Bilingual Education Programs in Chicago Public Schools

1. Bilingual Education Programs in Chicago Public Schools Diane H. Zendejas, Chief Officer Office of Language & Cultural Education Chicago Public Schools

2. Objectives of the Bilingual Education Programs • English Language Learners (ELLs) develop social, instructional and academic English language proficiency necessary to transition and be successful in a classroom where English is the language of instruction • CPS Bilingual Education Programs follow federal, state, and local mandates and guidelines • ELLs are provided with the appropriate instruction which includes: • Daily native language instruction & materials • Daily ESL instruction & materials

3. Overview of Demographics, Metrics & the Law • Approximately 52,000 ELLs in CPS • 381 programs in 276 schools • 100 different languages represented • 12 languages served with TBE programs • State Funding $41.5 M • Title III Funding $10 M • CPS Classroom Positions - 1309 • Applicable laws and mandates • Title III requirements; NCLB • Consent Decree • Article 14C of the Illinois School Code, all eligible students shall participate in a bilingual TBE or TPI program • 23 Illinois Administrative Code 228 • CPS Policy

4. Program Models & Process • Children in grades pre-k through the twelfth grade of limited English speaking ability are eligible for services. • Home Language Survey is given to all students newly enrolled allowing CPS to determine who needs to be assessed for English language proficiency • English Language Proficiency Test – W-APT • Student placement in a bilingual program • TBE = Transitional Bilingual Education, required for 20+ students same language • Daily native language instruction & daily ESL instruction • TPI = Transitional Program of Instruction, for less than 20 students of the same language • Daily ESL instruction

5. Program Models & Process • NCLB notification letter to parents regarding bilingual program services • Annual Assessments – ACCESS & ISAT • Exit Criteria • IL law states that an ELL student may exit the program if the student attains a minimum Overall Composite Score of 4.0 on ACCESSOR has participated in the program for 3 years, whichever comes first. However at the discretion of the district and subject to parent approval, the child may continue to receive services for longer than three years. • CPS Policy dictates that an ELL student may exit the program if the student attains a minimum Overall Composite score of 4.0 on ACCESS and participate in the program for 3 years

6. Teacher Certification • Teachers of transitional bilingual education must be certified. • Valid teaching certificate issued pursuant to Article 21 of the Illinois School Code and meets additional language and course requirements prescribed by ISBE; OR • Meets the requirements of 14C-8 of the Illinois School Code • Adequate speaking and reading ability in a language other than English and communicative skills in English; AND • Valid teaching certificate within last five years; or evidence of teaching preparation as determined by Certification Board; or hold’s a degree from an institution of higher learning in a foreign country that the Certification Board determines to be equivalent to a B.A. from a recognized school in the U.S. • Teachers must also be highly qualified pursuant to NCLB • Board Funded Teacher Position Allocation at the School level • Based on # of ELLs at school • Teachers with appropriate certification • Teachers must be teaching ELLs

7. Parental Rights & Monitoring • Parental Rights • Receive notification of their child’s enrollment in a bilingual education program and receive information about the bilingual program (NCLB letter and 105 ILCS 5/14C-4) • Receive all school information in their native language whenever possible • Refuse services through a Program Change Request Form • Participate in the school-level Bilingual Advisory Committee (BAC) a standing committee to the LSC. 105 ILCS 5/34-2.2(f). • Participate in the district wide Chicago Multilingual Parents Council (CMPC). 105 ILCS 5/14C-10. • Compliance Facilitators - OLCE • Audit and monitor bilingual education programs (TBE/TPI) to ensure compliance with all federal and state laws pertaining to ELLs • Monitor and assist schools with less than 16 ELLs • Conduct technical assistance visits

8. Title III Annual Measurable Achievement Objectives Measures English language proficiency and progress based on ACCESS*, English language proficiency assessment • 3 Criteria • Progress Target for District – 85% of the district’s ELLs make progress in at least one domain • Proficiency Target for District – at least 10% of the district’s ELLs score at the 4.0 level or higher on composite scores • Make AYP in ELL subgroup *ACCESS – four domains (listening, speaking, reading, writing) with content related subjects: Reading, Math, Science & Social Studies Listening & speaking components must be administered individually to each student

9. Challenges • Assessing ELLs with state assessment & achieving AYP • Implementing Bilingual Education programs for Pre K ELLs • Bilingual Education programs at the high school level • Providing services to ELLs at schools with less than 16 students • New Exit Criteria increasing # of ELLs • Board Teacher Position Conversions

10. Future • Raise the level of understanding & knowledge of ELLs • Taking bilingual education to the next level • Instruction • Accountability • Bilingual Education & World Language Commission (BEWL)