English Learners (EL)

Batavia Public School District 101 is committed to the long-term success of students through growth in language development, literacy skills, content mastery, cognitive competencies, social competencies, and emotional learning. The following programs are available to our English Learners:

The school district has established a transitional bilingual (TBE) program for each language classification when an attendance center has an enrollment of 20 or more English Learners of the same language classification in K-12 or 20 or more English Learners of the same language classification in preschool.

If the district has 19 or fewer students of limited English proficiency from any single non-English language, and the district elects not to provide a transitional bilingual education (TBE) program, it provides a locally determined transitional program of instruction (TPI) for those students.

English Learners Program

This program is designed for students who have a language background other than English, as indicated on the Home Language Survey completed by parents or guardians. An individual English Language Proficiency screen will determine the student’s eligibility for EL services. View English Learners Guidelines >

Assessment of English Learners

All students identified as LEP will take the annual ACCESS test. ACCESS results will determine continuation in the program or transition from the program in the subsequent school year. Some students are eligible for ACCESS accommodations. All students in grades 3-8 will take the annual IAR assessment. IAR results will provide a summative evaluation of the student’s progress in meeting the Illinois Learning Standards. All students in grades kindergarten through ninth grade will be administered the MAP assessment during the school year. Data will be used for instructional decisions.

English Proficiency Standards

The Illinois English Language Proficiency Standards reflect the social and academic language expectations of English Learners (ELs) in preschool through high school attending schools in the United States. The standards provide a common yardstick for educators across Illinois to define and measure how ELs systematically acquire English across the language domains of listening, speaking, reading, and writing. These standards are the starting point for the curriculum, instruction, and assessment of ELs. By incorporating the language of the classroom as well as that of the academic subject areas, the English language proficiency standards provide a pathway to success for English learners.

  • English Learner Proficiency Standard 1: English learners communicate for social and instructional purposes within the school setting.
  • English Learner Proficiency Standard 2: English learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.
  • English Learner Proficiency Standard 3: English learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.
  • English Learner Proficiency Standard 4: English learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
  • English Learner Proficiency Standard 5: English learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.

English Proficiency Levels

The six language proficiency levels outline the progression of language development in the acquisition of English as an additional language, from level 1 (entering the process) to level 6 (reaching the end of the continuum). The language proficiency levels define expected performance and describe what ELs can do at each level of proficiency. At the given level of English language proficiency, English learners will process, understand, produce, or use:

6 – Reaching

  • Specialized or technical language reflective of the content areas at grade level
  • A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level
  • Oral or written communication in English comparable to proficient English peers

5 – Bridging

  • Specialized or technical language of the content areas
  • A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports
  • Oral or written language approaching comparability to that of proficient English peers when presented with grade level material

4 – Expanding

  • Specific and some technical language of the content areas
  • A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
  • Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with an oral or written connected discourse with sensory, graphic, or interactive support

3 – Developing

  • General and some specific language of the content areas
  • Expanded sentences in oral interaction or written paragraphs
  • Oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic, or interactive support

2 – Emerging

  • General language related to the content areas
  • Phrases or short sentences
  • Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

1 – Entering

  • Pictorial or graphic representation of the language of the content areas
  • Words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support

EL Report Cards

EL Report Cards and Progress Reports are sent to parents or legal guardians of students enrolled in the EL Program in the same manner and with the same frequency as the standard district report cards and progress reports. The EL Progress Report is supplementary to the district report card and indicates the student’s progress in attaining English language proficiency in the areas of listening, speaking, reading, and writing.

Parent Notification

Notice of enrollment

Parents will be notified of eligibility for EL services no later than 30 days after the beginning of the school year or 14 days after enrollment when a student enrolls mid-year. The notice will be provided in English and in the home language of the student, when possible.

Withdrawal by a parent

Any parent or legal guardian whose child has been enrolled in the EL Program has the right to withdraw the child from the program immediately by submitting a written notice to the school

Early exit for EL students

Students who score a 4.8 composite on the ACCESS test will be dismissed from EL services. Parents may choose for their child to continue to receive ELL services if they are eligible for dismissal within three years of enrollment to the EL program.

Bilingual Program

This program is designed for students who have a language background in Spanish as indicated on the Home Language Survey completed by their parents or guardians. An individual English Language Proficiency screen, as well as a Spanish Language Proficiency screen, determines students’ eligibility.

Transition from the EL Program

Transition from the EL program will be determined by the prior year’s ACCESS scores. Students must earn a 4.8 Composite score on the ACCESS in order to be dismissed from EL services.

For two years after exiting from the district’s EL program, student progress will be monitored. Monitoring will include:

  • Information about the language proficiency level of the student in each of the four domains provided
  • Tri-annual checks (with trimester report cards)
  • Meeting with students, teachers, and parents as needed

Parent Involvement

Parent involvement in their child’s EL or Bilingual Program is highly encouraged by the EL staff and school communities. (Telephonic translation services is provided for all parent communication.) Bilingual families are also encouraged to attend the Bilingual Parent Advisory Council meetings. These meetings provide a valuable opportunity for parents to collaborate with other parents and school personnel to continuously improve EL and Bilingual programming.

October 1, 2020                7:00 pm to 8:00 pm via Google Meets               Agenda/Notes

December 1, 2020            7:00 pm to 8:00 pm via Google Meets               Agenda/Notes

February 2, 2021              7:00 pm to 8:00 pm via Google Meets               Agenda/Notes

April 20, 2021                   7:00 pm to 8:00 pm via Google Meets               Agenda/Notes

June 8, 2021                   7:00 pm to 8:00 pm via Google Meets               Agenda/Notes

October 26, 2021             7:00 pm to 8:00 pm via Google Meets               Agenda/Notes

December 7, 2021                   7:00 pm to 8:00 pm via Google Meets

February 15, 2022                   7:00 pm to 8:00 pm via Google Meets

May 17, 2022                   7:00 pm to 8:00 pm via Google Meets

Resources for Parents of EL Students

What does it mean to be an English Language Learner?

How was my child identified as an English Language Learner?

Will my child always be an English Language Learner?

How is my child expected to use language at school?

What are English Language Development Standards?

What can I do to support my child?

What does the ACCESS score tell me?