English Learner Services

• When a student first enrolls in a district, families complete a Home Language Survey. 
  • If a student speaks another language or grows up with speakers of another language, sometimes their English develops differently. 
  • This is not a negative thing– being multilingual is a superpower! It just means we want to give extra care and support to make sure students have equal access to education. 
• Because historically in the U.S. English learner students have not always had equal access to education, the Supreme Court ruled (over 50 years ago in Lau v. Nichols) that schools need to prove we are serving all our students equitably. To do this, we have to screen and then annually assess our students' language abilities until they demonstrate English Language proficiency. 
• To ensure that a student's academic English is on a level similar to monolingual English peers, the federal government requires that we screen students who speak or grow up with speakers of another language. 
• Students who score below a 5.0 composite (out of 6.0) on the WIDA Screener qualify for support services. 
  • The screener tests students' academic English listening, reading, speaking, and writing. 
  • Our teachers will review these and adjust placement during the first few weeks with that student because we know the test is not the only indicator of student ability.
• Students who score below a 4.8 composite (out of 6.0) on the WIDA ACCESS English Language Proficiency Test to qualify for support services. 
  • The ACCESS test evaluates students' academic English listening, reading, speaking, and writing. 
  • Again, teachers will review these and adjust placement during the first few weeks with that student because we know the test is not the only indicator of student ability.

• As of the 2025-26 school year, LHS offers:
  • Transitional Bilingual Education (TBE) for students whose home language is Spanish.
    • TBE means a school has 20+ students of the same language background. 
    • The state requires that TBE programs provide instruction in English and the students' home languages with the goal of acquiring English and transitioning to non-supported classes once they demonstrate academic English proficiency (via the annual ACCESS test).
    • Classes may have non-EL students and/or ELs from a variety of language backgrounds
    • Core courses have home language instruction through co-teaching, or a bilingually certified teacher differentiates and then provides some EL small group instruction in their home language, OR students have a "Support" class with instruction in their home language
    • Core academic subjects start off in EL home language and English but move to all English
    • English as a second language (ESL) instruction is provided
    • Goal: English language acquisition
  • Transitional Program of Instruction (TPI) for students who have another home language. 
    • TPI means a school has 19 or fewer students from that language background. 
    • ELs are placed into some classes with non-ELs
    • Home language instruction/support is offered based on each EL's needs
    • English as a second language (ESL) instruction is provided
    • Goal: English language acquisition
• EL supports look different for every student, but may include:
  • 50% extended time in ALL classes for assessments
  • Co-taught or sheltered classes with an English Language Specialist teacher.
  • Translation
  • Sentence starters 
  • Leveled materials
  • Extra vocabulary scaffolding
  • Teaching assistant support
  • Other!

• The Illinois State Board of Education mandates that within 30 days of the start of the school year (or within 14 days of enrollment), families are notified about their student's programming placement.
• Families will receive a mailed description of the program, including their student's latest screener score or ACCESS score. 

ACCESS scores are not released until May. We share preliminary scores with students and use these to re-evaluate their courses for the following year. Official scores are mailed home within 30 days of the following school year.

• Reevaluation:
  • Whether or not students are enrolled in EL supported classes or receive any EL supports, the federal government requires that schools test students every year until they demonstrate academic English proficiency.
  • Illinois (and over 30 other states) have chosen to use the ACCESS Test to show that our EL students are growing their academic language each year. 
    • The ACCESS testing window is usually between late January and early March. 
    • Students all take the test during the same designated school day or days; they are excused from their classes, and teachers will provide them any information they missed. 
    • Information on the ACCESS TEST and preparation can be found here. Students already inherently prepare for this test by developing their English language across their courses.
    • ACCESS scores are not released until May. We share preliminary scores with students and use these to re-evaluate their courses for the following year. Official scores are mailed home within 30 days of the following school year. 
• Exit criteria:
  • Students must score at or above a 4.8 composite (out of 6.0) on the WIDA ACCESS English Language Proficiency Test to exit the state EL designation. 
    • The ACCESS test evaluates students' academic English listening, reading, speaking, and writing. 

• We evaluate students holistically and make adjustments using a variety of qualitative and quantitative data to place students:
  • WIDA Screener or ACCESS score
  • SAT / ACT / MAP / STAR scores
  • Academic records
  • Prior teacher feedback (if applicable)
  • Ongoing teacher evaluation
  • Class performance: engagement, informal, and formal assessment

• All are worth the same credits and meet graduation requirements
• All prepare students with the same skills and standards as college prep
• All are accepted by colleges & approved by NCAA
• None are labeled "EL" on a college transcript
• Some are sheltered, and some are blended. 
  • Sheltered classes are classes that make sense to be just for English Learners.
    • For example, English 1, for the newest English speakers, is a sheltered class. This makes sense because of the level of scaffolding needed. 
    • Another example, U.S. History, makes sense when many students who are newer to the U.S. do not have the same base knowledge of this topic. 
  • Sheltered classes may be taught by:
    • One teacher who is BOTH a content and EL specialist. 
    • Two teachers, one who is a content specialist and the other who is an EL specialist.
      • Both teachers are full time teachers with different focuses for instruction.
      • Both teachers are in the room every day the entire class period.
      • Teachers lesson plan, instruct, and assess together.
  • Blended classes are classes that are up to 40% English Learners and the rest non-English Learners. 
    • Blended classes fulfill our philosophical mission of integrating students as much as possible while providing equitable access to coursework. 
    • Research shows that English Learner students acquire language more quickly and effectively in blended classes (once they have a base). Research also shows that having blended classes does NOT negatively impact non-EL students. 
    • Blended classes may be co-taught OR sheltered. 
      • Co-taught means there is a content teacher (like a math teacher) AND an English Language Specialist teacher. 
        • Both teachers are full time teachers with different focuses for instruction.
        • Both teachers are in the room every day the entire class period.
        • Teachers lesson plan, instruct, and assess together.

• Yes! Students progress at the same rate and can take the same classes as their non-EL peers. We place students based on their ACCESS score, but all classes, such as English 1-4, count toward graduation. The only exception to graduating on time, which is also true for all students, is if students fail required coursework or do not earn enough credits.
• All are worth the same credits and meet graduation requirements
• All prepare students with the same skills and standards as college prep
• All are accepted by colleges & approved by NCAA
• None are labeled "EL" on a college transcript

• Students have the right to receive BOTH English Language services and Special Services. 
• The Illinois State Board of Education requires::
  • "An IEP for a student with EL​ status must include a section pertaining to the state assessment of English language proficiency (ACCESS and Alternate ACCESS) and list ACCESS assessment accommodations (as described in WIDA Accessibility and Accommodations Supplement)
  • Schools are required to provide an interpreter to participate in all IEP meetings to assist parents whose home/native language is other than English (unless the parents have clearly indicated that English is the language spoken at home and the language to be used in school correspondence).​

• Health and Well-being:
• Equity and Inclusion:
• Explore Multiple Paths:

District 128 Strategic Plan