Bilingual Education. 30.1 Decisions made at each school site to implement the instructional program for ELL/dual immersion students consistent with legal and policy requirements, including appropriate primary language support, shall be made after the involvement of the following regularly assigned teachers who work directly with ELL/dual immersion students: • classroom teachers • bilingual teachers • ESL teachers • sheltered English teachers • resource teachers
30.2 Paraprofessional support services for these classes shall be assigned in accordance with program need to the degree that qualified persons are available and within the financial resources designated for this purpose.
30.3 The Union and the District will work through joint committees to explore solutions that will meet the needs of the ELL/dual immersion students. It should be noted that references are made to bilingual teachers and the bilingual program throughout the contract. Of particular note are the following:
1. Contract Articles • Article 5, Union Rights • Article 6, Professional Rights • Article 7, Days and Hours of Employment • Article 9, Class Size • Article 15, Staffing and Assignment • Article 18, Professional Development
2. Board Policies • 6121.3 — Bilingual Policy Statement • 6121.5 — Bilingual / Bicultural Master Plan
Bilingual Education. If there are any changes in the State law that would affect bilingual education, the Parties agree to meet as soon as practicable to discuss the change(s).
Bilingual Education. Bilingual Education and English as a Second Language (ESL and ELL): The District and the Association will meet annually in the month of April/May to review school projections, and determine which schools, if any, need additional certified or endorsed teachers for Bilingual, ESL or TESOL classes for grades K-3. Adjusted FTEs will take place accordingly at the commencement of the school year.
Bilingual Education. The Charter School shall provide bilingual education services in a manner consistent with that in the Application, provided that the Charter School 1) shall identify students who require bilingual education by administering a Home Language Survey Form or other suitable identification instrument to all incoming students, 2) shall assess the English language proficiency of all students identified as coming from a non-English speaking background, and 3) shall provide a bilingual education or English as a Second Language program for such students in accordance with the applicable state and federal laws including, but not limited to, the Equal Educational Opportunity Act. Notwithstanding anything to the contrary in this paragraph, the Charter School shall have no obligation to provide bilingual education to a greater extent than required under the law.
Bilingual Education. The Charter School shall provide bilingual education services in a manner consistent with that in the Application, provided that the Charter School 1) shall identify students who require bilingual education by administering a Home Language Survey Form or other suitable identification instrument to all incoming students, 2) shall assess the English language proficiency of all students identified as coming from a non-English speaking background, and 3) shall provide a bilingual education or English as a Second Language program for such students in accordance with the applicable state and federal laws including, but not limited to, the Equal Educational Opportunity Act. The District will provide relevant testing data from the prior year results to Charter School within ten (10) days of receiving a written request. Notwithstanding anything to the contrary in this paragraph, the Charter School shall have no obligation to provide bilingual education to a greater extent than required under the law.
Bilingual Education. 32.1 Decisions made at each school site to implement the instructional program for LEP students consistent with legal and policy requirements, including appropriate primary language support, shall be made after the involvement of the following regularly assigned teachers who work directly with LEP students:
32.2 Paraprofessional support services for bilingual classes shall be assigned in accordance with program need to the degree that qualified persons are available and within the financial resources designated for this purpose.
32.3 The Union and the District will work through joint committees to explore solutions that will meet the needs of the LEP students.
1. Contract Articles • Article 5, Union Rights • Article 6, Professional Rights • Article 7, Days and Hours of Employment • Article 9, Class Size • Article 15, Staffing and Assignment • Article 18, Professional Development
2. Board Policies • 6121.3 — Bilingual Policy Statement • 6121.5 — Bilingual / Bicultural Master Plan
Bilingual Education. The Charter School shall provide bilingual education services to its students in accordance and compliance with all Federal and State laws and rules applicable to public schools that pertain to the instruction of English Learners (“ELs”) including, but not limited to, Article 14C of the Illinois School Code (105 ILCS 5/14C-1 et seq., as amended), Title 23 of the Illinois Administrative Code Part 228, and any regulations promulgated thereunder. As part of these requirements, the Charter School must: (i) identify students who have a language background other than English by administering the Chicago Public Schools’ Home Language Survey (“HLS”) form or the State Board’s HLS forms available in additional languages to all incoming students; (ii) assess the English language proficiency of all students not previously enrolled in CPS and identified as coming from a non-English speaking background by administering the state-prescribed screening instrument applicable to the student’s grade level, unless the student has previously been identified as English language proficient using the State Board’s criteria; (iii) provide bilingual education services - Transitional Bilingual Education (“TBE”) or Transitional Program of Instruction (“TPI”) - as required and defined by the State Board to students who are eligible for TBE or TPI services based on their English language proficiency; and (iv) annually assess the English language proficiency of all identified ELs by administering the state-mandated English language proficiency assessment.
Bilingual Education. 1. Bilingual Education programs shall have clearly defined goals, objectives and measurable achievements for the level of instruction.
2. Bilingual teachers shall cooperatively plan and hold appropriate meetings with SPS administrators regarding their programs.
3. Elementary Bilingual self-contained (BOC) students shall be included in total enrollment count for each building in determining staffing for clerical and PCP based on a school's enrollment.
4. The SPS will ensure that the SPS Bilingual staffing level, when compared to the statewide average Bilingual staffing level, will be no less than the relationship of the SPS regular program staffing level compared to the statewide average regular program staffing level.
5. Bilingual teachers will be staffed at a ratio of 1 teacher for each 70 students at the elementary level and 1 teacher for each 45 students at the Middle School and High School level. Bilingual Instructional Assistants will be staffed at 1 assistant for each 28 students.
6. The ELL Department Chair/Team Leader will receive a stipend based on the number of adults (both certificated and classified) working in the ELL program at the school. Thirty
Bilingual Education. 1. Bilingual Education programs shall have clearly defined goals, objectives and measurable achievements for the level of instruction.
2. Bilingual teachers shall cooperatively plan and hold appropriate meetings with SPS administrators regarding their programs.
3. Elementary Bilingual self-contained (BOC) students shall be included in total enrollment count for each building in determining staffing for clerical and PCP based on a school's enrollment.
4. The SPS will ensure that the SPS Bilingual staffing level, when compared to the statewide average Bilingual staffing level, will be no less than the relationship of the SPS regular program staffing level compared to the statewide average regular program staffing level.
5. From a baseline average staffing ratio of 1 teacher for 70 elementary students and 1 teacher for 45 secondary students and 1 instructional assistant for 28 students, SPS will incrementally increase the number of bilingual certificated teachers and reduce the number of instructional assistants until the system-wide average staffing ratio is 1 bilingual certificated teacher to 50 elementary or 35 secondary students and 1 instructional assistant to 40 students. The transition to these new ratios will occur over at least three (3) years. SPS will offset layoffs of instructional assistants directly attributable to this transition to new ratios by the following means:
a. Aggregating partial certificated ELL FTE and converting them to instructional assistant FTE;
b. Using DSU funds for ELL instructional assistant FTE;
c. Transitioning ELL instructional assistant FTE vacated by retirement to certificated ELL FTE;
d. Adding ELL certificated FTE through the classified-to-certificated program;
Bilingual Education. 21.4.1 Bilingual Stipend Effective July 1, 2023, all unit members shall receive an annual bilingual stipend of $3,000. The stipend shall be added to the annual salary amount and paid out in ten, eleven or twelve equal increments dependent on the unit members classification. Unit members must meet one of the following criteria to be eligible for the bilingual stipend:
1. Unit members with a valid BCLAD or Bilingual authorization;
2. Deaf and Hard of Hearing Teachers who have passed the CSET: American Sign Language test
3. Unit members who have demonstrated bilingual proficiency by passing a District approved and administered bilingual examination and are required to use the specified language within their day to day duties as verified by their supervisor.
