Program Models and Services

The purpose of this document is to serve as guidance in programming and student placement of English Learners. The English Learning Continuum of Services and Administrative Code mandates are the current program requirements of Title III Programs in CUSD 201.

Program Placement Criteria

Students who do not meet English language proficiency on the screener or EL assessment are placed into: Transitional Bilingual Education (TBE) (full-time or part-time) OR Transitional Program of Instruction (TPI).

Transitional Program of Instruction (TPI)

A Transitional Program of Instruction for English Learners (ELs) provides EL support through general education differentiation, pull-out, and push-in services. The goal is for students to learn alongside their peers in the general education classroom while receiving appropriate support from an EL teacher or through differentiated instruction. 

Transitional Bilingual Education (TBE)  

Transitional Bilingual Education (TBE) programs, as defined by ISBE, provide instruction in students’ native language and English to support English Learners (ELs) in developing academic skills while acquiring English proficiency, to transition students to full English instruction as soon as they are ready. In CUSD 201, the TBE Collaborative Model, guided by the principles of Diversity, Unity, Access, and Language (D.U.A.L.), serves full-time EL students. Full-time students are enrolled in our D.U.A.L. program, where teachers plan and deliver instruction in both English and the students’ home language. This collaborative TBE model in CUSD 201 aligns with ISBE guidelines to foster bilingualism, biliteracy, and academic achievement.

Part-time students in TBE receive targeted push-in and pull-out services focused on language development and academic support to complement their general education instruction. All instruction is aligned to Illinois WIDA English Language Development standards and Common Core State Standards. EL and General Education Teachers co-plan and monitor student progress to meet individual needs, while families are actively engaged through communication and resources to support bilingual development and academic success. 

Levels of Support for TPI and Part-Time TBE 

• Level 1.0-2.9 – Entering & Emerging  
• Composite ACCESS score of 1.0-2.9 
• Little or no exposure to English 
• Usually has oral language proficiency in the native language 
• Newcomer/beginner students at all grade levels focus on the development of basic interpersonal communicative English and are introduced to academic language through speaking, listening, reading, and writing instruction. Students receive at least 40 minutes of daily push-in or pull-out instruction from the EL teacher.

Level 3 – Developing 

• Composite ACCESS score of 3.0-3.9 
• Communicate ideas and details in English using several connected sentences, and can participate in short conversations and discussions in school 
• Communicate ideas and details in English using several connected sentences, and can participate in short conversations and discussions in school 
• At the Developing level, students at all grade levels continue to expand and apply academic language in speaking, listening, reading, and writing. Support is provided through push-in or pull-out instruction from an EL teacher or by an endorsed classroom teacher, with an emphasis on building comprehension, vocabulary, and content-specific language skills essential for success across academic subjects. Student progress is closely monitored using a combination of quantitative data (classroom assessments, benchmark scores) and qualitative data (teacher observations, student work samples) to guide and adjust instruction to meet individual needs.

Level 4 – Expanding 

• Composite ACCESS score of 4.1-4.7 
• Listening and speaking skills approach native English speakers in conversational English; however, academic proficiency is developing in specificity and complexity
• Reading and writing skills approaching grade level standards with scaffolding, direct instruction, and extra time 
• Expanding students apply their academic language skills to engage with grade-level content across subject areas. Their progress is monitored using a combination of quantitative data (classroom assessments, benchmark scores) and qualitative data (teacher observations, student work samples). Instruction is provided through daily push-in or pull-out support from an EL teacher as needed, and/or by an endorsed classroom teacher. The ESL resource teacher collaborates closely with grade-level teams to plan and integrate linguistic scaffolds that support students’ access to rigorous content.

Level 4.8 and above – Exited 

• Composite ACCESS score of 4.8-6.0 
• High-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts 
• Full engagement in grade-level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. 
• While students are no longer considered part of the EL caseload, the EL teachers continue to monitor the progress of students who have exited the EL/Bilingual program. The ESL teams and grade-level teachers collaborate to provide any linguistic scaffolding required to support students in their learning. 

Student-Teacher Ratios

• Self-contained bilingual and EL classes cannot exceed 90% of the average student-teacher ratio in general program classes for the same grade
• Ratio calculated as of September 30th each school year
• If class size increases after September 30th, the ratio cannot exceed the average for general education classes

Dual Services: ESL and IEP 

CUSD 201 provides EL students with an Individualized Education Plan (IEP) with both language assistance and special education services. Dual services should be provided in a manner that promotes inclusion in general-education settings and among the students’ peers.