Illinois State Board of EducationIllinois State Board of Education ... purpose of determining individual students’ continuing need and eligibility for bilingual education ... Signed

Illinois State Board of Education 100 West Randolph Street, Suite 14-300 • Chicago, Illinois 60601-3223

www.isbe.net

James T. Meeks Tony Smith, Ph.D. Chairman State Superintendent of Education

October 24, 2016

Dr. Kathy Hinz, Superindent

Crystal Lake CCSD 47

300 Commerce Drive

Crystal Lake, IL 60014

Dear Superintendent Hinz:

On March 21-22, 2016 the Division of English Language Learning (DELL) of the Illinois State

Board of Education conducted an on-site monitoring review of Crystal Lake CCSD 47’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 April 25, 2016, outlining findings that required

corrective actions and received Crystal Lake CCSD 47’s response on June 10, 2016. DELL

issued a report summarizing the results of our review of your Corrective Action Plan on July 22,

2016. Crystal Lake CCSD 47’s updated response and additional documentation received on

September 7, 2016 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 312-814-3661 or [email protected].

Sincerely,

Sonia Serrano

Principal Consultant

English Language Learning Division

cc: Amy Mosquera, Program Director

ISBE’s response to 2nd Corrective Action Plan Page 1 of 24


COMPONENT 2: STUDENT ASSESSMENT AND LANGUAGE ACQUISITION

SERVICES

This component examines whether the District annually assesses the English language

proficiency of the English learners, provides adequate language acquisition services, and

monitors 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: Partially Implemented

District Response Required: Yes Finding:

As evidenced by a Student Information Systems (SIS) data review, the district did not assess 7

students out of 630 students identified as EL with the ACCESS test during the FY15 school

year.

DISTRICT’S FIRST RESPONSE – 6/10/2016

Description of Corrective Action (For each Correction Action Activity, please list

Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)

and Description of Internal Procedures for continued implementation after the ISBE visit

Description of Corrective Action: 2.1 - Annual English Language Proficiency Assessment

Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL

Programs

Expected Date of Completion: 6/30/2016

Internal Procedures for Implementation: 7 Students were not tested on 2015 ACCESS due to

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



being new to the district. The assessment window for 2015 ACCESS testing was 01/12/2015 -

02/13/2015. A District Procedure has been set up for students who transfer in during the

window. See attachment

List and Attach Evidence of Implementation of the Corrective Action

2.1ProcedureforTransferStudents-ACCESS.docx

ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016

Status of Corrective Action:

☒Accepted ☐ Partially Accepted ☐Not Accepted

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.


District Response Required: Yes

Finding:

As evidenced by a review of student records, it has been found that individuals serving as the

bilingual specialist on the Individual Education Plan (IEP) teams of English learners being

evaluated for special education services do not consistently indicate their role on the IEP sign-in

sheet.






Programs and Kelli Catini, Director of Special Education


Internal Procedures for Implementation: Individuals serving as the bilingual specialist on the



Individual Education Plan (IEP) teams of English Learners do not consistently indicate their role

on the IEP sign - in sheet.

All ELL/Bilingual/Dual Language and Special Education Staff have been notified of this

finding. The ELL Director has emailed all ELL/Dual Language Staff regarding this procedure

as well as has discussed this during the monthly ELL Meeting in April 2016 and May 2016. The

Special Education Director has also emailed her staff regarding this procedure and has added it

to all department (Learning Resource, Speech, Psychologist) meeting agendas. It has been

explained that all ELL/Bilingual Specialists can serve as only two roles during an IEP meeting

and must sign in with that role being specified on the sign in sheet. The sign in sheet must be

signed by all participating in the meeting. This sign in sheet must be uploaded into the

electronic IEP program. The IEP Team Leader is responsible for checking all sign in sheets to

assure that there is Bilingual/ELL representation for any ELL qualified student. The Director of

Special Education will check two times per year various files of EL/IEP students to verify that

the correct documentation is included.

Email that was sent to all Special Education Staff in March, 2016:

As we are gathering data for an ELL compliance visit we have noticed some issues. When

searching for documents to verify that we invite ELL staff as required for all ELL students with

IEPs (conference notice with ELL representative identified) and have them participate in the

meetings (signature page with ELL representative identified and signed), I have noticed some

specific concerns.

1. A staff member serving as the ELL representative is not designated on the IEP notice of

conference (34-57d)

Staff may serve multiple roles (for example...the dual language teacher may serve as the gen

ed rep and the ELL rep...he/she should be listed twice on the notice designating the roles

he/she will fill)

2. A staff member Serving as the ELL representative is not listed as a participant at the IEP

meeting.

Again, staff can serve multiple roles, but if the child is and ELL student, a staff member

needs to be identified as the ELL representative and should sign in twice. The ELL

representative can be excused from the meeting if parents and District agree to excuse this

person with the signed excusal form.

3. Signed IEP attendance sheet is not uploaded to the system.

Please check to ensure that we are in compliance with this law. Files will be pulled at random

48 hours prior to the visit on March 21st. Please check your caseload to determine if there are

steps that can be taken to fix any issues.

I think that we are actually doing a good job with having ELL staff participating at meetings, but

we need to make sure that we can prove that we are in compliance.



Thank you for your help in ensuring we are meeting the requirements for our ELL students.

Kelli Catini

Director of Special Education




☐Accepted ☒ Partially Accepted ☐Not Accepted

Basis for Partial Acceptance: Insufficient evidence.

Required Elements of Corrective Action and Progress Reports:

Please submit the following:

Three current and completed IEP sign in sheets with the Bilingual Specialist’s signature

Evidence of training of protocol with relevant personnel.

DISTRICT’S SECOND RESPONSE – September 7, 2016




Role of person responsible: ELL Director and Building Administrators

Expected Date of Completion: September 2, 2016

Procedures will be reviewed at the start of each school year with administrators and also IEP

teams.


Documents in attached file in email response:

1. 2.2 Procedure – Individualized Educational Plan (IEP) Teams for EL Students 2. Sign off sheet that IEP Teams reviewed the procedures at their meeting 3. 3 current IEP Meeting Sign In Sheets with signatures

ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016





COMPONENT 3: PROGRAM STRUCTURE

This component examines whether the District established the TBE and/or TPI Program

based on the student data and that the program structure/model is based on scientifically

based research on teaching English learners.

Component

Number

Legal Standard

3.1

TBE Program Establishment (Preschool)

23 Ill. Adm. Code 228.25 (a)(3) When a preschool program of the school district has an enrollment of 20 or more English learners of any single language classification other than English in an attendance center or a non-school based

facility, the school district shall establish a TBE program for each language classification represented by the students.

If the preschool program of an attendance center or non-school-based facility has 19 or fewer English learners of any single language classification other than English, then the school district shall meet the requirements of subsection

(a)(2) of this Section when determining placement and the program to be provided.

Rating: Not Implemented


Findings:

As evidenced by a review of student records, as well as interviews conducted with teachers and

administrators, it has been found that:

Although the district has begun to implement a Transitional Bilingual Education (TBE)

program, it is not fully established for each language classification that has an enrollment

of 20 or more students in preschool at (each applicable) attendance center.

Language support services are not consistently provided to preschool students identified

as EL.





Description of Corrective Action:


Programs, Pamela White, Director of Early Childhood Program

Expected Date of Completion: 2016-2017 School Year

Internal Procedures for Implementation:

During the 2015 - 2016 School Year the district created an Early Childhood Committee to look

at expanding our Early Childhood Program to include either a TBE classroom or an At Risk



Classroom. The committee created a plan to begin offering both a TBE and a TPI classroom in

the Early Childhood Center for the 2016-2017 School year.

1. The district posted a job posting to look for applicants to teach in the TBE classroom

(See attached job posting).

2. The Director of ELL Programs and the Director of Early Childhood will be meeting with

the Early Childhood team on May 27, 2016 to plan for this classroom. Items to be

decided are: Staffing and Paraprofessional Support, Procedure for identifying students

who will attend, Curriculum (both in Spanish and also ESL) as well as any other

resources or materials that will need to be provided, teacher schedule and

responsibilities.

3. The Director of ELL and the Director of Early Childhood will be interviewing candidates

during the month of June 2016.

4. The Director of ELL will meet with the Student Services Team over the summer of 2016

to create a procedure for registering students, correctly identifying them, and for

uploading this information to ISBE.

5. A classroom space has been dedicated to this classroom. The morning session will offer

the TBE Program for Preschool and the afternoon will offer a Pull Out TPI Program for

Preschool. All TBE students will receive their instruction in Spanish as well as will

receive instruction in English (ESL). The TPI students will be scheduled so that they are

receiving consistent support by an ELL Teacher.

6. During the 2016-2017 School Year, the Early Childhood Committee will continue to

meet in order to look at the program and create a plan for expansion of the program into

other elementary schools that will be presented to the Board of Education for approval in

December of 2016.


TBEProgramJobDescription.docx

Pre-Screened Weekly Build FILE.xlsx






Component

Number

Legal Standard

3.2

TPI Program Establishment (Preschool)

23 Ill. Adm. Code 228.25 (a)(3)…If the preschool program of an attendance center or non-school-based facility has 19

or fewer English learners of any single language classification other than English, the school district shall meet the requirements of subsection (a)(2) of this Section when determining placement and the program to be provided.

Rating: Not Implemented


Finding:

As evidenced by a review of student records, documents obtained from the district, and

interviews conducted with teachers and administrators a Transitional Program of Instruction

(TPI) is not established for any single language classification with an enrollment of 19 or fewer

students at an attendance center, in preschool.





Description of Corrective Action: 3.2 TPI Program Establishment (Preschool)


Programs, Pamela White, Director of Early Childhood Program


Internal Procedures for Implementation: As the district implements the TBE Program for

students, it will also establish a TPI program of instruction for languages that have 19 or fewer

of a single language classification. A dedicated classroom space will be provided for pull out

ESL instruction. The schedule will be set in place in the fall of 2016 so that there is consistent

instruction for the ELs that have been identified. The Director of ELL Programs will work with

the EL teacher on identification of those students as well as support and scheduling for the 2016-

2017 school year. The Director of ELL will also work with the Student Services Team to

properly identify these students in order to report accurately to the state.




Pre-Screened Weekly Build FILE.xlsx




Component

Number

Legal Standard

3.3

TBE Program Establishment (K-12)

23 Ill. Adm. Code 228.25 (a)(1) When an attendance center has an enrollment of 20 or more English learners of the same language classification the school district must establish a transitional bilingual education (TBE) program for

each language classification represented by those students. (Section 14C-3 of the School Code; see Section 228.30(c) of

this Part) A further assessment of those students to determine their specific programmatic needs or for placement in either a full-time or a part-time program may be conducted. This subsection (a)(1) applies only to students enrolled in

kindergarten or any of grades 1 through 12 in an attendance center.

Full-time Program Components

23 Ill. Adm. Code 228.30 (c) Specific Requirements for Transitional Bilingual Education (TBE) Programs (1) Each full-

time TBE program shall consist of at least the following components (Section 14C-2 of the School Code): (A) Instruction in subjects which are either required by law (see 23 Ill. Adm. Code 1) or by the student’s school district, to be given in

the student’s home language and in English; core subjects such as math, science and social studies must be offered in

the student’s home language, except as otherwise provided in subsection (c)(3) of this Section; (B) Instruction in the language arts in the student’s home language; (C) Instruction in English as a second language, which must align to the

2012 Amplification of the English Language Development Standards Kindergarten through 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://www.wida.us/standards/eld.aspx. No later amendments to or editions of these standards are incorporated by this

Section; and (D) Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of their parents and in the history and culture of the United States.

Part-time Program Components

23 Ill. Adm. Code 228.30 (c)(C) A part-time program shall consist of components of a full-time program that are

selected for a particular student based upon an assessment of the student’s educational needs. Each student’s part-time

program shall provide daily instruction in English and in the student’s native language as determined by the student’s needs.



Finding:

As evidenced by a review of documents obtained from the district, as well as interviews

conducted with teachers and administrators, each attendance center at the district that has

identified a full-time TBE program does not incorporate the following required component:

Instruction in English and the home language of the student for all core subjects







Description of Corrective Action: 3.3- TBE Program Establishment

The established full-time TBE program does not incorporate the following required component:

Instruction in English and the home language of the student for all core subjects


Programs, Dual Language Instructional Coaches

Expected Date of Completion: 9/2016

Internal Procedures for Implementation: Five buildings in the district offer the TBE

Program. The Dual Language Director and the Dual Language Instructional Coaches will work

over the summer to update the schedule of the Dual Language Classrooms, 4th and 5th grade, to

incorporate native language instruction in all CORE areas. Currently, all K - 3 Dual Language

classrooms offer all CORE subjects in Spanish as well as an English Language Development

Time. In Fourth and Fifth Grade Dual Language Classrooms, teachers will receive materials for

math and also Social Studies to be able to offer native language instruction to all students who

qualify for full time TBE instruction. See sample schedules for 4th and 5th grade Dual

Language attached.

For Middle School - All full time TBE students receive instruction in their native language in the

areas of Language Arts and Social Studies. The program model for our bilingual teachers

changed from push in to pull out for the 2015-2016 school year. For the 2016-2017 school year

the bilingual teacher at the Middle School will create a schedule to pull out full time TBE

students and offer them native language instruction in the areas of Math and Science.


FourthGradeDualLanguageSchedules (1).docx

FifthGradeDualLanguageSchedule (1).docx




Basis for Partial Acceptance: In order to fully accept the corrective action provided, additional

evidence is required as evidence of implementation.


Please provide a schedule for the middle school that indicates native language instruction in the

core content areas.







1. Person Responsible for Implementation: ELL Director and ELL/Bilingual Staff at HBMS

2. Each year the ELL/Bilingual Staff will work with building administration to schedule

students into native language instruction in the core content areas based on ACCESS

proficiency/TBE full time status.

3. Expected date of completion: 8/2016 and ongoing as students register.


Please see attached file 3.3 TBE Middle School Schedule in email response




COMPONENT 4: CURRICULUM AND INSTRUCTION

This component examines whether the District implements 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:


conducted with teachers and administrators, it has been determined that although the teachers

make adaptations to the general education curriculum and align these to common core and

WIDA, there is no district-wide scope and sequence or curriculum map for ESL.





Description of Corrective Action: 4.1 - District Wide Scope and Sequence and Curriculum Map

for ESL


Programs, Literacy Director, Dual Language Instructional Coaches, Bilingual/ELL teachers



1. The district has created units of study that align to the New Illinois Learning Standards

for grades K - 8. During the 2015-2016 School year, these units were completely

revised.

2. During the summer of 2016, the Literacy Coaches are working on developing a scope

and sequence of the standards that are being taught in each trimester at each grade

level. The Dual Language Coaches will be mapping out the scope and sequence of

standards (ELA, SLA and ELD) during the 2016-2017 school year.

3. The Director of ELL and one Dual Language Coach will be participating in the ISBE

sponsored PLC training with WIDA during the 2016-2017 school year. As they are

trained they will develop a professional development plan to train district teachers so that

they are able to align the curriculum/units to the WIDA ELD standards.

4. Beginning in the winter of the 2016 - 2017 school year, after receiving professional

development in the area of the ELD standards and writing MPI’s, the ELL teachers will

work monthly on aligning the WIDA standards to the monolingual units, including

MPI’s and Can Do Tasks. This work will be completed during the spring of 2017 and

continue into the summer of 2017.

5. At the start of the 2017-2018 school year, all units district wide will be aligned to the

ELA and ELD standards. The scope and sequence will be created to provide a

curriculum map for ESL for ELL teachers to use during the 2017 - 2018 school year.

6. At the start of the 2017 - 2018 school year, all Dual Language Biliteracy units will be

aligned to ELA, SLA and ELD standards. There will be a completed scope and sequence

that will be provided to the teachers.

7. Attached is the scope and sequence for the monolingual units of study that has been

started. During the 2016-2017 school year, Dual Language will create a similar

document including all of the standards K - 8.




District 47 Priority Standards Scope and Sequence (1).xlsx




Component

Number

Legal Standard

4.2

Instructional Materials (Title III recipients)

20 USC 6912 (a)(2)(B) Grants awarded under this section may be used for…(iv) improving the instruction

programs for limited English proficient children by identifying, acquiring, and applying effective

curricula, instructional materials (including materials provided through technology), and assessments that

are all aligned with State and local standards.



Finding:


conducted with teachers and administrators, it has been determined that the district does not

provide sufficient native language or ESL instructional materials to meet the needs of English

learners.





Description of Corrective Action: 4.2 - Instructional Materials

The district does not provide sufficient native language or ESL instructional materials to meet

the needs of English learners.


Programs, Dual Language Instructional Coaches, Bilingual/ELL teachers, Assistant Principals





1. Currently the district is in the process of creating Master Inventory Lists for all Dual

Language Classrooms as well as all ELL classrooms. The inventories were started but

never completed. These incomplete inventories were uploaded to ISBE prior to the

compliance visit in March 2016.

2. During the 2016-2017 school year a Master Inventory of what should be in each

classroom will be created (Dual Language grades K - 5 have been started) Teachers will

check off items that they currently have in their classrooms. See attached sample

inventory (still incomplete)

3. Using funds from the FY17 Title III grant, additional materials will be ordered to support

both native language instruction as well as ESL.

4. During the summer of 2016, District 47 is currently revising the Biliteracy units of Study

for grades K - 8. Teachers are using Title III funds to purchase additional

materials/books to support teaching the standards and the units.

5. During the 2016-2017 school year, the ELL team will work to align the Monolingual

Units of study to the WIDA standards and will purchase additional materials to support

the teaching of the standards as well as ESL.

6. All materials ordered will be added to the inventories.

7. There will be a checkout system at the end of each school year so that the administration

can check the materials in the classrooms using the updated inventories.




☐Accepted ☐ Partially Accepted ☒Not Accepted

Basis for Non Acceptance: Evidence not provided


Please submit the following documentation as evidence of implementation:

List of proposed native language and ESL instructional materials to be purchased and

timeline of when these when will be purchased; and,

Documentation of where these materials will be housed and how they will be used by the

relevant teachers.





1. Person(s) Responsible: ELL Director, Dual Language Instructional Coaches, Dual

Language and Bilingual Teachers



2. Expected Date of Completion: Full Inventories to be revised, added to and completed by

6/2017 but will be ongoing as materials are being purchased.

3. All materials purchased are labeled with “Purchased from Title III Funds”

4. Once Inventories have been completed and compiled – Grades Pre-K through 8th

grade they

will be used at the end of each school year to check out a teacher for the summer.

This procedure will be reviewed with all administrators at the beginning and also at the end of

each school year.


Please see attached files in email response to ISBE

1. Language Dual Classroom Inventories 2. ELL Clasroom Inventories 3. Spreadsheet of future purchases using FY16 and FY17 funds




COMPONENT 5. ACCESS TO SERVICES

This component examines whether the District implements policies that guarantee

equal access for English learners.

Component

Number

Legal Standard

5.5

Program Facilities

23 Ill. Adm. Code 228.30 (a)(1) Program Facilities – Other than for preschool education programs, TBE

and TPI programs shall be located in regular public school facilities rather than in separate facilities.

(Section 14C-6 of the School Code [105 ILCS 5/14C-6]) If such a location is not feasible, the substitute

location shall be comparable to those made available to a majority of the district’s students with respect to

space and equipment. If housed in a facility other than a public school (including a charter school), the

school district shall provide a written explanation in its annual application to the State Superintendent of

Education as to why the use of a public school building is not feasible.


District Response Required: Yes Finding:

As evidenced by interviews conducted with teachers and administrators, as well as classroom

visits, it has been found that the district does not provide facilities for TBE/TPI instruction that

are comparable to those made available to a majority of the district’s students with respect to

space at every attendance center.







Description of Corrective Action: 5.5 - Program Facilities


Programs, Building Administrators



1. In May of 2016 when the district received the list of Compliance Corrections from ISBE

the Director of ELL walked through each building that has ELL/Bilingual Services to

assure that each teacher had a space comparable to other staff in order to work with

children.

2. In both Early Childhood and Middle School, the teachers had a small space but it was not

a dedicated space where they were able to work with students.

3. In Early Childhood, we have dedicated a classroom that will be used for a self-contained

TBE classroom (3.1). This classroom will also be used for TPI instruction as well.

4. In the Middle School, the ELL/Bilingual Teachers currently share a room with the Dual

Language Teacher. The district is implementing a 1:1 technology initiative for the 2016-

2017 school year so the computer lab will be dismantled.

5. This space will be used for the ELL/Bilingual Teachers to have a comparable space that

houses all ESL and Native Language materials and will be used to work with their

groups on a consistent basis.







COMPONENT 6. PERSONNEL QUALIFICATIONS AND PROFESSIONAL

DEVELOPMENT

This component examines whether the District has adequate and highly qualified staff to

support programming and that on-going professional development is provided to all staff

including administrators, principals, teachers, paraprofessionals, and other school personnel.

Component

Number

Legal Standard

6.1

Teacher Qualification (Preschool)

23 Ill. Adm. Code 228.35 (c)(1) Each individual assigned to provide instruction in a preschool program

shall meet the requirements of 23 Ill Adm. Code 235.20 (c) (Application Procedure and Content for New

or Expanding Programs). By July 1, 2016, each individual assigned to provide instruction to students in a

preschool program also shall meet the applicable requirements of subsection (a) or (b), depending on the

assignment, except as provided in subsection (c)(3).During school years 2014-15 and 2015-16, any school

district unable to meet the requirements of subsection (c)(2) shall submit a plan to the State

Superintendent of Education by September 15 of each year that demonstrates how the program is actively

working toward recruiting and hiring fully qualified staff and serves preschool-age English learners. The

plan shall be developed and monitored jointly by school administrators responsible for the preschool

program and the bilingual education program. Using a format prescribed by the State Superintendent of

Education, the plan shall include, but is not limited to: A) Past and current efforts undertaken by the

district to recruit and hire fully qualified staff (early childhood, bilingual or special education) to include,

as applicable, steps taken to support current preschool teachers in their efforts to obtain the early

childhood education or bilingual education endorsement and/or to retain fully qualified staff; B)Reasons

why individuals meeting the requirements of subsection (a) or (b) were not hired, if applicable ;C)

Professional development activities focused on the needs of preschool-age English learners; and D) How

the educational program for English learners will meet the needs of those students without fully qualified

staff, to include information relative to the components set forth in Section 228.27(b) through (f).(4) Staff

who are employed to assist in instruction in a preschool program but do not hold a professional educator

license shall meet the requirements of 23 Ill. Adm. 235.20 (c).

Highly Qualified Teachers

20 USC 6319 (a) (1) IN GENERAL: Beginning with the first day of the first school year after January 8,

2002, each local educational agency receiving assistance under this part shall ensure that all teachers

hired after such day and teaching in a program supported with funds under this part are highly

qualified…(3) LOCAL PLAN: As part of the plan described in section 6312 of this title, each local

educational agency receiving assistance under this part shall develop a plan to ensure that all teachers

teaching within the school district served by the local educational agency are highly qualified not later

than the end of the 2005-2006 school year.



Finding:

As evidenced by interviews conducted with teachers and administrators, and credentials listed on

the Educator Licensure Information System (ELIS), it has been found that one or more teachers

that are assigned to provide bilingual and/or ESL instruction are not “highly qualified” in

accordance with the No Child Left Behind Act of 2001 (NCLB).







Description of Corrective Action: 6.1 - Credentials of Teachers


Programs, Human Resource Department



Current Procedures:

1. The Human Resource Department maintains a spreadsheet of all district teachers with

their certifications. This spreadsheet is updated as teachers receive other

certifications/endorsements. (See attached spreadsheet)

2. The Human Resource Department reviews this list three times per year and notifies the

staff member if there are certification issues.

3. The Director of Professional Development and Grants includes stipends into Title I and

Title II grants to help teachers receive their certification each year.

4. As teachers are being interviewed, the Human Resource Department verifies certification

through ELIS and also the ROE prior to extending an offer to the candidate.

5. The teachers who do not currently have appropriate credentials have been moved to

positions where they do not need the Highly Qualified licensure until they obtain it.

6. As of right now, there are 3 teachers without proper credentials. All three teachers are in

the process of receiving their certificates by the 2018-2019 school year.


Dual-ELL-Bil Licensure.xlsx




Basis for Partial Acceptance: In order to fully accept the corrective action provided, further evidence is required.

Required Elements of Corrective Action and Progress Reports: Please submit evidence that the 3 teachers are enrolled into an accredited program to obtain

certification



DISTRICT’S SECOND RESPONSE – September 7 2016




1. Person(s) Responsible: Human Resources Department, ELL Director



Please see evidence of three teachers who are enrolled into an accredited program in email

response to ISBE

1. E. Bethers

2. C. Ipjian

3. C. Morales






COMPONENT 7: RIGHTS OF PARENTS AND COMMUNITY ENGAGEMENT

This component examines whether the District established and implements effective means

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

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.



Findings:


conducted with teachers and administrators, it has been found that:

Progress reports do not indicate progress in the TBE/TPI program.

Progress reports do not indicate the specific English language proficiency requirements

necessary to exit the TBE/TPI program.





Description of Corrective Action: 7.2 - Progress Reports


Programs





1. During the 2016-2017 School Year two Progress Report Committees will be formed.

a. The first committee will look at the current Dual Language Progress Report to

revise it to include reporting on all of the standards (ELA, SLA and ELD) that the

program teaches to. This progress report will be done bilingually

English/Spanish and will also indicate the specific English language proficiency

requirements necessary to exit the TBE/TPI program.

b. The Second Committee will develop a progress report to report to parents of

children in a monolingual classroom who are receiving either TBE or TPI pull

out services. This progress report will indicate progress in the program aligned to

the four language domains (Reading, Writing, Listening and Speaking) as well as

the English Language Proficiency requirements necessary to exit the TBE/TPI

program.

2. Both sets of progress reports will be completed by June 15, 2017.

3. These progress reports will be implemented and used to report to parents for the 2017-

2018 school year.





Basis for Non Acceptance: No evidence provided.


The timeline for completion is not acceptable. Please submit TBE/TPI report cards that indicate

the student’s progress in the program, their English language proficiency, and the requirements

for exiting the program by September 7, 2016.





1. Person Responsible: ELL Director

2. Expected Date of Completion – 8/2016 (Completed)

The ELL Progress Reports that are attached in the email response to ISBE indicate progress in

English Language Proficiency as well as clearly states exit criteria. These progress reports will

be used in conjunction with the District Standards Based Progress Reports so that parents are

aware of how their child is doing in all content areas in addition to English Language

Proficiency.




Please see attached file in response to ISBE Corrections: ELD Progress Reports




Component

Number

Legal Standard

7.3

Withdrawal by Parents (Opt-out or Refusals)

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: As evidenced by a review of the district’s withdrawal notice, and interviews conducted

at each attendance center with teachers and administrators, the district does not obtain written

notice from parents who request to withdraw their children from the TBE/TPI program.





Refusal of Services document will include: Date of Screening, Date of Conference with Parent

and will have a section for the parent to write their reason for removing their child from

receiving EL services. Director of ELL has made changes to the document and will replace this

document with the one previously used. Once completed, this form will be placed into the cum

folder and the ELL folder of the students. All ELL/Bilingual Teachers will receive the new

document at the May 2016 ELL Business Meeting. All Forms and Notifications are posted in a

Google folder for all ELL/Bilingual teachers to access at any time during the school year.


2016DenialofServicesParentDocumentation.doc.docx

2016Denialofservicesparentdocumentation-Spanish.doc.docx






In order to accept the corrective action provided, further evidence is required.

Required Elements of Corrective Action and Progress Reports: The district must submit procedures/memos developed and shared with administrators, teachers

and all other shareholders related to the refusal protocol






District submit revised form, procedures and sign in sheet of staff meeting




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

8.4

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:

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 inconsistently found:

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;

Dates of the initial English language proficiency screener and scores;

Scores of annual English language proficiency assessments;

Parents’ report card waiver.





Description of Corrective Action: 8.4 Maintenance of Records


Programs



1. Currently all ELL/Bilingual teachers are responsible for maintenance of ELL Records.

2. In August of each school year, teachers are given time to work on files and maintenance

of records. Teachers work on preparing program letters to be sent home, ACCESS

scores, updating FY Files for the state as well as working on paperwork to include in the

student ELL files.

3. Teachers use a checklist to check off the requirements of the records. The checklist has

been updated to reflect a comment box so that if a student transfers in during the school

year and the teacher is unable to locate those records from the prior school district,

he/she is able to make comments. (See Attached)

4. A procedure has been developed for the ELL/Bilingual Staff when working to secure

records from students who have transferred into the district. (See attached).

5. All ELL students in District 47 have a red folder which houses all records. The updated

ELL checklist will be attached to the front of each folder. This folder continues with the

child throughout their tenure in District 47. If the child moves out of the district, the file

is sent to the new district.

.




8.4ProcedureforMaintenanceofRecords.docx

ELLRedFolder-DocumentTrackingyrtoyr-.docx




Basis for Partial Acceptance or Non Acceptance:

In order to fully accept the corrective action plan provided, further evidence is required.


The date of completion is not acceptable. Please submit a copy of the directive/memo to the

staff responsible for maintaining student files about using this checklist and its implementation

beginning the 2016-2017 school year.






District submitted checklist, meeting agenda for ELL staff.


