Illinois State Board of EducationIllinois State Board of Education ... purpose of determining...
Transcript of Illinois State Board of EducationIllinois State Board of Education ... purpose of determining...
Illinois State Board of Education 100 West Randolph Street, Suite 14-300 • Chicago, Illinois 60601-3223
www.isbe.net
James T. Meeks Tony Smith, Ph.D. Chairman State Superintendent of Education
October 24, 2016
Dr. Kathy Hinz, Superindent
Crystal Lake CCSD 47
300 Commerce Drive
Crystal Lake, IL 60014
Dear Superintendent Hinz:
On March 21-22, 2016 the Division of English Language Learning (DELL) of the Illinois State
Board of Education conducted an on-site monitoring review of Crystal Lake CCSD 47’s
implementation of Article 14C of the Illinois School Code (105 ILCS 5/14C), Part 228 of the 23
Illinois Administrative Code (23 Ill. Adm. Code 228), Part 1, Section 1.88 of the 23 Illinois
Administrative Code (23 Ill. Adm. Code 1.88), Title III of the No Child Left Behind Act of 2001
(20 USC 6801 et. seq.), and any other applicable laws.
DELL issued a compliance monitoring report on April 25, 2016, outlining findings that required
corrective actions and received Crystal Lake CCSD 47’s response on June 10, 2016. DELL
issued a report summarizing the results of our review of your Corrective Action Plan on July 22,
2016. Crystal Lake CCSD 47’s updated response and additional documentation received on
September 7, 2016 satisfactorily addressed the findings identified in the compliance monitoring
report.
We appreciate your work in responding to the concerns outlined in the report. We look forward
to continuing to work with your District to ensure that all students who are ELs have access to
quality programs, become proficient in English, and achieve academic success. If you have any
questions, please do not hesitate to contact DELL at 312-814-3661 or [email protected].
Sincerely,
Sonia Serrano
Principal Consultant
English Language Learning Division
cc: Amy Mosquera, Program Director
ISBE’s response to 2nd Corrective Action Plan Page 1 of 24
Crystal Lake CCSD 47
COMPONENT 2: STUDENT ASSESSMENT AND LANGUAGE ACQUISITION
SERVICES
This component examines whether the District annually assesses the English language
proficiency of the English learners, provides adequate language acquisition services, and
monitors the progress of students who met the exit criteria.
Component
Number
Legal Standard
2.1
Annual English Language Proficiency Assessment
23 Ill. Adm. Code 228.25 (b)(1) School districts must annually assess the English language proficiency,
including aural comprehension (listening), speaking, reading, and writing skills, of all children of all
English learners in kindergarten and any of grades 1 through 12 (Section 14C-3 of the School Code) using
the English language proficiency assessment prescribed by the State Superintendent of Education. This
assessment shall be administered during a testing window designated by the State Superintendent, for the
purpose of determining individual students’ continuing need and eligibility for bilingual education
services. The annual assessment shall be based on the 2012 Amplification of the English Language
Development Standards Kindergarten-Grade 12 (2012), published by the Board of Regents of the
University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-Madison,
1025 West Johnson Street, MD#23, Madison WI 53706, and posted at http://wida.us/standards/eld.aspx.
No later amendments to or editions of these standards are incorporated by this Section. (3) Each student
who is not enrolled in a program under this Part but who has been identified as an English learner shall
be required to participate in the assessment each year until he or she achieves a “proficient” score.
Rating: Partially Implemented
District Response Required: Yes Finding:
As evidenced by a Student Information Systems (SIS) data review, the district did not assess 7
students out of 630 students identified as EL with the ACCESS test during the FY15 school
year.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 2.1 - Annual English Language Proficiency Assessment
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs
Expected Date of Completion: 6/30/2016
Internal Procedures for Implementation: 7 Students were not tested on 2015 ACCESS due to
ISBE’s response to 2nd Corrective Action Plan Page 2 of 24
Crystal Lake CCSD 47
being new to the district. The assessment window for 2015 ACCESS testing was 01/12/2015 -
02/13/2015. A District Procedure has been set up for students who transfer in during the
window. See attachment
List and Attach Evidence of Implementation of the Corrective Action
2.1ProcedureforTransferStudents-ACCESS.docx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
Component
Number
Legal Standard
2.2
Individualized Educational Plan (IEP) Teams for EL students
23 Ill. Adm. Code 226.210 (e) The IEP Team shall include a qualified bilingual specialist or bilingual
teacher, if the presence of such a person is needed to assist the other participants in understanding the
child’s language or cultural factors as they relate to the child’s instructional needs. If documented efforts to
locate and secure the services of a qualified bilingual specialist are unsuccessful, the district shall instead
meet the requirements set forth in Section 226.150(b) of this Part.
Rating: Partially Implemented
District Response Required: Yes
Finding:
As evidenced by a review of student records, it has been found that individuals serving as the
bilingual specialist on the Individual Education Plan (IEP) teams of English learners being
evaluated for special education services do not consistently indicate their role on the IEP sign-in
sheet.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs and Kelli Catini, Director of Special Education
Expected Date of Completion: 6/30/2016
Internal Procedures for Implementation: Individuals serving as the bilingual specialist on the
ISBE’s response to 2nd Corrective Action Plan Page 3 of 24
Crystal Lake CCSD 47
Individual Education Plan (IEP) teams of English Learners do not consistently indicate their role
on the IEP sign - in sheet.
All ELL/Bilingual/Dual Language and Special Education Staff have been notified of this
finding. The ELL Director has emailed all ELL/Dual Language Staff regarding this procedure
as well as has discussed this during the monthly ELL Meeting in April 2016 and May 2016. The
Special Education Director has also emailed her staff regarding this procedure and has added it
to all department (Learning Resource, Speech, Psychologist) meeting agendas. It has been
explained that all ELL/Bilingual Specialists can serve as only two roles during an IEP meeting
and must sign in with that role being specified on the sign in sheet. The sign in sheet must be
signed by all participating in the meeting. This sign in sheet must be uploaded into the
electronic IEP program. The IEP Team Leader is responsible for checking all sign in sheets to
assure that there is Bilingual/ELL representation for any ELL qualified student. The Director of
Special Education will check two times per year various files of EL/IEP students to verify that
the correct documentation is included.
Email that was sent to all Special Education Staff in March, 2016:
As we are gathering data for an ELL compliance visit we have noticed some issues. When
searching for documents to verify that we invite ELL staff as required for all ELL students with
IEPs (conference notice with ELL representative identified) and have them participate in the
meetings (signature page with ELL representative identified and signed), I have noticed some
specific concerns.
1. A staff member serving as the ELL representative is not designated on the IEP notice of
conference (34-57d)
Staff may serve multiple roles (for example...the dual language teacher may serve as the gen
ed rep and the ELL rep...he/she should be listed twice on the notice designating the roles
he/she will fill)
2. A staff member Serving as the ELL representative is not listed as a participant at the IEP
meeting.
Again, staff can serve multiple roles, but if the child is and ELL student, a staff member
needs to be identified as the ELL representative and should sign in twice. The ELL
representative can be excused from the meeting if parents and District agree to excuse this
person with the signed excusal form.
3. Signed IEP attendance sheet is not uploaded to the system.
Please check to ensure that we are in compliance with this law. Files will be pulled at random
48 hours prior to the visit on March 21st. Please check your caseload to determine if there are
steps that can be taken to fix any issues.
I think that we are actually doing a good job with having ELL staff participating at meetings, but
we need to make sure that we can prove that we are in compliance.
ISBE’s response to 2nd Corrective Action Plan Page 4 of 24
Crystal Lake CCSD 47
Thank you for your help in ensuring we are meeting the requirements for our ELL students.
Kelli Catini
Director of Special Education
List and Attach Evidence of Implementation of the Corrective Action
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☒ Partially Accepted ☐Not Accepted
Basis for Partial Acceptance: Insufficient evidence.
Required Elements of Corrective Action and Progress Reports:
Please submit the following:
Three current and completed IEP sign in sheets with the Bilingual Specialist’s signature
Evidence of training of protocol with relevant personnel.
DISTRICT’S SECOND RESPONSE – September 7, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Role of person responsible: ELL Director and Building Administrators
Expected Date of Completion: September 2, 2016
Procedures will be reviewed at the start of each school year with administrators and also IEP
teams.
List and Attach Evidence of Implementation of the Corrective Action
Documents in attached file in email response:
1. 2.2 Procedure – Individualized Educational Plan (IEP) Teams for EL Students 2. Sign off sheet that IEP Teams reviewed the procedures at their meeting 3. 3 current IEP Meeting Sign In Sheets with signatures
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
ISBE’s response to 2nd Corrective Action Plan Page 5 of 24
Crystal Lake CCSD 47
COMPONENT 3: PROGRAM STRUCTURE
This component examines whether the District established the TBE and/or TPI Program
based on the student data and that the program structure/model is based on scientifically
based research on teaching English learners.
Component
Number
Legal Standard
3.1
TBE Program Establishment (Preschool)
23 Ill. Adm. Code 228.25 (a)(3) When a preschool program of the school district has an enrollment of 20 or more English learners of any single language classification other than English in an attendance center or a non-school based
facility, the school district shall establish a TBE program for each language classification represented by the students.
If the preschool program of an attendance center or non-school-based facility has 19 or fewer English learners of any single language classification other than English, then the school district shall meet the requirements of subsection
(a)(2) of this Section when determining placement and the program to be provided.
Rating: Not Implemented
District Response Required: Yes
Findings:
As evidenced by a review of student records, as well as interviews conducted with teachers and
administrators, it has been found that:
Although the district has begun to implement a Transitional Bilingual Education (TBE)
program, it is not fully established for each language classification that has an enrollment
of 20 or more students in preschool at (each applicable) attendance center.
Language support services are not consistently provided to preschool students identified
as EL.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action:
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Pamela White, Director of Early Childhood Program
Expected Date of Completion: 2016-2017 School Year
Internal Procedures for Implementation:
During the 2015 - 2016 School Year the district created an Early Childhood Committee to look
at expanding our Early Childhood Program to include either a TBE classroom or an At Risk
ISBE’s response to 2nd Corrective Action Plan Page 6 of 24
Crystal Lake CCSD 47
Classroom. The committee created a plan to begin offering both a TBE and a TPI classroom in
the Early Childhood Center for the 2016-2017 School year.
1. The district posted a job posting to look for applicants to teach in the TBE classroom
(See attached job posting).
2. The Director of ELL Programs and the Director of Early Childhood will be meeting with
the Early Childhood team on May 27, 2016 to plan for this classroom. Items to be
decided are: Staffing and Paraprofessional Support, Procedure for identifying students
who will attend, Curriculum (both in Spanish and also ESL) as well as any other
resources or materials that will need to be provided, teacher schedule and
responsibilities.
3. The Director of ELL and the Director of Early Childhood will be interviewing candidates
during the month of June 2016.
4. The Director of ELL will meet with the Student Services Team over the summer of 2016
to create a procedure for registering students, correctly identifying them, and for
uploading this information to ISBE.
5. A classroom space has been dedicated to this classroom. The morning session will offer
the TBE Program for Preschool and the afternoon will offer a Pull Out TPI Program for
Preschool. All TBE students will receive their instruction in Spanish as well as will
receive instruction in English (ESL). The TPI students will be scheduled so that they are
receiving consistent support by an ELL Teacher.
6. During the 2016-2017 School Year, the Early Childhood Committee will continue to
meet in order to look at the program and create a plan for expansion of the program into
other elementary schools that will be presented to the Board of Education for approval in
December of 2016.
List and Attach Evidence of Implementation of the Corrective Action
TBEProgramJobDescription.docx
Pre-Screened Weekly Build FILE.xlsx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
ISBE’s response to 2nd Corrective Action Plan Page 7 of 24
Crystal Lake CCSD 47
Component
Number
Legal Standard
3.2
TPI Program Establishment (Preschool)
23 Ill. Adm. Code 228.25 (a)(3)…If the preschool program of an attendance center or non-school-based facility has 19
or fewer English learners of any single language classification other than English, the school district shall meet the requirements of subsection (a)(2) of this Section when determining placement and the program to be provided.
Rating: Not Implemented
District Response Required: Yes
Finding:
As evidenced by a review of student records, documents obtained from the district, and
interviews conducted with teachers and administrators a Transitional Program of Instruction
(TPI) is not established for any single language classification with an enrollment of 19 or fewer
students at an attendance center, in preschool.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 3.2 TPI Program Establishment (Preschool)
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Pamela White, Director of Early Childhood Program
Expected Date of Completion: 6/30/2017
Internal Procedures for Implementation: As the district implements the TBE Program for
students, it will also establish a TPI program of instruction for languages that have 19 or fewer
of a single language classification. A dedicated classroom space will be provided for pull out
ESL instruction. The schedule will be set in place in the fall of 2016 so that there is consistent
instruction for the ELs that have been identified. The Director of ELL Programs will work with
the EL teacher on identification of those students as well as support and scheduling for the 2016-
2017 school year. The Director of ELL will also work with the Student Services Team to
properly identify these students in order to report accurately to the state.
ISBE’s response to 2nd Corrective Action Plan Page 8 of 24
Crystal Lake CCSD 47
List and Attach Evidence of Implementation of the Corrective Action
Pre-Screened Weekly Build FILE.xlsx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
Component
Number
Legal Standard
3.3
TBE Program Establishment (K-12)
23 Ill. Adm. Code 228.25 (a)(1) When an attendance center has an enrollment of 20 or more English learners of the same language classification the school district must establish a transitional bilingual education (TBE) program for
each language classification represented by those students. (Section 14C-3 of the School Code; see Section 228.30(c) of
this Part) A further assessment of those students to determine their specific programmatic needs or for placement in either a full-time or a part-time program may be conducted. This subsection (a)(1) applies only to students enrolled in
kindergarten or any of grades 1 through 12 in an attendance center.
Full-time Program Components
23 Ill. Adm. Code 228.30 (c) Specific Requirements for Transitional Bilingual Education (TBE) Programs (1) Each full-
time TBE program shall consist of at least the following components (Section 14C-2 of the School Code): (A) Instruction in subjects which are either required by law (see 23 Ill. Adm. Code 1) or by the student’s school district, to be given in
the student’s home language and in English; core subjects such as math, science and social studies must be offered in
the student’s home language, except as otherwise provided in subsection (c)(3) of this Section; (B) Instruction in the language arts in the student’s home language; (C) Instruction in English as a second language, which must align to the
2012 Amplification of the English Language Development Standards Kindergarten through Grade 12 (2012), published
by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-Madison, 1025 West Johnson Street, MD#23, Madison WI 53706, and posted at
http://www.wida.us/standards/eld.aspx. No later amendments to or editions of these standards are incorporated by this
Section; and (D) Instruction in the history and culture of the country, territory, or geographic area which is the native land of the students or of their parents and in the history and culture of the United States.
Part-time Program Components
23 Ill. Adm. Code 228.30 (c)(C) A part-time program shall consist of components of a full-time program that are
selected for a particular student based upon an assessment of the student’s educational needs. Each student’s part-time
program shall provide daily instruction in English and in the student’s native language as determined by the student’s needs.
Rating: Partially Implemented
District Response Required: Yes
Finding:
As evidenced by a review of documents obtained from the district, as well as interviews
conducted with teachers and administrators, each attendance center at the district that has
identified a full-time TBE program does not incorporate the following required component:
Instruction in English and the home language of the student for all core subjects
ISBE’s response to 2nd Corrective Action Plan Page 9 of 24
Crystal Lake CCSD 47
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 3.3- TBE Program Establishment
The established full-time TBE program does not incorporate the following required component:
Instruction in English and the home language of the student for all core subjects
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Dual Language Instructional Coaches
Expected Date of Completion: 9/2016
Internal Procedures for Implementation: Five buildings in the district offer the TBE
Program. The Dual Language Director and the Dual Language Instructional Coaches will work
over the summer to update the schedule of the Dual Language Classrooms, 4th and 5th grade, to
incorporate native language instruction in all CORE areas. Currently, all K - 3 Dual Language
classrooms offer all CORE subjects in Spanish as well as an English Language Development
Time. In Fourth and Fifth Grade Dual Language Classrooms, teachers will receive materials for
math and also Social Studies to be able to offer native language instruction to all students who
qualify for full time TBE instruction. See sample schedules for 4th and 5th grade Dual
Language attached.
For Middle School - All full time TBE students receive instruction in their native language in the
areas of Language Arts and Social Studies. The program model for our bilingual teachers
changed from push in to pull out for the 2015-2016 school year. For the 2016-2017 school year
the bilingual teacher at the Middle School will create a schedule to pull out full time TBE
students and offer them native language instruction in the areas of Math and Science.
List and Attach Evidence of Implementation of the Corrective Action
FourthGradeDualLanguageSchedules (1).docx
FifthGradeDualLanguageSchedule (1).docx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☒ Partially Accepted ☐Not Accepted
Basis for Partial Acceptance: In order to fully accept the corrective action provided, additional
evidence is required as evidence of implementation.
Required Elements of Corrective Action and Progress Reports:
Please provide a schedule for the middle school that indicates native language instruction in the
core content areas.
ISBE’s response to 2nd Corrective Action Plan Page 10 of 24
Crystal Lake CCSD 47
DISTRICT’S SECOND RESPONSE – September 7, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
1. Person Responsible for Implementation: ELL Director and ELL/Bilingual Staff at HBMS
2. Each year the ELL/Bilingual Staff will work with building administration to schedule
students into native language instruction in the core content areas based on ACCESS
proficiency/TBE full time status.
3. Expected date of completion: 8/2016 and ongoing as students register.
List and Attach Evidence of Implementation of the Corrective Action
Please see attached file 3.3 TBE Middle School Schedule in email response
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
COMPONENT 4: CURRICULUM AND INSTRUCTION
This component examines whether the District implements a curriculum that is
standards-based and supported by appropriate instructional materials.
Component
Number
Legal Standard
4.1
Standards Aligned Curriculum
20 USC 6826 (d)(3) the eligible entity has based its proposed plan on scientifically based research on
teaching limited English proficient children; (4) the eligible entity will ensure that the programs will
enable children to speak, read, write, and comprehend the English language and meet challenging State
academic content and student academic achievement standards.
23 Ill. Adm. Code 228.30 (b)(4) Beginning with the 2012-13 school year, instruction in Spanish language
arts, where provided under subsection (c) or (d), shall be aligned to the standards that are appropriate to
the ages or grade levels of the students served, which are set forth in the document titled "World-Class
Instructional Design and Assessment: Spanish Language Arts Standards" (2005), published by the Board of
Regents of the University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-
Madison, 1025 West Johnson Street, MD #23, Madison WI 53706, and posted at
http://wida.us/standards/sla.aspx. No later amendments to or editions of these standards are incorporated
by this Section.
Rating: Partially Implemented
District Response Required: Yes
ISBE’s response to 2nd Corrective Action Plan Page 11 of 24
Crystal Lake CCSD 47
Finding:
As evidenced by a review of documents obtained from the district, as well as interviews
conducted with teachers and administrators, it has been determined that although the teachers
make adaptations to the general education curriculum and align these to common core and
WIDA, there is no district-wide scope and sequence or curriculum map for ESL.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 4.1 - District Wide Scope and Sequence and Curriculum Map
for ESL
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Literacy Director, Dual Language Instructional Coaches, Bilingual/ELL teachers
Expected Date of Completion: 6/2017
Internal Procedures for Implementation:
1. The district has created units of study that align to the New Illinois Learning Standards
for grades K - 8. During the 2015-2016 School year, these units were completely
revised.
2. During the summer of 2016, the Literacy Coaches are working on developing a scope
and sequence of the standards that are being taught in each trimester at each grade
level. The Dual Language Coaches will be mapping out the scope and sequence of
standards (ELA, SLA and ELD) during the 2016-2017 school year.
3. The Director of ELL and one Dual Language Coach will be participating in the ISBE
sponsored PLC training with WIDA during the 2016-2017 school year. As they are
trained they will develop a professional development plan to train district teachers so that
they are able to align the curriculum/units to the WIDA ELD standards.
4. Beginning in the winter of the 2016 - 2017 school year, after receiving professional
development in the area of the ELD standards and writing MPI’s, the ELL teachers will
work monthly on aligning the WIDA standards to the monolingual units, including
MPI’s and Can Do Tasks. This work will be completed during the spring of 2017 and
continue into the summer of 2017.
5. At the start of the 2017-2018 school year, all units district wide will be aligned to the
ELA and ELD standards. The scope and sequence will be created to provide a
curriculum map for ESL for ELL teachers to use during the 2017 - 2018 school year.
6. At the start of the 2017 - 2018 school year, all Dual Language Biliteracy units will be
aligned to ELA, SLA and ELD standards. There will be a completed scope and sequence
that will be provided to the teachers.
7. Attached is the scope and sequence for the monolingual units of study that has been
started. During the 2016-2017 school year, Dual Language will create a similar
document including all of the standards K - 8.
ISBE’s response to 2nd Corrective Action Plan Page 12 of 24
Crystal Lake CCSD 47
List and Attach Evidence of Implementation of the Corrective Action
District 47 Priority Standards Scope and Sequence (1).xlsx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
Component
Number
Legal Standard
4.2
Instructional Materials (Title III recipients)
20 USC 6912 (a)(2)(B) Grants awarded under this section may be used for…(iv) improving the instruction
programs for limited English proficient children by identifying, acquiring, and applying effective
curricula, instructional materials (including materials provided through technology), and assessments that
are all aligned with State and local standards.
Rating: Partially Implemented
District Response Required: Yes
Finding:
As evidenced by a review of documents obtained from the district, as well as interviews
conducted with teachers and administrators, it has been determined that the district does not
provide sufficient native language or ESL instructional materials to meet the needs of English
learners.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 4.2 - Instructional Materials
The district does not provide sufficient native language or ESL instructional materials to meet
the needs of English learners.
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Dual Language Instructional Coaches, Bilingual/ELL teachers, Assistant Principals
Expected Date of Completion: 6/2017
ISBE’s response to 2nd Corrective Action Plan Page 13 of 24
Crystal Lake CCSD 47
Internal Procedures for Implementation:
1. Currently the district is in the process of creating Master Inventory Lists for all Dual
Language Classrooms as well as all ELL classrooms. The inventories were started but
never completed. These incomplete inventories were uploaded to ISBE prior to the
compliance visit in March 2016.
2. During the 2016-2017 school year a Master Inventory of what should be in each
classroom will be created (Dual Language grades K - 5 have been started) Teachers will
check off items that they currently have in their classrooms. See attached sample
inventory (still incomplete)
3. Using funds from the FY17 Title III grant, additional materials will be ordered to support
both native language instruction as well as ESL.
4. During the summer of 2016, District 47 is currently revising the Biliteracy units of Study
for grades K - 8. Teachers are using Title III funds to purchase additional
materials/books to support teaching the standards and the units.
5. During the 2016-2017 school year, the ELL team will work to align the Monolingual
Units of study to the WIDA standards and will purchase additional materials to support
the teaching of the standards as well as ESL.
6. All materials ordered will be added to the inventories.
7. There will be a checkout system at the end of each school year so that the administration
can check the materials in the classrooms using the updated inventories.
List and Attach Evidence of Implementation of the Corrective Action
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☐ Partially Accepted ☒Not Accepted
Basis for Non Acceptance: Evidence not provided
Required Elements of Corrective Action and Progress Reports:
Please submit the following documentation as evidence of implementation:
List of proposed native language and ESL instructional materials to be purchased and
timeline of when these when will be purchased; and,
Documentation of where these materials will be housed and how they will be used by the
relevant teachers.
DISTRICT’S SECOND RESPONSE – September 7, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
1. Person(s) Responsible: ELL Director, Dual Language Instructional Coaches, Dual
Language and Bilingual Teachers
ISBE’s response to 2nd Corrective Action Plan Page 14 of 24
Crystal Lake CCSD 47
2. Expected Date of Completion: Full Inventories to be revised, added to and completed by
6/2017 but will be ongoing as materials are being purchased.
3. All materials purchased are labeled with “Purchased from Title III Funds”
4. Once Inventories have been completed and compiled – Grades Pre-K through 8th
grade they
will be used at the end of each school year to check out a teacher for the summer.
This procedure will be reviewed with all administrators at the beginning and also at the end of
each school year.
List and Attach Evidence of Implementation of the Corrective Action
Please see attached files in email response to ISBE
1. Language Dual Classroom Inventories 2. ELL Clasroom Inventories 3. Spreadsheet of future purchases using FY16 and FY17 funds
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
COMPONENT 5. ACCESS TO SERVICES
This component examines whether the District implements policies that guarantee
equal access for English learners.
Component
Number
Legal Standard
5.5
Program Facilities
23 Ill. Adm. Code 228.30 (a)(1) Program Facilities – Other than for preschool education programs, TBE
and TPI programs shall be located in regular public school facilities rather than in separate facilities.
(Section 14C-6 of the School Code [105 ILCS 5/14C-6]) If such a location is not feasible, the substitute
location shall be comparable to those made available to a majority of the district’s students with respect to
space and equipment. If housed in a facility other than a public school (including a charter school), the
school district shall provide a written explanation in its annual application to the State Superintendent of
Education as to why the use of a public school building is not feasible.
Rating: Partially Implemented
District Response Required: Yes Finding:
As evidenced by interviews conducted with teachers and administrators, as well as classroom
visits, it has been found that the district does not provide facilities for TBE/TPI instruction that
are comparable to those made available to a majority of the district’s students with respect to
space at every attendance center.
ISBE’s response to 2nd Corrective Action Plan Page 15 of 24
Crystal Lake CCSD 47
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 5.5 - Program Facilities
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Building Administrators
Expected Date of Completion: 9/2016
Internal Procedures for Implementation:
1. In May of 2016 when the district received the list of Compliance Corrections from ISBE
the Director of ELL walked through each building that has ELL/Bilingual Services to
assure that each teacher had a space comparable to other staff in order to work with
children.
2. In both Early Childhood and Middle School, the teachers had a small space but it was not
a dedicated space where they were able to work with students.
3. In Early Childhood, we have dedicated a classroom that will be used for a self-contained
TBE classroom (3.1). This classroom will also be used for TPI instruction as well.
4. In the Middle School, the ELL/Bilingual Teachers currently share a room with the Dual
Language Teacher. The district is implementing a 1:1 technology initiative for the 2016-
2017 school year so the computer lab will be dismantled.
5. This space will be used for the ELL/Bilingual Teachers to have a comparable space that
houses all ESL and Native Language materials and will be used to work with their
groups on a consistent basis.
List and Attach Evidence of Implementation of the Corrective Action
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
ISBE’s response to 2nd Corrective Action Plan Page 16 of 24
Crystal Lake CCSD 47
COMPONENT 6. PERSONNEL QUALIFICATIONS AND PROFESSIONAL
DEVELOPMENT
This component examines whether the District has adequate and highly qualified staff to
support programming and that on-going professional development is provided to all staff
including administrators, principals, teachers, paraprofessionals, and other school personnel.
Component
Number
Legal Standard
6.1
Teacher Qualification (Preschool)
23 Ill. Adm. Code 228.35 (c)(1) Each individual assigned to provide instruction in a preschool program
shall meet the requirements of 23 Ill Adm. Code 235.20 (c) (Application Procedure and Content for New
or Expanding Programs). By July 1, 2016, each individual assigned to provide instruction to students in a
preschool program also shall meet the applicable requirements of subsection (a) or (b), depending on the
assignment, except as provided in subsection (c)(3).During school years 2014-15 and 2015-16, any school
district unable to meet the requirements of subsection (c)(2) shall submit a plan to the State
Superintendent of Education by September 15 of each year that demonstrates how the program is actively
working toward recruiting and hiring fully qualified staff and serves preschool-age English learners. The
plan shall be developed and monitored jointly by school administrators responsible for the preschool
program and the bilingual education program. Using a format prescribed by the State Superintendent of
Education, the plan shall include, but is not limited to: A) Past and current efforts undertaken by the
district to recruit and hire fully qualified staff (early childhood, bilingual or special education) to include,
as applicable, steps taken to support current preschool teachers in their efforts to obtain the early
childhood education or bilingual education endorsement and/or to retain fully qualified staff; B)Reasons
why individuals meeting the requirements of subsection (a) or (b) were not hired, if applicable ;C)
Professional development activities focused on the needs of preschool-age English learners; and D) How
the educational program for English learners will meet the needs of those students without fully qualified
staff, to include information relative to the components set forth in Section 228.27(b) through (f).(4) Staff
who are employed to assist in instruction in a preschool program but do not hold a professional educator
license shall meet the requirements of 23 Ill. Adm. 235.20 (c).
Highly Qualified Teachers
20 USC 6319 (a) (1) IN GENERAL: Beginning with the first day of the first school year after January 8,
2002, each local educational agency receiving assistance under this part shall ensure that all teachers
hired after such day and teaching in a program supported with funds under this part are highly
qualified…(3) LOCAL PLAN: As part of the plan described in section 6312 of this title, each local
educational agency receiving assistance under this part shall develop a plan to ensure that all teachers
teaching within the school district served by the local educational agency are highly qualified not later
than the end of the 2005-2006 school year.
Rating: Partially Implemented
District Response Required: Yes
Finding:
As evidenced by interviews conducted with teachers and administrators, and credentials listed on
the Educator Licensure Information System (ELIS), it has been found that one or more teachers
that are assigned to provide bilingual and/or ESL instruction are not “highly qualified” in
accordance with the No Child Left Behind Act of 2001 (NCLB).
ISBE’s response to 2nd Corrective Action Plan Page 17 of 24
Crystal Lake CCSD 47
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 6.1 - Credentials of Teachers
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs, Human Resource Department
Expected Date of Completion: 6/2018
Internal Procedures for Implementation:
Current Procedures:
1. The Human Resource Department maintains a spreadsheet of all district teachers with
their certifications. This spreadsheet is updated as teachers receive other
certifications/endorsements. (See attached spreadsheet)
2. The Human Resource Department reviews this list three times per year and notifies the
staff member if there are certification issues.
3. The Director of Professional Development and Grants includes stipends into Title I and
Title II grants to help teachers receive their certification each year.
4. As teachers are being interviewed, the Human Resource Department verifies certification
through ELIS and also the ROE prior to extending an offer to the candidate.
5. The teachers who do not currently have appropriate credentials have been moved to
positions where they do not need the Highly Qualified licensure until they obtain it.
6. As of right now, there are 3 teachers without proper credentials. All three teachers are in
the process of receiving their certificates by the 2018-2019 school year.
List and Attach Evidence of Implementation of the Corrective Action
Dual-ELL-Bil Licensure.xlsx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☒ Partially Accepted ☐Not Accepted
Basis for Partial Acceptance: In order to fully accept the corrective action provided, further evidence is required.
Required Elements of Corrective Action and Progress Reports: Please submit evidence that the 3 teachers are enrolled into an accredited program to obtain
certification
ISBE’s response to 2nd Corrective Action Plan Page 18 of 24
Crystal Lake CCSD 47
DISTRICT’S SECOND RESPONSE – September 7 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
1. Person(s) Responsible: Human Resources Department, ELL Director
Expected Date of Completion: 6/2017
List and Attach Evidence of Implementation of the Corrective Action
Please see evidence of three teachers who are enrolled into an accredited program in email
response to ISBE
1. E. Bethers
2. C. Ipjian
3. C. Morales
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
ISBE’s response to 2nd Corrective Action Plan Page 19 of 24
Crystal Lake CCSD 47
COMPONENT 7: RIGHTS OF PARENTS AND COMMUNITY ENGAGEMENT
This component examines whether the District established and implements effective means
of community engagement and that parents are fully informed of their rights.
Component
Number
Legal Standard
7.2
Progress Reports
23 Ill. Adm. Code 228.40 (c)(1) Maintenance of Records and Reporting Procedures (1) Report Cards - The school shall send progress reports to parents or legal guardians of students enrolled in programs in the same manner and with
the same frequency as progress reports are sent to parents or legal guardians of other students enrolled in the school
district. (A) Progress reports shall indicate the student's progress in the program and in the general program of instruction. (B) Progress reports shall indicate when the student has successfully completed requirements for transition
from the program into the general program of instruction if that information has not been reported separately in writing
to the parents or legal guardian. (C) Progress reports for all students enrolled in a program under this Part shall be written in English and in the student's home language unless a student's parents or legal guardian agrees in writing to
waive this requirement. The parents’ waiver shall be kept on file in accordance with subsection (c)(3) of this Section.
Rating: Partially Implemented
District Response Required: Yes
Findings:
As evidenced by a review of documents obtained from the district, as well as interviews
conducted with teachers and administrators, it has been found that:
Progress reports do not indicate progress in the TBE/TPI program.
Progress reports do not indicate the specific English language proficiency requirements
necessary to exit the TBE/TPI program.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 7.2 - Progress Reports
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs
Expected Date of Completion: 6/2017
ISBE’s response to 2nd Corrective Action Plan Page 20 of 24
Crystal Lake CCSD 47
Internal Procedures for Implementation:
1. During the 2016-2017 School Year two Progress Report Committees will be formed.
a. The first committee will look at the current Dual Language Progress Report to
revise it to include reporting on all of the standards (ELA, SLA and ELD) that the
program teaches to. This progress report will be done bilingually
English/Spanish and will also indicate the specific English language proficiency
requirements necessary to exit the TBE/TPI program.
b. The Second Committee will develop a progress report to report to parents of
children in a monolingual classroom who are receiving either TBE or TPI pull
out services. This progress report will indicate progress in the program aligned to
the four language domains (Reading, Writing, Listening and Speaking) as well as
the English Language Proficiency requirements necessary to exit the TBE/TPI
program.
2. Both sets of progress reports will be completed by June 15, 2017.
3. These progress reports will be implemented and used to report to parents for the 2017-
2018 school year.
List and Attach Evidence of Implementation of the Corrective Action
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☐ Partially Accepted ☒Not Accepted
Basis for Non Acceptance: No evidence provided.
Required Elements of Corrective Action and Progress Reports:
The timeline for completion is not acceptable. Please submit TBE/TPI report cards that indicate
the student’s progress in the program, their English language proficiency, and the requirements
for exiting the program by September 7, 2016.
DISTRICT’S SECOND RESPONSE – September 7, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
1. Person Responsible: ELL Director
2. Expected Date of Completion – 8/2016 (Completed)
The ELL Progress Reports that are attached in the email response to ISBE indicate progress in
English Language Proficiency as well as clearly states exit criteria. These progress reports will
be used in conjunction with the District Standards Based Progress Reports so that parents are
aware of how their child is doing in all content areas in addition to English Language
Proficiency.
ISBE’s response to 2nd Corrective Action Plan Page 21 of 24
Crystal Lake CCSD 47
List and Attach Evidence of Implementation of the Corrective Action
Please see attached file in response to ISBE Corrections: ELD Progress Reports
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
Component
Number
Legal Standard
7.3
Withdrawal by Parents (Opt-out or Refusals)
23 Ill. Adm. Code 228.40 (a)(2) Withdrawal by Parents – Any parent or legal guardian whose child has been enrolled
in a program shall have the absolute right to withdraw the child from the program immediately by submitting a written
notice of his or her desire to withdraw the child to the school authorities of the school in which the child is enrolled or to the school district in which the child resides. (Section 14C-4 of the School Code).
Rating: Partially Implemented
District Response Required: Yes
Finding: As evidenced by a review of the district’s withdrawal notice, and interviews conducted
at each attendance center with teachers and administrators, the district does not obtain written
notice from parents who request to withdraw their children from the TBE/TPI program.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Refusal of Services document will include: Date of Screening, Date of Conference with Parent
and will have a section for the parent to write their reason for removing their child from
receiving EL services. Director of ELL has made changes to the document and will replace this
document with the one previously used. Once completed, this form will be placed into the cum
folder and the ELL folder of the students. All ELL/Bilingual Teachers will receive the new
document at the May 2016 ELL Business Meeting. All Forms and Notifications are posted in a
Google folder for all ELL/Bilingual teachers to access at any time during the school year.
List and Attach Evidence of Implementation of the Corrective Action
2016DenialofServicesParentDocumentation.doc.docx
2016Denialofservicesparentdocumentation-Spanish.doc.docx
ISBE’s response to 2nd Corrective Action Plan Page 22 of 24
Crystal Lake CCSD 47
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☒ Partially Accepted ☐Not Accepted
In order to accept the corrective action provided, further evidence is required.
Required Elements of Corrective Action and Progress Reports: The district must submit procedures/memos developed and shared with administrators, teachers
and all other shareholders related to the refusal protocol
DISTRICT’S SECOND RESPONSE – September 7, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
List and Attach Evidence of Implementation of the Corrective Action
District submit revised form, procedures and sign in sheet of staff meeting
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted
COMPONENT 8: PROGRAM EVALUATION, STUDENT RECORDS, AND DATA
MANAGEMENT
This component examines whether the District has met the accountability measures and
maintained accurate student records and reporting procedures.
Component
Number
Legal Standard
8.4
Maintenance of Records
23 Ill. Adm. Code 228.15 (d)The completed home language survey form shall be placed into the student’s
temporary record as defined in 23 Ill. Adm. Code 375(Student Records).
Ill. Adm. Code 228.40 (c)(3) Records - School districts shall maintain records of each student enrolled in
programs in the manner prescribed in 23 Ill. Adm. Code 375 (Student Records). These records shall
include program entry/exit information, annual English language proficiency assessment scores and
results from the prescribed screening instrument for students in kindergarten and any of grades 1 through
12 or the results from the prescribed screening procedures for students in preschool programs; other
student information (e.g., language, grade level, and attendance); the rationale for a student’s placement
into a part-time program, where applicable, including documentation of the criteria, as set forth in Section
228.30(c)(3) of this Part, used to determine that a part-time program would be appropriate; and
documentation of conferences and written communication with parents or legal guardians. Parents and
legal guardians of students enrolled in programs shall have access to their students’ records, as specified
in 23 Ill. Adm. Code 375.
Rating: Partially Implemented
ISBE’s response to 2nd Corrective Action Plan Page 23 of 24
Crystal Lake CCSD 47
District Response Required: Yes
Findings:
The district does not maintain the records of each student enrolled in a TBE/TPI program
in the manner prescribed by 23 Ill. Adm. Code 228.15(d) and 228.40 (c)(3). The
following items are inconsistently found:
Program entry/exit information, including annual continuation letters, parental
consent for exit before three years of services or continuation beyond three years
of services, and written notification of a parent’s desire to withdraw their child
from the program;
Dates of the initial English language proficiency screener and scores;
Scores of annual English language proficiency assessments;
Parents’ report card waiver.
DISTRICT’S FIRST RESPONSE – 6/10/2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Description of Corrective Action: 8.4 Maintenance of Records
Role/Title of Person Responsible: Amy Mosquera, Director of Dual Language and ELL
Programs
Expected Date of Completion: 6/2017
Internal Procedures for Implementation:
1. Currently all ELL/Bilingual teachers are responsible for maintenance of ELL Records.
2. In August of each school year, teachers are given time to work on files and maintenance
of records. Teachers work on preparing program letters to be sent home, ACCESS
scores, updating FY Files for the state as well as working on paperwork to include in the
student ELL files.
3. Teachers use a checklist to check off the requirements of the records. The checklist has
been updated to reflect a comment box so that if a student transfers in during the school
year and the teacher is unable to locate those records from the prior school district,
he/she is able to make comments. (See Attached)
4. A procedure has been developed for the ELL/Bilingual Staff when working to secure
records from students who have transferred into the district. (See attached).
5. All ELL students in District 47 have a red folder which houses all records. The updated
ELL checklist will be attached to the front of each folder. This folder continues with the
child throughout their tenure in District 47. If the child moves out of the district, the file
is sent to the new district.
.
ISBE’s response to 2nd Corrective Action Plan Page 24 of 24
Crystal Lake CCSD 47
List and Attach Evidence of Implementation of the Corrective Action
8.4ProcedureforMaintenanceofRecords.docx
ELLRedFolder-DocumentTrackingyrtoyr-.docx
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – July 22, 2016
Status of Corrective Action:
☐Accepted ☐ Partially Accepted ☒Not Accepted
Basis for Partial Acceptance or Non Acceptance:
In order to fully accept the corrective action plan provided, further evidence is required.
Required Elements of Corrective Action and Progress Reports:
The date of completion is not acceptable. Please submit a copy of the directive/memo to the
staff responsible for maintaining student files about using this checklist and its implementation
beginning the 2016-2017 school year.
DISTRICT’S SECOND RESPONSE – September 7, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
List and Attach Evidence of Implementation of the Corrective Action
District submitted checklist, meeting agenda for ELL staff.
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – October 24, 2016
Status of Corrective Action:
☒Accepted ☐ Partially Accepted ☐Not Accepted