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Dual Language

Mission

Empower all multilingual students to achieve personal excellence by providing opportunities to expand their academic, linguistic, and cultural competencies.

Vision

Personal excellence is achieved by providing an inclusive and equitable environment across all areas:

  • Rigorous academics in a personalized setting
  • Bilingual/Biliterate learning trajectories
  • Culturally and linguistically responsive teaching practices
  • Equitable access to extracurricular experiences
  • Technology competence and career readiness
  • Socio-emotional resilience

English Learner (EL) Education

We offer services to students whose language is other than English. These services are offered throughout elementary, middle and high schools.

Dual Language

  • One-Way Dual Language: It serves only English learners from the same language background in a self-contained classroom with the goal of bilingualism and biliteracy. Core academic subjects are taught in English and Spanish. English as a Second Language (ESL) instruction is provided.
  • Two-Way Dual Language: It serves English learners from the same language background and English proficient students in a self-contained classroom with the goal of bilingualism and biliteracy for both groups. Core academic subjects are taught in English and Spanish. ESL instruction is provided.

ESL

  • Part-time TBE: Instruction is in English for core academic subjects (as determined by student’s needs) for students whose language background is Spanish. Additional assistance is provided by a teacher of English as a Second Language (ESL).
  • Transitional Program of Instruction (TPI): Instruction is in English for core academic subjects (as determined by student’s needs) for students whose language background is not English. Additional assistance is provided by a teacher of English as a Second Language (ESL).

Full-Time Instruction

  • TBE Self-Contained: Instruction is in Spanish and is only for English learners with a Spanish background. The goal is to assist students in Spanish language development. Offered exclusively in Early Childhood.

Refusal of EL Services

In addition to the EL services presented, parents can instead choose to refuse all EL services for their students. 

Program Changes

If a parent is interested in changing the EL program placement for their child, they must contact the Multilingual Office to receive instructions on how to do so. This includes moving to or from ESL and dual services and refusing services altogether.

Identification & Placement of English Learners

As part of the enrollment process, families complete a Home Language Survey (HLS) to determine if a language other than English is spoken at home or by the student. If so, the district conducts a language proficiency assessment using state-approved screeners—PRE-IPT for Pre-K, WIDA MODEL for kindergarten, and WIDA Screener for grades 1–12. These assessments measure skills in speaking, listening, reading, and writing. Results help determine a student’s eligibility for English Learner (EL) services and guide placement decisions in collaboration with the student’s home school and family.

IL Seal of Biliteracy

The State Seal of Biliteracy program is designed to recognize high school graduates who have attained a high level of proficiency in English and in one or more other foreign or world languages. This recognition must be designated on a student’s transcript and high school diploma with a receipt of the State Seal of Biliteracy, provided that all conditions and requirements for the program have been met.

BPAC

The Bilingual Parent Advisory Committee (BPAC) serves as a voice for English learner (EL) students in Transitional Bilingual Education (TBE) programs, as well as their families and community members. As an advisory group, BPAC helps parents understand bilingual education, advocate for their children's academic needs, and stay informed about available programs and resources. By promoting active engagement, BPAC strengthens community support for the success of EL students.