the BPAC officers, members, and the ELL Program Coordinator. BPAC meetings are conducted in Spanish.

ELL Parent Workshops - Parent Workshops provided through the BPAC are open to all ELL parents. Workshops are conducted in one room in Spanish and in another room in English. 

State Bilingual Parent Summit - Each year the district sends at least four parents from the BPAC to the Statewide Bilingual Parent Summit. 
Translators -The district provides translators for conferences to the extent possible. 

Translated Documents and Resources - The district provides Spanish translations of ELL Program Documents as well as translations of many other district documents and resources including: 

• Elementary Report cards and EDM Checklists
• Parent-Student Handbook
• Registration Information and Forms
• Assessment Notices
• Elementary Curriculum Guides

For low-incidence languages, a note may be attached to important documents explaining to parents in their native language (to the extent possible) that the attached document is important and that they should find someone to translate it for them.