Illinois State Board of Education · 2016. 6. 24. · ISBE’s Response to District’s 1st CAP – February 27, 2015 Page 2 of 26 Hindi Korean Mongolian Polish Romanian Russian Spanish

Illinois State Board of Education 100 West Randolph Street, Suite 14-300 • Chicago, Illinois 60601-3223 www.isbe.net Gery J. Chico Christopher A. Koch, Ed.D. Chairman State Superintendent of Education

February 27, 2015

Dr. Nanciann Gatta, Superintendent

Niles Township CHSD 219

7700 Gross Point Road

Skokie, IL 60077-2614

Dear Superintendent Gatta:

On October 1-2, 2014 the Division of English Language Learning (DELL) of the Illinois State

Board of Education conducted an on-site monitoring review of Niles Township CHSD 219’s

implementation of Article 14C of the Illinois School Code (105 ILCS 5/14C), Part 228 of the 23

Illinois Administrative Code (23 Ill. Adm. Code 228), Part 1, Section 1.88 of the 23 Illinois

Administrative Code (23 Ill. Adm. Code 1.88), Title III of the No Child Left Behind Act of 2001

(20 USC 6801 et. seq.), and any other applicable laws.

DELL issued a compliance monitoring report on October 27, 2014, outlining findings that

required corrective actions and received Niles Township CHSD 219’s response on December 12,

2014. DELL issued a report summarizing the results of our review of your Corrective Action

Plan on December 24, 2014. Niles Township CHSD 219’s updated response and additional

documentation received on February 20, 2015 satisfactorily addressed the findings identified in

the compliance monitoring report.

We appreciate your work in responding to the concerns outlined in the report. We look forward

to continuing to work with your District to ensure that all students who are ELs have access to

quality programs, become proficient in English, and achieve academic success. If you have any

questions, please do not hesitate to contact DELL at 312-814-3850 or [email protected].

Sincerely,

Tina H. Paduck

Principal Consultant

Division of English Language Learning

cc: Corrie Wallace, Program Director

David González Nieto, Division Administrator

ISBE’s Response to District’s 1

st CAP – February 27, 2015 Page 1 of 26

COMPONENT 1: IDENTIFICATION OF ELIGIBLE STUDENTS

This component examines whether the District has implemented the Home Language Survey to identify students of non-English background and appropriately screened the

students for program eligibility according to the state requirements.

Component

Number

Legal Standard

1.1 - 1.4

Home Language Survey 23 Ill. Adm. Code 228.15 (a) Each school district shall administer a home language survey with respect to each student in preschool, kindergarten or any of grades 1 through 12 who is entering the district’s schools or any of the district’s preschool programs for the first time, for the purpose of identifying students who have a language background other than English. The survey should be administered as part of the enrollment process or for preschool programs, by the first day the student commences participation in the program. The survey shall include at least the following questions, and the student shall be identified as having a language background other than English if the answer to either question is yes: (1) Whether a language other than English is spoken in the student’s home and, if so, which language; and (2) Whether the student speaks a language other than English and, if so, which language. (b) The home language survey shall be administered in English and, if feasible, in the student’s home language. (c) The home language survey form shall provide spaces for the date and the signature of the student’s parent or legal guardian. (d) The completed home language survey form shall be placed into the student’s temporary record as defined in 23 Ill. Adm. Code 375 (Student Records).

Rating: Partially Implemented

District Response Required: Yes

Finding: Based on a review of student files, the Home Language Survey was not administered in the English learners’ home languages and surveys were not consistently dated.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) 2014-15 HLS will be translated by the Language Access Resource Center into the language listed below and will be checked for dates and signatures by the registrars. Assyrian/Arabic Chinese (Cantonese) Chinese (Mandarin) Farsi Gujarati Haitian/French/Creole Hebrew



Hindi Korean Mongolian Polish Romanian Russian Spanish Tagalog Urdu Vietnamese

Director of Equity & ELL: Corrie Wallace EDC: 5/1/15

Registrars Loretta Hastings & Caitlin De la Paz EDC: 5/1/15

List of Attached Evidence of Completion of the Corrective Action (if applicable) Copies of signed and dated HLS. Copies of translated HLS.

Description of Internal Procedures for continued implementation after the ISBE visit December 12, 2014 – In October 2014 the HLS was updated and sent to the class of 2019. Efforts are underway to translate the HLS. Each spring the Director of Equity and ELL, the registrars, the ELL placement assistants, and Richard Ardisana (Information Services) will meet to review the HLS, make any changes and review the process to check for signatures and dates as new students enroll completing the online registration process along with the paper copy HLS.

January 21, 2015 – ELL Placement Procedures Training (see attached)

ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN (To be completed by the Division of English Language Learning at ISBE)

Status of Corrective Action:

☒Accepted ☐ Partially Accepted ☐Not Accepted

Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – In order to fully address this finding, the district must submit evidence that there is a system in place to ensure that all new students entering the district for the first time is appropriately administered the HLS at the time of the initial intake. Staff responsible for administering the HLS must be appropriately trained.

February 27, 2015 – The submitted evidence sufficiently addresses this finding.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: New HLS administration procedures/protocol Evidence of training of relevant personnel

Progress Report Due Date: N/A



Component

Number

Legal Standard

1.6

Screening for Program Eligibility for Grades preK to 12 23 Ill. Adm. Code 228.15 (e) The district shall screen the English language proficiency of each student identified through the home language survey as having a language background other than English by using the prescribed screening instrument applicable to the student’s grade level (i.e., kindergarten or any of grades 1 through 12) as set forth in Section 228.10, or the prescribed screening procedures identified by the preschool program. This screening shall take place within 30 days either after the student’s enrollment in the district or, for preschool programs, after the student commences participation in the program, for the purpose of determining the student’s eligibility for bilingual education services and, if eligible, the appropriate placement for the student. For kindergarten, all students identified through the home language survey, including students previously screened when enrolled in preschool, must be screened using the prescribed screening instrument for kindergarten.

Rating: Partially Implemented District Response Required: Yes

Finding: Based on a review of student files, the District does not consistently screen students for English language proficiency. It is also unclear whether the screening occurs within 30 days after the students’ enrollment in the District because the screeners were not consistently dated.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – The D219 screener for English Language proficiency which includes administration of the W-APT, and if applicable (Explore scores, teacher recommendations, prior ACCESS scores, MAP and/or STAR) will be dated by the ELL placement Assistants. ELL Placement Assistants: Tanya Laskowski & Cindy Philbin EDC: Ongoing January 21, 2015 – ELL Placement Procedures Training (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) Copies of dated English language proficiency screeners & corresponding enrollment forms.

Description of Internal Procedures for continued implementation after the ISBE visit The ELL placement Assistants have been and will continue to work with the registrars to administer and date the D219 screener for English Language proficiency which includes the W-APT, within 30 days of enrollment. Additionally in early December the ELL Placement



Assistants are going to the K-8 sender districts to administer the W-APT screener.




Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – In order to fully address this finding, the district must submit evidence that there is a system in place to ensure that all new students entering the district for the first time are appropriately administered the screener within the statutory time frame. Staff responsible for administering the screener must be appropriately trained.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: New screening procedures/protocol Evidence of training of relevant personnel February 27, 2015 – The submitted evidence sufficiently addresses this finding.




COMPONENT 2: STUDENT ASSESSMENT AND LANGUAGE ACQUISITION SERVICES

This component examines whether the District has annually assessed the English language proficiency of the English learners, provided adequate language acquisition services, and monitored the progress of students who met the exit criteria.

Component

Number

Legal Standard

2.1

Annual English Language Proficiency Assessment 23 Ill. Adm. Code 228.25 (b)(1) School districts must annually assess the English language proficiency, including aural comprehension (listening), speaking, reading, and writing skills, of all children of all English learners in kindergarten and any of grades 1 through 12 (Section 14C-3 of the School Code) using the English language proficiency assessment prescribed by the State Superintendent of Education. This assessment shall be administered during a testing window designated by the State Superintendent, for the purpose of determining individual students’ continuing need and eligibility for bilingual education services. The annual assessment shall be based on the 2012 Amplification of the English Language Development Standards Kindergarten-Grade 12 (2012), published by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-Madison, 1025 West Johnson Street, MD#23, Madison WI 53706, and posted at http://wida.us/standards/eld.aspx. No later amendments to or editions of these standards are incorporated by this Section. (3) Each student who is not enrolled in a program under this Part but who has been identified as an English learner shall be required to participate in the assessment each year until he or she achieves a “proficient” score.

Rating: Not Implemented District Response Required: Yes

Finding: In 2014, five English learners did not take the ACCESS test, as evidenced by a review of SIS records.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) Each of the 5 students who didn’t take the ACCESS test were identified and screened. ELL Placement Assistants: Tanya Laskowski & Cindy Philbin EDC: 11/30/14

http://wida.us/standards/eld.aspx



January 21, 2015 – The 5 students were not administered the ACCESS in 2014 due to misinformation for example the understanding that one student at north had been tested when he actually hadn’t. Going forward the ELL dept and Special Education department will work together to ensure that all information is accurately entered and updated in Infinite Campus. We will meet in September, November and January to review student records and make necessary changes. ELL Placement Procedures Training (see attached)

Description of Internal Procedures for continued implementation after the ISBE visit We will work with our IS (Information Services) department and our Special Education departments to make sure that the information is accurate in our system so that the ACCESS test will be given to all designated LEPs in our district.

ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN

(To be completed by the Division of English Language Learning at ISBE)



Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – Please formalize procedures/protocol in writing and submit evidence that the appropriate personnel were trained in said new procedures. Please identify reasons why the students were not tested in 2014 and outline how the district will specifically address this subset of ELs.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: New annual testing procedures/protocol Evidence of training of relevant personnel February 27, 2015 – The submitted evidence sufficiently addresses this finding.




Component

Number

Legal Standard

2.2

Individualized Educational Plan (IEP) Teams for EL students 23 Ill. Adm. Code 226.210 (e) The IEP Team shall include a qualified bilingual specialist or bilingual teacher, if the presence of such a person is needed to assist the other participants in understanding the child’s language or cultural factors as they relate to the child’s instructional needs. If documented efforts to locate and secure the services of a qualified bilingual specialist are unsuccessful, the district shall instead meet the requirements set forth in Section 226.150(b) of this Part.


Finding: Based on a review of IEP files, including the IEP sign-in sheet, there is no evidence of a bilingual specialist participation in the IEP process as required by both state and federal legislation. Furthermore, all staff interviewed reported ELs are not generally tested once they are identified as students with disabilities and the participation of a bilingual/ESL specialist is minimal at the IEP team and afterwards to ensure ELs are appropriately supported according to both their socio-emotional and/or physical needs and their linguistic needs. Both Federal and State legislation emphasize the obligation of school districts to attend to both sets of needs. The district needs to ensure that all involved in making decisions in the education of an EL student with disabilities is aware of these requirements.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – The Director of Equity & ELL will communicate with the Directors of Special Education and Student Services about the legal requirements for EL students with disabilities. Director of Equity and ELL: Corrie Wallace Directors of Special Education: Page Powell & Lanne Walls EDC: 10/31/14


List of Attached Evidence of Completion of the Corrective Action (if applicable) Copies of dated IEP sign-in sheets for EL students with disabilities.

Description of Internal Procedures for continued implementation after the ISBE visit Collaboration between the Director of Equity & ELL and the Directors of Special Education regarding EL students with disabilities is underway and will continue. The Director of Equity and ELL, the ELL Placement Assistants and/or an ELL teacher will attend IEPs for ELs with disabilities going forward.







Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – In order to fully address this finding, the district must submit evidence that there is a system in place to ensure that all IEP meetings will be attended by ESL/bilingual specialists who will participate in a meaningful manner. All related personnel must be appropriately trained with these new procedures. February 27, 2015 – The submitted evidence sufficiently addresses this finding.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: Formalized procedures/protocol for EL staff to attend existing IEP meetings Evidence of training of relevant personnel




Component

Number

Legal Standard

2.3

Student Assessment for Program Exit 23 Ill. Adm. Code 228.25 (2)The State Superintendent shall determine and post on the State Board’s website no later than September 1, 2010 the composite score and the literacy score that will be used to determine whether a student is identified as “proficient”. Should the minimum scores be modified, the State Superintendent shall inform school districts no later than July 1 of the scores to be used and modify the State Board’s website accordingly. (A) Each student whose score on the English language proficiency assessment is identified as “proficient” shall exit the program of bilingual education services, subject to the provisions of Section 14C-3 of the School Code [105 ILCS 5/14C-3]. B) Each student whose score is identified as “proficient” in accordance with subsection (b)(2)(A) of this Section shall no longer be identified as an English learner.


Finding: Based on interviews with staff, students are exited from the TBE/TPI program prior to achieving proficiency and prior to meeting the provisions of Section 14C-3 of the School Code 105 ILCS 5/14C-3. In particular, it was mentioned that ELs with disabilities are automatically exited from the program once they are diagnosed with a disability. Please see finding on component 2.2 to ensure district meets federal and state requirements.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – Since the October ELL Compliance visit, EL students with disabilities have been notified of their rights to both ELL & Special Education services at IEP meetings. Both staff of ELL & Special Education have been made aware of the legal requirements and are collaborating to best meet the needs of each individual EL student with a disabilities. Director of Equity and ELL: Corrie Wallace Special Education Directors: Page Powell & Lanee Walls ELL Placement Assistants: Tanya Laskowski & Cindy Philbin EDC: 10/31/14 January 21, 2015 – ELL Placement Procedures Training (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) IEP Sign-in sheets



Description of Internal Procedures for continued implementation after the ISBE visit Going forward EL students with disabilities will be discussed each semester to ensure that both staff of ELL & Special Education departments are made aware of the legal requirements and are collaborating to best meet the needs of EL students with disabilities. Our ELL Placement Assistants are also working with the 9 K-8 sender districts in our township to identify ELs with disabilities and ensure their appropriate placement when they enter our district.





Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – In order to fully address this finding, the district must submit evidence that there is a system in place to ensure that English learners, especially those who are new to district and do not come from feeder schools with existing IEPs, are appropriately and expeditiously screened for SpEd services and both SpEd and EL services are offered to the student, where necessary. All related personnel must be appropriately trained with these new procedures. February 27, 2015 – The submitted evidence sufficiently addresses this finding.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: Formalized procedures/protocol, including timeline, of new EL referral for SpEd screening Evidence of training of relevant personnel




Component

Number

Legal Standard

2.5

Monitoring Performance after Exit 20 USC 6841 (a) IN GENERAL - Each eligible entity that receives a subgrant from a State educational agency under subpart 1 shall provide such agency, at the conclusion of every second fiscal year during which the subgrant is received, with an evaluation, in a form prescribed by the agency, that includes—…(4) a description of the progress made by children in meeting challenging State academic content and student academic achievement standards for each of the 2 years after such children are no longer receiving services under this part.


Finding: The progress of students who have exited the TBE/TPI program is not monitored for two years after they transition into the general education program as evidenced by a review of student files and interviews with staff.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – A copy of both the exited students’ progress reports will be placed in their files once a semester along with the Assignment to ELL Resource Room form which designates students that need additional support . ELL Placement Assistants: Tanya Laskowski & Cindy Philbin ELL Secretaries: Carmen Al-Bazi & Subica Rauf EDC: 5:1/15 January 21, 2015 – ELL Placement Procedures Training (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) Copy of Assignment to ELL Resource Room form. Copy of 11-12-14 Principal’s Award Recognition Breakfast showing Inga Mazur’s honor through fine arts.

Description of Internal Procedures for continued implementation after the ISBE visit Starting 2nd semester, copies of exited EL students’ progress reports will be placed in their files twice a year along with the Assignment to ELL Resource Room form which designates students that need additional support .







Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – The submitted evidence does not address this finding satisfactorily. In order to fully address this finding, the district must develop a systematic method to periodically monitor the progress of all exited ELs in the district for two years. All related personnel must be trained. February 27, 2015 – The submitted evidence sufficiently addresses this finding.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: Formalized procedures/protocol to monitor exited students for two years Evidence of training of relevant personnel




COMPONENT 4: CURRICULUM AND INSTRUCTION

This component examines whether the District has implemented a curriculum that is

standards-based and supported by appropriate instructional materials.

Component

Number

Legal Standard

4.1

Standards Aligned Curriculum 20 USC 6826 (d)(3) the eligible entity has based its proposed plan on scientifically based research on teaching limited English proficient children; (4) the eligible entity will ensure that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards. 23 Ill. Adm. Code 228.30 (b)(4) Beginning with the 2012-13 school year, instruction in Spanish language arts, where provided under subsection (c) or (d), shall be 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), published by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-Madison, 1025 West Johnson Street, MD #23, Madison WI 53706, and posted at http://wida.us/standards/sla.aspx. No later amendments to or editions of these standards are incorporated by this Section.


Finding: Based on interviews and a review of files, the District does not have a district-wide English as a Second Language (ESL) curriculum that is aligned to the English Language Development Standards (ELDS) and/or the New Illinois Learning Standards Incorporating the Common Core. The district’s English as a second language (ESL) and/or content-based ESL curriculum is not aligned to the Illinois English Language Proficiency Standards (IELPS).

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – EL teachers are working on modifying the curriculum to show the alignment with ELDS and Common Core standards. ELL Placement Assistants: Tanya Laskowski & Cindy Philbin



ELL Secretaries: Carmen Al-Bazi & Subica Rauf EDC: 5:1/15 January 21, 2015 – ELL teachers including: Liz Kolany, Susan Dobinsky, Lisa Fretzin, Omar Salem and Katie Zoloto, will work on aligning curriculum with the ELDS and Common Core standards through 2015 summer projects. They will work on incorporating Speaking and Listening in the ELL 1, 2 and 3 Literature courses and the ELL 1 and 2 courses. Sample/draft lesson plans highlighting curriculum map/scope and sequence (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) Copy of Writing in the ELL Curriculum showing Common Core alignment to ELL courses.

Description of Internal Procedures for continued implementation after the ISBE visit EL teachers will continue to work on aligning curriculum with standards through summer projects.





Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – The district did not submit enough evidence of a formal plan with details to develop a standards-aligned curriculum. February 27, 2015 – The submitted evidence sufficiently addresses this finding.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: Detailed plan, including dates, topics, and persons involved, of the creation of the aligned curriculum More sample/draft lesson plans/curriculum map/scope and sequence




COMPONENT 7: RIGHTS OF PARENTS AND COMMUNITY ENGAGEMENT

This component examines whether the District has established and implemented effective

means of community engagement and that parents are fully informed of their rights.

Component

Number

Legal Standard

7.1

Notice of Enrollment; Content; Rights of Parents

105 ILCS 5/14C‑4) (from Ch. 122, par. 14C‑4) No later than 30 days after the beginning of the school year or 14 days after the enrollment of any child in a program in transitional bilingual education during the middle of a school year, the school district in which the child resides shall notify by mail the parents or legal guardian of the child of the fact that their child has been enrolled in a transitional bilingual education program or a transitional program of instruction. The notice shall be in English and in the home language of the student and contain all of the following information in simple, nontechnical language: (1) The reasons why the child has been placed in and needs the services of the program. (2) The child's level of English proficiency, how this level was assessed, and the child's current level of academic achievement. (3) 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. (4) How the program will meet the educational strengths and needs of the child. (5) How the program will specifically help the child to learn English and to meet academic achievement standards for grade promotion and graduation. (6) 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 the program is offered at the secondary level. (7) How the program meets the objectives of the child's individual educational program (IEP), if applicable. (8) 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. (9) The right of the parents to have the child immediately removed from the program upon request. (10) 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. The notice shall be in writing in English and in the language of which the child of the parents so notified possesses a primary speaking ability. Any parent whose child has been enrolled in a program in transitional bilingual education shall have the absolute right to immediately withdraw his child from said program by providing written notice of such desire to the school authorities of the school in which his child is enrolled or to the

school district in which his child resides. (Source: P.A. 92‑604, eff. 7‑1‑02.




Findings: Based on a review of files and interviews, the following is noted:

The District does not consistently send written notice to the parents of English learners to inform them that their child was enrolled in a TBE/TPI program or within the statutory timeframe; and,

The District’s notice of enrollment letter does not discuss how the program meets the objectives of the child's individual educational program (IEP).

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – Copies of the Notice of enrollment in a TBE/TPI program along with the Parent/Guardian Notification of Conference with translated copies will be sent to all parents of EL students. ELL Placement Assistants: Tanya Laskowski & Cindy Philbin EDC: 5/1/14 January 21, 2015 – ELL Placement Procedures Training (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) Student example (Zunera Haroon)

Description of Internal Procedures for continued implementation after the ISBE visit Each time an EL student enrolls the parent/ guardian will receive a copy of both letters and translations.





Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – The district did not submit enough evidence of a formal notification procedure and its distribution among appropriate personnel. February 27, 2015 – The submitted evidence sufficiently addresses this finding.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: New procedures/protocol Evidence of training of relevant personnel




Component Number

Legal Standard

7.2 Progress Reports 23 Ill. Adm. Code 228.40 (c)(1) Maintenance of Records and Reporting Procedures (1) Report Cards - The school shall send progress reports to parents or legal guardians of students enrolled in programs in the same manner and with the same frequency as progress reports are sent to parents or legal guardians of other students enrolled in the school district. (A) Progress reports shall indicate the student's progress in the program and in the general program of instruction. (B) Progress reports shall indicate when the student has successfully completed requirements for transition from the program into the general program of instruction if that information has not been reported separately in writing to the parents or legal guardian. (C) Progress reports for all students enrolled in a program under this Part shall be written in English and in the student's home language unless a student's parents or legal guardian agrees in writing to waive this requirement. The parents’ waiver shall be kept on file in accordance with subsection (c)(3) of this Section.

Rating: Partially Implemented

District Response Required: Yes Finding: Progress reports are written in English but not in all the English learners’ home languages and written agreements from ELs’ parents to waive this requirement are not obtained by the District, as evidenced by a review of student files. Progress reports do not indicate when the EL has completed requirements for transition from the TBE/TPI program, again as evidenced by a review of student files.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – We are working with the technology department to create translated progress reports for our electronic monitoring/gradebook system (Infinite Campus.) We are also working to get a checkbox indicating that EL students have exited the TBE/TPI program. ELL Administrative Asst: Carmen Al-Bazi EDC: 9/30/15

January 21, 2015 –

The progress reports have been translated (ie. Urdu, Spanish & Arabic were included in the attachments) and the technology department has completed the addition of a drop down indicating exited ELLs which will be included on progress reports/report cards which was completed in early January.

In addition to evidence below, ELL teachers were notified during the January department meetings of the procedures to document going forward (see attached) EL comment for report card

ELL x

Corrie Wallace

Jan 6



to Rebecca, Tanya, Cynthia

Becky Would you please add the comment below for use on future progress reports: EL student has completed requirements for transition from the TBE/TPI program. Please let me know if you have any questions.

Rebecca Lothian

Jan 7

to me, Tanya, Cynthia

This comment has been entered into the system, with a code of X11

Corrie Wallace

Jan 7

to Carmen, Barbara, Rebecca, Tanya, Cynthia

Thank you so much. List of Attached Evidence of Completion of the Corrective Action (if applicable) Copy of translated progress reports

Description of Internal Procedures for continued implementation after the ISBE visit Once the changes are made with the technology department all progress reports will indicate exited students and be translated.



☐Accepted ☒ Partially Accepted ☐Not Accepted

Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – In order to fully address this finding, please submit a detailed timeline of when the technology department will complete the proposed changes. Further, all related personnel must be appropriately trained in using this new system.

Required Elements of Corrective Action and Progress Report: December 22, 2014 – Please submit the following evidence: Detailed plan, including dates and persons responsible, of the district’s proposed changes by the technology department to the progress reports Evidence of training of relevant personnel

February 27, 2015 – The submitted evidence sufficiently addresses this finding.




Component

Number

Legal Standard

7.3

Withdrawal by Parents 23 Ill. Adm. Code 228.40 (a)(2) Withdrawal by Parents – Any parent or legal guardian whose child has been enrolled in a program shall have the absolute right to withdraw the child from the program immediately by submitting a written notice of his or her desire to withdraw the child to the school authorities of the school in which the child is enrolled or to the school district in which the child resides. (Section 14C-4 of the School Code).


Finding: Based on a review of student files and interviews, the District does not obtain written notice from parents who requested to withdraw their children from the TBE/TPI program.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – The form letter that we have used for parents to withdraw their children from the TBE/TPI program will be replaced by hand-written notes from parents with signatures and dates. Director of Equity & ELL: Corrie Wallace ELL Placement Assistants: Cindy Philbin & Tanya Laskowski ELL Administrative Assistants: Carmen Al-Bazi & Subica Rauf EDC: 1/30/15 January 21, 2015 – ELL Placement Procedures Training (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) Samples of hand written notes

Description of Internal Procedures for continued implementation after the ISBE visit Since the audit, we’ve been getting hand written refusals by parents and putting them in the ELL student files.







Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – The district did not submit enough evidence of a formal withdrawal procedure and its distribution among appropriate personnel. Parents must be given the right to pick and choose from a selection of services, and be offered the opportunity to decline or accept options of services offered. In addition, the district must show documentation of good-faith effort to dissuade parents from withdrawing from services. The district must also inform parents that even if they refuse services, the district has a responsibility to the students’ academic and linguistic progress and will provide necessary services to that end. February 27, 2015 – The submitted evidence sufficiently addresses this finding.





Component

Number

Legal Standard

7.4

Notice and Consent for Continued Placement or Early Exit 105 ILCS 5/14C-3 …A child of limited English-speaking ability enrolled in a program in transitional bilingual education may, in the discretion of the school district and subject to the approval of the child's parent or legal guardian, continue in that program for a period longer than 3 years. …No school district shall transfer a child of limited English-speaking ability out of the program in transitional bilingual education prior to his third year of enrollment therein unless the parents of the child approve the transfer in writing, and unless he child has received a score on said examination which, in the determination of the State Board, reflects a level of English language skills appropriate to his or her grade level.


Findings: Based on a review of students files, the following is noted:

The District does not consistently obtain written consent from parents to enroll an EL in the TBE/TPI program for a period longer than three (3) years

The District does not consistently obtain written consent from parents to exit an EL from the TBE/TPI program prior to receiving three (3) years of services.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – The letters that we have used to enroll or exit an EL from the TBE/TPI program for longer than 3 years or prior to 3 years will be consistently checked for signatures and dates to ensure parental consent. Director of Equity & ELL: Corrie Wallace ELL Placement Assistants: Cindy Philbin & Tanya Laskowski ELL Administrative Assistants: Carmen Al-Bazi & Subica Rauf EDC: 1/30/15 January 21, 2015 – ELL Placement Procedures Training (see attached)

List of Attached Evidence of Completion of the Corrective Action (if applicable) Copies of written consents

Description of Internal Procedures for continued implementation after the ISBE visit Since the progress monitoring visit we have begun to obtain written consent and will do checks each fall to make sure paperwork is complete.







Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – The district did not submit enough evidence of a formal procedure and its distribution among appropriate personnel. February 27, 2015 – The submitted evidence sufficiently addresses this finding.





Component

Number

Legal Standard

7.6

Parental Participation (Title III Recipients Only) 20 USC 7012 (e) PARENTAL PARTICIPATION: (1) IN GENERAL- Each eligible entity using funds provided under this title to provide a language instruction educational program shall implement an effective means of outreach to parents of limited English proficient children to inform such parents of how they can - (A) be involved in the education of their children; and (B) be active participants in assisting their children - (i) to learn English; (ii) to achieve at high levels in core academic subjects; and (iii) to meet the same challenging State academic content and student academic achievement standards as all children are expected to meet. (2) RECEIPT OF RECOMMENDATIONS. - The outreach described in paragraph (1) shall include holding, and sending notice of opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents described in such paragraph.


Finding: Based on a review of files, the District has a number of parent involvement activities in place with appropriate parent liaisons to serve as translators. However, based on interviews with parents, there is a disconnect between what the District offers and the parents’ perception of what is offered.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) We’re going to restructure and rename our ELL parent meetings so that they are fully aligned with the Bilingual Parent Advisory Council language. We will continue to work with our Family Liaisons to interpret for ELL parents in sharing school resources and raising awareness of their rights to address the disconnect. Director of Equity & ELL: Corrie Wallace ELL Placement Assistants: Cindy Philbin & Tanya Laskowski ELL Administrative Assistants: Carmen Al-Bazi & Subica Rauf EDC: 1/30/15

Description of Internal Procedures for continued implementation after the ISBE visit BPAC will be used going forward so that parents are familiar with the required terminology. We’ll continue to send parents/BPAC members to the annual ISBE parent summit in the spring.







COMPONENT 8: PROGRAM EVALUATION, STUDENT RECORDS, AND DATA MANAGEMENT

This component examines whether the District has met the accountability measures and maintained accurate student records and reporting procedures.

Component Number

Legal Standard

8.3 Notification of Failure to Make Annual Measurable Achievement Objectives (AMAOs) NCLB Title III, 20 USC 7012 (b) SEPARATE NOTIFICATION. - In addition to providing the information required to be provided under subsection (a), each eligible entity that is using funds provided under this title to provide a language instruction educational program, and that has failed to make progress on the annual measurable achievement objectives described in section 3122 for any fiscal year for which part A is in effect, shall separately inform a parent or the parents of a child identified for participation in such program, or participating in such program, of such failure not later than 30 days after such failure occurs.

Rating: Not Implemented

District Response Required: Yes Finding: As evidenced by a review of student files, written notification of the District’s failure to meet the annual measurable achievement objectives (AMAOs) in the 2013-2014 school year was not provided to the parents of all identified English learners within 30 days after the District was informed of the failure.

Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) We will notify parents of identified ELs within 30 days of the district’s receipt of the letter indicating that we failed to meet the AMAOs.

Director of Equity & ELL: Corrie Wallace ELL Placement Assistants: Cindy Philbin & Tanya Laskowski ELL Administrative Assistants: Carmen Al-Bazi & Subica Rauf

EDC: 4/30/15

List of Attached Evidence of Completion of the Corrective Action (if applicable) Sample letter that will be sent to parents if/when district is notified of failure to meet AMAO

Description of Internal Procedures for continued implementation after the ISBE visit Upon receipt of the notification that our district is failing to meet the AMAOs, we will send a letter to parents of ELs within 30 days.






Component

Number

Legal Standard

8.4

Maintenance of Records 23 Ill. Adm. Code 228.15 (d)The completed home language survey form shall be placed into the student’s temporary record as defined in 23 Ill. Adm. Code 375(Student Records).

Ill. Adm. Code 228.40 (c)(3) Records - School districts shall maintain records of each student enrolled in programs in the manner prescribed in 23 Ill. Adm. Code 375 (Student Records). These records shall include program entry/exit information, annual English language proficiency assessment scores and results from the prescribed screening instrument for students in kindergarten and any of grades 1 through 12 or the results from the prescribed screening procedures for students in preschool programs; other student information (e.g., language, grade level, and attendance); the rationale for a student’s placement into a part-time program, where applicable, including documentation of the criteria, as set forth in Section 228.30(c)(3) of this Part, used to determine that a part-time program would be appropriate; and documentation of conferences and written communication with parents or legal guardians. Parents and legal guardians of students enrolled in programs shall have access to their students’ records, as specified in 23 Ill. Adm. Code 375.


Findings: Based on a review of student files, the District does not maintain the records of each student enrolled in a TBE/TPI program in the manner prescribed by 23 Ill. Adm. Code 228.15(d) and 228.40 (c)(3). The following items are noted:

Not all HLS are dated;

Program entry/exit information, including annual continuation letters, parental consent for exit before three years of services or continuation beyond three years of services, and written notification of a parent’s desire to withdraw their child from the program are not always present;

No evidence of parent refusal letters;

Inconsistency with dates of the initial English language proficiency screener and scores;

Scores of annual English language proficiency assessments are not always present;

Documentation of conferences and written communication to parents of ELs are not consistent;

The rationale for a student’s placement in a part-time TBE program (if applicable) is missing from notification letter; and

No evidence of parents’ report card waiver.



Description of Corrective Action (For each Correction Action Activity, please list Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion) December 12, 2014 – We have begun working to address everything listed above in making sure that the files of EL students have the required paperwork with dates, signatures and translations. Director of Equity & ELL: Corrie Wallace ELL Placement Assistants: Cindy Philbin & Tanya Laskowski ELL Administrative Assistants: Carmen Al-Bazi & Subica Rauf EDC: ongoing


List of Attached Evidence of Completion of the Corrective Action (if applicable)

Dated HLS

Program entry/exit information, including annual continuation letters, parental consent for exit before three years of services or continuation beyond three years of services, and written notification of a parent’s desire to withdraw their child from the program

Hand written parent refusal letters

Dated English language proficiency screener and scores

Scores of annual English language proficiency assessments

Documentation of written communication to parents

Rationale for a student’s placement in a part-time TBE program

Parents’ report card waiver – see #14 of HLS

Description of Internal Procedures for continued implementation after the ISBE visit The ELL placement assistants will continue working with counselors and registrar to ensure that the files of EL students have the required paperwork with dates, signatures and translations.




Basis for Partial Acceptance or Non Acceptance: December 22, 2014 – The district did not submit enough evidence of a formal process of maintaining records in accordance with the law referenced above. February 27, 2015 – The submitted evidence sufficiently addresses this finding.



Documents

Illinois State Board of Education · 2016. 6. 24. · ISBE’s Response to District’s 1st CAP – February 27, 2015 Page 2 of 26 Hindi Korean Mongolian Polish Romanian Russian Spanish