• Identification & Placement

    When a student enrolls in a District 200 school, the family is asked to complete a Student Information Form. Information on this form identifies the home language(s) spoken by the student and the student’s family. Students who indicate a language other than English is spoken in the home are given a language proficiency test to determine if their placement in a District 200 EL Program is necessary. The areas of assessment are Speaking, Listening, Reading and Writing of English.

    Illinois English Language Proficiency Standards
    The Illinois English Language Proficiency Standards reflect the social and academic language expectations of English Learners (ELs) in grades Pre-K – 12 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 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 language learners.

    English Language Proficiency Standard 1:
    English Learners communicate for Social and Instructional purposes within the school setting.

    English Language Proficiency Standard 2:
    English Learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

    English Language Proficiency Standard 3:
    English Learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

    English Language Proficiency Standard 4:
    English Learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

    English Language Proficiency Standard 5:
    English Learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

    English Language 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 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

Last Modified on September 9, 2014