1. What are the current policies in place for identifying and assessing English Language Learners (ELLs) in Illinois?

The current policies for identifying and assessing English Language Learners (ELLs) in Illinois are outlined in the Illinois English Language Proficiency Standards, which were adopted in 2018 as required by the federal Every Student Succeeds Act (ESSA). These standards set forth guidelines for identifying and assessing ELL students and providing them with appropriate support to help them achieve proficiency in English.

1. Identification:
– Upon enrollment, schools are required to screen all students for English language proficiency using a state-approved assessment tool.
– If the student’s home language is identified as a language other than English or if they have limited English proficiency, they are then designated as an ELL student.
– Parents also have the option to self-identify their child as an ELL if they believe their child needs additional support in learning English.

2. Assessment:
– All ELL students are given an annual assessment of English language proficiency called ACCESS for ELLs® (Assessing Comprehension and Communication in English State-to-State for English Language Learners).
– This assessment measures listening, speaking, reading, and writing skills in English.
– Students with more advanced levels of proficiency may take the Alternate ACCESS for ELLs assessment instead.

3. Individualized Support:
– Based on the results of the assessment, each ELL student is assigned a specific level of proficiency: Entering, Emerging, Developing, Expanding or Bridging.
– Schools are required to develop individualized education plans (IEPs) for each ELL student that includes strategies and interventions to help them reach proficiency.
– These plans must also include goals and progress monitoring measures to track the student’s progress towards becoming proficient in English.

4. Exit Criteria:
– Once an ELL student demonstrates proficiency on the ACCESS for ELLs assessment or meets other state-determined criteria, they are considered proficient and no longer designated as an ELL.
– Schools must provide continued support and monitoring for up to two years after a student exits the ELL program to ensure academic success.

Additionally, Illinois also has policies in place to provide support and resources for ELL students and their families, such as required bilingual services, translation and interpretation services, and parental involvement initiatives. These policies are continuously reviewed and updated to ensure effective identification and assessment of ELL students in the state.

2. How does Illinois ensure that all ELLs have access to appropriate language support services?

Illinois ensures that all English Language Learners (ELLs) have access to appropriate language support services through various measures, such as:

1. Identification and Placement: Illinois has a process in place to identify and assess ELLs upon enrollment in public schools. This ensures that ELLs are accurately identified and placed in appropriate programs or services that meet their language proficiency needs.

2. Language Support Programs: The state offers a variety of language support programs, including Dual Language, Transitional Bilingual Education, and English as a Second Language (ESL) programs. These programs provide ELLs with the necessary language support to develop their English skills while also maintaining their native language.

3. Qualified Staff: Illinois requires all teachers who work with ELLs to be properly certified or endorsed in the area of ESL or bilingual education. This ensures that ELLs receive instruction from qualified teachers who understand their linguistic and cultural needs.

4. Individualized Instruction: Schools are required to develop individualized learning plans for each ELL, which take into consideration their unique language needs and progress. This helps ensure that ELLs receive targeted instruction and support based on their specific language abilities.

5. Accessible Materials and Resources: Schools in Illinois are required to provide instructional materials and resources that are linguistically accessible for ELLs, such as translated materials or materials written at an appropriate reading level.

6. Monitoring Progress: Schools in Illinois regularly monitor the progress of their ELL students in order to determine if they are making satisfactory progress towards English proficiency goals. This allows schools to make necessary adjustments to instruction and services as needed.

7. Parental Involvement: The state encourages parental involvement in the education of ELLs through various initiatives, such as offering translation services for parent-teacher communication and providing resources for families to support their child’s language development at home.

Overall, Illinois has comprehensive policies and practices in place to ensure that all ELLs have access to appropriate language support services to help them succeed academically and linguistically.

3. What is the funding allocation for ELL education in Illinois, and how is it distributed among school districts?

According to the Illinois State Board of Education, the state allocated $318 million for ELL education in fiscal year 2020. This funding is distributed through a formula that takes into account the number of English Language Learners (ELLs) enrolled in each district, as well as the district’s poverty level. Districts with higher numbers of low-income ELLs receive more funding. Additionally, districts also have access to federal funds specifically designated for ELL education, such as Title III grants.

4. Are there any specific state standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs?

Yes, most states have specific standards or benchmarks for English language proficiency that ELLs must meet in order to exit language support programs. These standards are often based on the WIDA (World-Class Instructional Design and Assessment) Standards, which outline the language skills that ELLs need to develop in order to successfully participate in academic settings.

These standards cover four key areas: listening, speaking, reading, and writing. In addition, many states also have specific benchmarks for academic content knowledge and skills that ELLs must reach before exiting language support programs.

For example, the state of California has its own set of English Language Development Standards (ELD Standards), which are aligned with the WIDA Standards. These standards outline specific language skills and abilities that ELLs should demonstrate at each proficiency level.

Another example is Texas, where the state has established a Language Proficiency Assessment Committee (LPAC) system to determine when ELLs are ready to exit language support programs. The LPAC considers multiple factors such as standardized test scores, teacher recommendations, and attendance records before making a determination.

In general, these state standards and benchmarks aim to ensure that ELLs have developed strong enough English language skills to succeed academically without additional language support services. They also take into account the unique needs and cultural backgrounds of individual ELL students.

5. How does Illinois monitor and evaluate the effectiveness of its ELL education policies and programs?

Illinois monitors and evaluates the effectiveness of its ELL education policies and programs through several methods.

1. State Assessments: Illinois administers statewide assessments designed specifically for ELL students to measure their academic progress in English language proficiency. These assessments are used to evaluate the effectiveness of ELL education programs at the state level.

2. Annual Measurable Achievement Objectives (AMAOs): Under Title III, Part A of the Elementary and Secondary Education Act (ESEA), Illinois has developed AMAOs to measure the progress of its ELL students in achieving English language proficiency. These objectives are based on state assessment results and other measures, and are used to evaluate the success of ELL programs in meeting academic performance targets.

3. Program Reviews: The Illinois State Board of Education conducts regular reviews of school districts’ compliance with state and federal laws related to ELL education. This includes reviewing data on ELL enrollment, program models, instructional materials, professional development opportunities for teachers, and other indicators to assess program quality.

4. Feedback from Stakeholders: Illinois gathers feedback from various stakeholders such as parents, educators, and community leaders through surveys and meetings to gather insights into the effectiveness of ELL programs. This feedback is used to make improvements or changes to current policies.

5. Continuous Improvement Plan: Every five years, each school district in Illinois must develop a comprehensive strategic plan known as a Continuous Improvement Plan (CIP). This plan includes goals and strategies for improving educational outcomes for all students, including those who are English language learners. The CIP is reviewed by multiple stakeholders including parents, teachers, administrators, community members, and state officials.

6.Biennial Report: Every two years, the Illinois State Board of Education produces a report that includes an analysis of student achievement data for ELLs as well as progress made toward meeting AMAOs. This report also includes recommendations for improvement based on these findings.

By using multiple measures and feedback from various stakeholders, Illinois is able to closely monitor the effectiveness of its ELL education policies and programs and make necessary changes to ensure that ELL students are receiving high-quality education.

6. Is there a designated state office or department responsible for overseeing ELL education in Illinois?

Yes, the designated state office responsible for overseeing ELL education in Illinois is the Illinois State Board of Education (ISBE). ISBE provides guidance and resources for schools to ensure that ELL students receive appropriate support and services. The Office of English Language Learning within ISBE oversees the planning, implementation, and evaluation of programs for English learners in the state.

7. Are teachers in Illinois required to have specialized training or certification for working with ELL students?

Yes, in Illinois, teachers are required to have specialized training or certification for working with ELL students. All teachers must obtain an ESL (English as a Second Language) endorsement to teach in bilingual programs or designated English as a Second Language (DES) programs. This endorsement can be obtained through completing approved coursework or by passing the Illinois ESL Content-area test. Additionally, teachers working with ELL students must participate in annual professional development related to serving ELLs.

8. What accommodations are available for standardized testing for ELL students in Illinois?

The Illinois State Board of Education (ISBE) offers accommodations for ELL students on standardized testing, including the following:

1. Bilingual word-to-word dictionaries: ELL students can use a bilingual dictionary during testing to help with unfamiliar words.

2. Linguistic modifications: The linguistic complexity of test items may be adjusted so that they are more comprehensible to ELL students.

3. Extended time: ELL students may receive additional time to complete the test or breaks in between sections.

4. Translated directions: Test directions can be translated into the student’s native language if needed.

5. Translated glossaries and glossary lists: For mathematics and science tests, a translated glossary or list of key terms in the student’s native language may be provided for reference during testing.

6. English glossaries with definitions: For reading and writing tests, an English glossary with definitions of key vocabulary words may be provided for reference during testing.

7. Scribe/translator assistance: An ELL student may have access to a scribe or translator during testing if necessary.

8. Oral administration: Some tests may be administered orally to ELL students who have limited reading ability in English.

Note: Specific accommodations may vary depending on the type of standardized test being administered and individual needs.

9. Are there any state initiatives or programs aimed at promoting bilingualism and biliteracy among ELLs in Illinois?

Yes, the Illinois State Board of Education has several initiatives and programs aimed at promoting bilingualism and biliteracy among ELLs:

1. Transitional Bilingual Education Program: This program provides language support services to ELLs through instruction in both English and the student’s native language. The goal is for students to become proficient in both languages while also mastering the academic curriculum.

2. Dual Language Education Program: This program offers instruction in both English and a second language (usually Spanish) to native speakers of each language. The goal is for students to become bilingual, biliterate, and bicultural.

3. Seal of Biliteracy: The Seal of Biliteracy is an award given to graduating high school students who have attained proficiency in two or more languages, one of which must be English. This initiative aims to recognize students’ linguistic abilities and promote their future success in a global society.

4. Professional Development for Bilingual Educators: The Illinois Resource Center provides training and support for educators who work with ELLs. They offer workshops, conferences, webinars, and other resources focused on promoting bilingualism and biliteracy in the classroom.

5. Family Engagement: The Illinois State Board of Education also encourages family involvement in supporting the development of bilingualism and biliteracy among ELLs. They provide resources for families to help them understand the importance of maintaining their home language while also learning English.

6. Language Instruction Educational Programs (LIEPs): School districts that receive federal Title III funds are required to develop a LIEP for their ELLs. These plans outline how they will provide language support services to these students and promote their linguistic development.

Overall, these initiatives and programs demonstrate the state’s commitment to promoting bilingualism and biliteracy among ELLs in Illinois schools.

10. Has there been any recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs?

Yes, there have been some recent policy changes regarding the inclusion of immigrant students or undocumented students in ELL education programs:

1. Deferred Action for Childhood Arrivals (DACA): This policy, implemented in 2012, allows certain undocumented immigrants who came to the United States as children to request deferred action from deportation and to obtain work permits.

2. Every Student Succeeds Act (ESSA): This federal law, passed in 2015, requires schools to provide language instruction services to all English Language Learners (ELLs) and maintain a data-tracking system that monitors the academic progress of ELL students.

3. Inclusive Education: The U.S. Department of Education released guidance in 2016 clarifying that all students have a right to attend public schools regardless of their immigration status. This means that schools must ensure equal access to education for all students, including undocumented and immigrant students.

4. Executive Order on Advancing American Citizenship: In July 2020, President Trump signed an executive order that expands eligibility for federal benefit programs such as Head Start and free school meals to non-citizens who are legally present in the U.S., including DACA recipients.

5. COVID-19 Relief Funding: During the pandemic, the U.S. Department of Education allocated additional funding specifically for schools with high numbers of immigrant and refugee students and those that serve low-income communities with high concentrations of English learners.

Overall, these policies aim to improve educational opportunities and support for immigrant and undocumented students by addressing issues such as language barriers and access to education. However, there are ongoing challenges and debates surrounding the inclusion of these students in ELL education programs due to varied opinions on immigration policies at both state and federal levels.

11 . What resources are available to support parents of ELL students and promote their involvement in their child’s education?

1. Bilingual/ESL Parent Liaisons: Many schools have designated bilingual or ESL parent liaisons who can serve as a bridge between school staff and parents of ELL students. They are often fluent in the language spoken by parents and can help them understand school policies and procedures, as well as advocate for their child’s needs.

2. Parent Workshops: Schools may offer workshops specifically tailored to the needs of ELL parents. These workshops can cover topics such as how to support their child’s learning at home, navigating the education system, and understanding their rights and responsibilities as parents.

3. Multilingual Resources: Schools may provide multilingual resources such as newsletters, websites, and printed materials that are translated into the languages spoken by ELL families.

4. Language Support Services: Some schools offer translation and interpretation services for non-English speaking parents during meetings with teachers or other school staff. This allows parents to communicate effectively without language barriers.

5. Community-Based Organizations: Local community-based organizations may also offer resources and support for ELL parents, such as after-school programs for ELL students or ESL classes for adults.

6. Parent Involvement Programs: Encouraging parent involvement is crucial in promoting student success, especially for ELL students. Schools may have programs specifically aimed at involving parents in their child’s education, such as a parent-teacher organization or family literacy program.

7. Cultural Competency Training: Some schools may offer cultural competency training for staff to better understand the backgrounds and experiences of immigrant families, which can help improve communication with ELL parents.

8. Parent-Teacher Conferences: Regular parent-teacher conferences provide an opportunity for parents to discuss their child’s progress and areas where they need support or resources from the school.

9. Home Visits: Some schools may have programs that conduct home visits to meet with families individually outside of the school setting and build relationships between teachers and families.

10. Digital Resources: With the advancement of technology, schools may offer digital resources, such as online parent portals or apps, that allow parents to track their child’s progress and communicate with teachers in their preferred language.

11. Support from Other ELL Parents: Schools may facilitate peer support groups for ELL parents, where they can connect with other parents who are going through similar experiences and share advice and resources.

12. Does Illinois offer any cultural competency training for educators working with ELL students?

Yes, Illinois requires all educators to complete cultural competency training as part of their teaching program. The state also offers ongoing professional development opportunities and resources for educators to enhance their cultural competence and effectively support ELL students in the classroom. This includes workshops, conferences, and online courses on topics such as bilingual education, English language acquisition, cultural responsiveness, and equity in education. Additionally, the Illinois State Board of Education has developed a Cultural Competence Framework to guide educators in understanding their own cultural backgrounds and how they may impact their interactions with diverse students.

13. How does Illinois address the unique needs of long-term English Language Learners who have not yet reached proficiency?

Illinois has specific policies and programs in place to address the unique needs of long-term English Language Learners (LTELs) who have not yet reached proficiency. These students are defined as English Language Learners who have been enrolled in U.S. schools for more than six years and have not reached proficient levels of English language proficiency on standardized assessments.

1. Language Instruction Educational Programs (LIEPs): Illinois requires schools to provide language instruction educational programs specifically designed for LTELs, including a minimum of 300 minutes per week of specialized, explicit academic language instruction.

2. Individualized Language Instruction Plan (ILIP): Schools must create an ILIP for LTELs that outlines the specific language learning goals and interventions for each student, based on their individual needs.

3. Professional Development: Illinois provides professional development opportunities for teachers and administrators to improve their understanding of effective strategies for supporting LTELs, including how to implement an ILIP.

4. Monitoring and Support: The state closely monitors school districts’ progress in meeting the needs of LTELs through regular reporting requirements and targeted support when necessary.

5. Parent Involvement: Schools are required to involve parents or guardians in creating and implementing each student’s ILIP, as well as providing them with information on their child’s progress and ways they can support their child’s language development at home.

6. Multilingual Services: Schools must provide multilingual services, such as translations or interpreters, to facilitate communication between LTELs, their families, and school staff.

7. District-Level Support: The state provides additional supports at the district level to help schools meet the needs of LTELs, such as technical assistance, training sessions, and resources.

Through these policies and programs, Illinois strives to address the unique needs of long-term English Language Learners by providing targeted support and resources to help them achieve proficiency in English while also maintaining academic success.

14. Are there any initiatives or partnerships with community organizations to support the academic success of ELL students in Illinois?

Yes, there are various initiatives and partnerships in place to support the academic success of ELL students in Illinois. These include:

1. The Illinois Resource Center (IRC): The IRC is a statewide organization that provides professional development and technical assistance to educators working with ELL students. They offer trainings, resources, and support for schools and districts to effectively serve their ELL population.

2. Partnerships with bilingual community groups: Many school districts in Illinois have partnerships with community organizations that serve bilingual or immigrant communities. These partnerships can provide additional support and resources for ELL students, such as after-school programs or tutoring.

3. Dual Language Programs: Several districts in Illinois have implemented dual language programs, where both English-speaking students and ELL students learn together in a bilingual environment. This promotes academic success for both groups by valuing and incorporating their linguistic and cultural backgrounds.

4. Parent Engagement Programs: Schools may partner with community organizations to engage parents of ELL students in their child’s education. These programs often provide workshops and resources for parents on how to support their child’s academic success at home.

5. Collaborative partnerships between schools and universities: Some schools in Illinois have formed partnerships with local universities to provide support for ELL students. This can include university student volunteers who offer tutoring or mentorship to ELL students.

6. Multilingual Parent Ambassadors: The Illinois State Board of Education has a program called Multilingual Parent Ambassadors which trains parent leaders from diverse linguistic backgrounds to advocate for their children’s education while also educating other parents on the importance of language access.

7. Refugee Outreach Programs: There are organizations such as the Refugee Center at the University of Illinois that work with refugee families to help them navigate the education system in Illinois, providing guidance on enrolling children in school, attending parent-teacher conferences, etc.

8. Professional Development Opportunities: The state of Illinois provides professional development opportunities specifically targeted towards serving ELL students. This includes the ESL/Bilingual Education Summit, which brings together educators to share best practices and strategies for supporting ELL students.

9. Community-based organizations: There are also various community-based organizations in Illinois that offer academic support and resources for ELL students, such as tutoring services, homework help, and college preparation programs.

15. Does Illinois provide any special grants or funding opportunities specifically targeted towards improving ELL education outcomes?

Yes, the Illinois State Board of Education (ISBE) provides funding opportunities specifically targeted towards improving ELL education outcomes. These include:

1. Title III Language Instruction for English Learners and Immigrant Students grants – These grants are funded through the federal Every Student Succeeds Act (ESSA) and provide funds to school districts to support instruction and resources for English language learners.

2. Transitional Bilingual Education Program grants – This program provides funding for school districts to develop and implement bilingual education programs that aim to meet the language and academic needs of English language learners.

3. Multilingual Education Program grants – Similar to Transitional Bilingual Education Program grants, this program also provides funding for school districts to develop and implement multilingual education programs for English language learners.

4. Dual Language Grant Program – Funded by ISBE, this grant supports the development or expansion of dual language programs in schools with high populations of English language learners.

5. TESOL Professional Development Grants – The Illinois Teachers of Speakers of Other Languages (ITBE), in partnership with ISBE, offers professional development grants for educators seeking training in teaching English as a second language.

In addition to these specific grants, ISBE also allocates funds through its general state aid formula that can be used towards supporting ELL education outcomes.

16. Do local school districts have autonomy to develop their own policies for serving English Language Learners, or are they required to comply with statewide guidelines?

State policies and guidelines for serving English Language Learners (ELLs) may vary from state to state. In general, local school districts do have some autonomy to develop their own policies for serving ELLs, but they are also required to comply with statewide guidelines and regulations.

Some states have specific laws and regulations in place to provide guidance on how ELLs should be identified, assessed, and provided with appropriate services. These guidelines may include language proficiency standards, instructional strategies, and support programs for ELLs.

In addition, the federal government also has policies in place that require states to provide equal educational opportunities and access to all students, including ELLs. For example, under the Every Student Succeeds Act (ESSA), states are required to annually assess the English language proficiency of all ELLs using a statewide assessment system. They are also required to develop and implement an English language proficiency test that aligns with the state’s academic content standards.

Local school districts must adhere to these statewide policies but may have some flexibility in how they implement them. This allows districts to tailor their programs and services based on the needs of their specific ELL population.

Overall, while local school districts do have some autonomy in developing policies for ELLs, they must still adhere to state and federal guidelines in order to provide appropriate support and resources for these students.

17. Are there any strategies in place to ensure that ELL students are not disproportionately placed in special education programs?

Yes, there are strategies in place to ensure that ELL students are not disproportionately placed in special education programs. These strategies include:

1. Early identification and intervention: Schools conduct early screenings and assessments to identify any learning or developmental delays in ELL students. This allows for early intervention and support, which can help prevent the need for special education placement later on.

2. Culturally responsive teaching: Teachers are trained to use culturally responsive teaching practices that are better suited to the needs of ELL students. This includes acknowledging and incorporating their cultural backgrounds into the curriculum and instruction.

3. Collaboration between ELL and special education departments: Schools have established systems for collaboration between ELL and special education staff to discuss appropriate interventions and determine if a student’s challenges may be related to an underlying learning disability or simply language barriers.

4. Bilingual evaluations and assessments: Schools conduct bilingual evaluations and assessments to accurately identify any potential learning disabilities or developmental delays in ELL students, taking into account their language abilities.

5. Parent involvement: Schools involve parents of ELL students in the decision-making process regarding special education placement, including obtaining consent for evaluations, discussing results, and developing individualized education plans (IEPs).

6. Procedural safeguards: Federal law mandates that schools follow specific procedural safeguards to ensure appropriate identification, evaluation, programming, and placement of students with disabilities. This includes providing translated materials and interpreters for families who do not speak English.

7. Ongoing monitoring and reevaluation: Students’ progress is regularly monitored after they have been placed in special education programs, with opportunities for reevaluation as needed to ensure appropriate services are being provided.

8. Data analysis: Schools analyze data on the representation of ELLs in special education programs to identify any disparities or disproportionalities, taking corrective action if necessary.

9. Professional development: School staff receive ongoing training on cultural competency, working with linguistically diverse populations, effective instructional strategies for ELLs, and understanding the difference between language barriers and disabilities.

10. Inclusive practices: Schools promote inclusive education practices that encourage all students to receive instruction in the general education setting, with appropriate accommodations and support services provided as needed.

18. What steps has Illinois taken to address the shortage of qualified English as a Second Language (ESL) teachers?

There are a few steps that Illinois has taken to address the shortage of qualified ESL teachers:

1. Partnerships and recruitment: The state has actively partnered with universities and colleges to recruit more students into ESL teacher preparation programs. This includes offering scholarships, incentives, and alternative certification programs for individuals who want to become ESL teachers.

2. Professional development: The state has invested in professional development opportunities for current ESL teachers to improve their skills and keep up-to-date with the latest teaching techniques and strategies.

3. Collaboration and networking: The state has encouraged collaboration between school districts, community colleges, and other organizations to share resources, provide training, and create support networks for ESL teachers.

4. Alternative certification programs: Illinois offers alternative certification programs for individuals who have a bachelor’s degree in another field but want to become certified as an ESL teacher.

5. Grants and funding: The state has provided grants and funding to schools and districts to hire additional ESL teachers or expand existing ESL programs.

6. Targeted recruitment efforts: In areas with high demand for ESL teachers, the state has implemented targeted recruitment efforts such as job fairs, advertising campaigns, and outreach programs in communities with high immigrant populations.

7. Improving working conditions: The state has also focused on improving working conditions for ESL teachers by providing better salaries, benefits, and support systems such as mentorship programs.

8. Multi-lingual endorsements: Illinois offers a multi-lingual endorsement option for educators who are proficient in languages other than English to help meet the demand for bilingual educators in the state.

9. Partnerships with international organizations: The state has also developed partnerships with international organizations to recruit highly skilled ESL teachers from around the world through exchange programs.

10. Data collection and analysis: Finally, Illinois collects data on the supply of qualified ESL teachers in the state, analyzes it regularly, and uses this information to inform policies and strategies aimed at addressing the shortage of ESL teachers.

19. Are ELL students given access to elective courses and extracurricular activities in their native language in Illinois?

EL students in Illinois are typically given access to elective courses and extracurricular activities that are taught in English, as immersion in the language is an important part of their learning process. However, accommodations and resources may be provided to help them understand and participate if needed, such as translation services or adapted materials. Some schools may also offer specific programs or clubs for students who speak the same native language to connect with others and maintain their cultural identity. Ultimately, decisions about language use in electives and extracurriculars will depend on the individual school and the needs of its EL student population.

20. How does Illinois support the linguistic, cultural, and social-emotional well-being of ELL students during their transition to a new school or district?

1. Bilingual and Multicultural Education Programs: Illinois offers a variety of bilingual and multicultural education programs that support the linguistic, cultural, and social-emotional well-being of ELL students. These programs provide students with additional support in their native language while they learn English.

2. Newcomer Centers: Many schools in Illinois have Newcomer Centers where newly arrived ELL students receive specialized support services to help them adjust to a new school and culture. These centers offer language instruction, academic support, and counseling to help students feel more comfortable in their new environment.

3. English Language Development (ELD) Coordinators: Each school district in Illinois has an ELD Coordinator who is responsible for overseeing the educational needs of ELL students. These coordinators work closely with teachers and families to ensure that ELLs receive appropriate instruction and support.

4. Social-Emotional Learning (SEL) Curriculum: School districts in Illinois are required to incorporate SEL into their curriculum, which includes supporting the social-emotional well-being of all students, including ELLs. This can include activities such as cultural competency training for teachers, peer mentoring programs, and community outreach initiatives.

5. Parent Engagement: Illinois values parent involvement in their child’s education and encourages schools to involve parents of ELLs in decision-making processes that affect their children’s education. This can include providing materials in multiple languages, hosting family events with interpreters, or offering classes for parents to learn English.

6. Transition Assistance for Newly Arrived Students: Schools in Illinois have policies in place to assist newly arrived ELL students as they transition into a new school or district. This can include assigning a buddy or mentor student who speaks the same language as the newcomer and providing additional language support during the first few weeks of school.

7. Professional Development Opportunities: Teachers in Illinois are provided with professional development opportunities that focus on supporting the academic, linguistic, cultural, and social-emotional needs of ELL students. This ensures that teachers have the necessary skills and knowledge to properly support ELLs during their transition to a new school or district.

8. Collaboration with Community Organizations: Many schools in Illinois work closely with community organizations and agencies that provide services to immigrant families and ELL students. These partnerships can offer additional support to students and families during their transition, such as providing translators or connecting families with community resources.

9. Individualized Education Plans (IEPs) for English Language Learners: Schools in Illinois are required to develop individualized education plans for ELL students who have been identified as having a language learning disability, ensuring they receive appropriate support services.

10. Promotion of Multiculturalism: The state of Illinois promotes multiculturalism by celebrating diversity and teaching respect for different cultures through cultural events, multicultural materials, and activities that promote understanding among diverse groups of students. This helps foster a welcoming environment for ELL students in their new school or district.