Section 228.25  Program Options, Placement, and Assessment

a)         When an attendance center has an enrollment of 20 or more limited English proficient students 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). 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.

b)         When an attendance center has an enrollment of 19 or fewer students of limited English proficiency from any single non-English language, the school district shall conduct an individual student language assessment to determine each student's need for native language instruction and may provide a transitional bilingual program in the non-English languages common to such students.  If the district elects not to provide a transitional bilingual program, the district shall provide a locally determined transitional program of instruction (TPI) for those students.  (Section 14C-3 of the School Code)

c)         Annual Examination

1)         School districts must annually assess the English language proficiency, including aural comprehension (listening), speaking, reading, and writing skills, of all students enrolled in programs (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 "Framework for Large-Scale Assessment of the English Language Proficiency Standards for English Language Learners K-12" (2004), published by the State of Wisconsin and posted at www.isbe.net/bilingual/pdfs/elps_framework.pdf.  No later amendments to or editions of these standards are incorporated by this Section.

2)         Each student whose score on the English language proficiency assessment is identified as "proficient" may be considered eligible to exit the program of bilingual education services.  However, the school district may also consider other indicators such as those listed in Section 228.15(e)(2) of this Part to determine whether individual students continue to exhibit limited English proficiency and remain eligible for bilingual education services, subject also to the provisions of Section 14C-3 of the School Code [105 ILCS 5/14C-3].

3)         Beginning with the 2007 administration of the annual English language proficiency examination, each student who is not enrolled in a program under this Part but who has been identified as having limited English proficiency at any time since 2006 shall be required to participate in the annual examination each year until he or she achieves a "proficient" score. 

(Source:  Amended at 30 Ill. Reg. 17434, effective October 23, 2006)