Multilingual Learner Department

The Multilingual Learner (ML) Department supports the district’s mission of “Fostering an Environment of Equity and Opportunity." We are committed to ensuring that all Multilingual Learners develop linguistic and academic skills to become productive members of a global society. West Aurora School District 129 enrolls approximately 3,800 students who are classified as multilingual learners in grades Kindergarten through 12th grade. We provide services to meet the linguistic and academic needs of children whose native language is not English. Students from over 42 different language backgrounds are represented in our classrooms. Spanish speaking students comprise the vast majority followed by Karen, Swahili, Arabic, Nepali, and Yoruba speaking students, among others.

Become part of our bilingual parent advisory committee!

This is a photo of a Bilingual Parent Advisory Committee Meeting in 2024

BPAC is a group of bilingual parents, staff and community members. The purpose of the group is to form a collaborative union amongst school district parents, teachers, and administrators. In addition, parents have access to professional development activities to support their student’s progress in school. BPAC also participates in the review of spending of grant funds.

BPAC Board PRESIDENT:

Tania Mancilla Foullon

BPAC MEETINGS

Date & Time	Topic	Location
Wednesday, September 25th, 5 PM	Visit with Dr. Mario Gúzman	Schneider Elementary School 304 Banbury Rd North Aurora, IL 60542
Thursday, October 24th, 5 PM	ACCESS Information Bilingual and ESL Programming	SD129 District Office 1877 W. Downer Place, Aurora
Thursday, February 20th, 5 PM	Registration for next school year Involvement in your child’s education	SD129 District Office 1877 W. Downer Place, Aurora
Thursday, April 17th, 5 PM	Review the year Goals and suggestions for next school year	SD129 District Office 1877 W. Downer Place, Aurora
Wednesday, April 23rd, 5PM	Visit with Dr. Mario Gúzman	Hill Elementary School 724 Pennsylvania Ave., Aurora, IL 60506

Each meeting will be held in Spanish and childcare is available.
Questions? Please connect with Margarita Vázquez at
(630) 301-5077.

Frequently Asked Questions:

What are the guiding principles for multilingual learners?

Multilingualism is an Asset: Multilingual students' unique characteristics leverage learning in the classroom and develop agency.
Full Linguistic Repertoire: Multilingual students use their full linguistic repertoire to engage and enrich their educational experience.
Amplify Language: Multilingual students’ language development occurs overtime in valued, meaningful and engaging activities.

How are ML students first identified?

The Illinois Administrative Code, Part 228, Section 228.15 indicates for all districts to administer an individual language proficiency assessment to each student identified through the Home Language Survey.

During the registration process, families must complete a Home Language Survey (HLS). The survey consists of the following two questions related to language used in the home.

Is there another language other than English spoken in your home?
Does your child speak another language other than English?

If the answer to either one of the questions is “Yes”, the student is administered an English language proficiency test to determine students’ level of English language proficiency. If the student qualifies for ML services based on one of our state approved language proficiency assessments (see Table for screener information) the parent is notified and services are offered.

Grade	Screener	Cut Score (scores below these cut scores are considered for EL services)
1st semester of Kindergarten	WIDA MODEL (listening and speaking)	5.0 oral language proficiency
2nd Semester of K-1st Semester of 1st grade	WIDA MODEL (all four domains)	Overall Composite 5.0 & Composite Literacy 4.2 (reading/writing)
2nd Semester of 1st grade - 12th grade	WIDA Screener (online or paper)	Overall Composite 5.0
K-12th grade	ACCESS for ELs (scores must be within a year of administration date)	Overall Composite 4.8

Pre-Kindergarten Screening

Prescribed Screening Instrument(s)

The Pre-IPT Oral English Language Proficiency Test is the screener we utilize for children entering Preschool, ages 3 to kindergarten enrollment age as defined in Section 10-20.12 of the School Code [105 ILCS 5/10-20.12] to determine students’ English language proficiency and to identify students eligible to receive ML services.

Using Scores to Determine Placement

Our district uses the guidance included in the pre-IPT Oral for purposes of placing students. All potential ML's screened with the Pre-IPT Oral that qualify for ML services will be re-screened with the WIDA MODEL upon entering Kindergarten

How do students qualify for ML services?

The state of Illinois sets the cutoff scores for English language proficiency. When students do not meet proficiency as designated by the state, they have the right to receive English language support. Qualifying students are placed into an Multilingual Learner program. Parents may accept or reject services at any time.

Placement and Notification Letters

Our District provides written notification to parents of ML students each year that they enroll in a TBE/TPI program in compliance with state and federal regulations. The letters incorporates all requirements found in Section 14C-4 of the Illinois School Code (105 ILCS 5/14C-4).

Do parents need to be notified of screening results?

Yes, if a student is determined to be limited English proficient (LEP), our district informs parents in writing or in person of the assessment results and the program placement recommendations, describing the services that are available to assist the student to become English language proficient. Sample parent notification letters are available in English and 40 other languages on the ISBE website.

What are SD129's state-approved programs?

Transitional Bilingual Education (TBE)

The Transitional Bilingual Program (TBE) in District 129 is offered in schools where there are 20 or more students of the same language group. The TBE program provides instruction in students’ home language while learning English. At this time, the district provides TBE in Spanish in our Early Childhood programs. Elementary bilingual hubs are: Greenman, Hall, Hill, McCleery, Nicholson, Schneider and Smith. Washington Middle School is the bilingual hub for grades 6-8th. The goal of a bilingual classroom is to teach in the students’ native language, Spanish, foster students' knowledge, create a solid literacy foundation in the native language and teach metalinguistic connections of both languages. When students have a strong foundation in their first language, the acquisition of a second language is expanded and developed more precisely in the second language. Metalinguistic connections are always a part of the bilingual classroom. Every bilingual classroom creates an environment that fosters student’s cultural and linguistic identity, fosters risks and approximations when learning language and content.

Transitional Program of Instruction (TPI)

District 129 offers English as a Second Language (ESL) instruction in all schools preschool to high school. ESL Instruction is within our blended classrooms in all elementary schools. Buildings that offer TPI have multilingual learners of various backgrounds but do not have greater than 19 students of the same language at the site. The Transitional Program of Instruction is a mandated program to serve students from low incidence language backgrounds. The program provides support to help students succeed in academic subjects and learn English. The methodology of English instruction makes connections to the home language to the greatest extent possible and focuses on language development, socially and academically, through meaningful experiences.

MORE INFORMATION ABOUT THESE PROGRAMS ON PAGE 10 OF THE MULTILINGUAL PROGRAM HANDBOOK

How is a student's growth in English acquisition measured?

ACCESS for ELLs

Qualifying English Learners must be assessed annually with the state required assessment ACCESS. This assessment measures students’ level of English proficiency and growth in English acquisition and academic vocabulary. English Learners must take this test annually.

As of the 2017 ACCESS, ELLs in Illinois need to receive an overall composite score of 4.8 on ACCESS to be English proficient

Responses from the Home Language Survey (HLS), which is a form completed by parents during registration, initiates the evaluation process. This process is designed to determine students’ level of English language proficiency. Parents are informed of eligibility status. If appropriate, the student is placed in a TBE or TPI program.

For additional information about the assessment process, please contact Hector Salcido, District Multilingual Learner Assessor at hsalcido@sd129.org or (630) 301-5109.

What standards support language learning in the classroom?

Language Learning Standards

Students are expected to acquire both linguistic and academic skills. Our district utilizes the WIDA standards to support language learning in the classroom.

English Language Development Standards
WIDA Spanish Language Arts Standards
- Spanish Language Arts Standards English
- Spanish Language Arts Standards Spanish

Legislation and Rules/Transitional Bilingual Education

Services for English Learners in Illinois are defined in Article 14C of the School Code and Part 228 of the Administrative Code. Additional guidance and links to resources are included below. Article 14C Transitional Bilingual Education