Multilingual Education

Antioch CCSD 34 is dedicated to supporting the linguistic and academic development of students who speak languages other than English. Our team provides specialized instruction and resources to help multilingual learners achieve proficiency in English while maintaining their native languages. By fostering a culturally responsive and inclusive learning environment, we aim to empower students to excel academically and socially. Our programs focus on enhancing language skills, promoting cross-cultural understanding, and ensuring that all multilingual students have equal access to educational opportunities and are prepared for success in a diverse global society.

Programming

Transitional Bilingual Education and Transitional Program of Instruction 

Antioch CCSD 34 provides Transitional Bilingual Education (TBE) and Transitional Program of Instruction (TPI) services through a collaborative model in all district schools. Students eligible for English language support are placed in general education classrooms and receive additional instructional assistance during the school day. Eligibility for services is determined by scores on the WIDA screener, which assesses English language proficiency for students in grades K-8.

Students from Spanish-speaking households qualify for TBE instruction. Depending on the student’s level of English proficiency, native language support may be provided in content areas such as Language Arts, Mathematics, Science, and Social Science. Instruction is delivered in both Spanish and English to promote language development while supporting academic learning.

Students from homes where a language other than Spanish is spoken receive TPI support. These students are provided academic instruction in English with scaffolds, visual supports, and translation in their home language when appropriate to ensure access to grade-level content.

Language support services may be delivered within the general education classroom (push-in support) or through small-group instruction provided outside the classroom (pull-out support). The model used is based on student needs and language proficiency levels.

Determination of Services

Entrance and Exit Criteria

Upon initial school registration, families complete a Home Language Survey. The survey includes two questions that determine whether a student must be screened for English language support:

1. Is a language other than English spoken in the home?

2. Does the student speak a language other than English?

If the response to either question is “yes,” state law requires that the student be screened for English language services.

For students in kindergarten through grade 8, the WIDA Screener is used to determine eligibility. This assessment measures proficiency in four language domains: listening, speaking, reading, and writing. Students who score below a 5.0 composite proficiency level (on a 6.0 scale) qualify to receive English language support.

Kindergarten students from Spanish-speaking homes are also assessed using the preLAS, which measures oral Spanish proficiency. Combined results from the preLAS and WIDA Screener are used to determine whether support should be provided in English, Spanish, or both languages.

Preschool students are screened using the Pre-IDEA Proficiency Test (Pre-IPT). Students who qualify receive English language services during preschool. All preschool English learners are re-screened upon entering kindergarten to determine ongoing eligibility and service needs.

ACCESS Testing

Each year between January and March, students in grades K-8 who are identified as English Learners participate in ACCESS testing. This state-required assessment measures English language growth and proficiency across four domains: listening, speaking, reading, and writing.

Preliminary score reports are typically available in May, with final reports arriving in late summer. English Learner (EL) teachers use these scores to inform instruction and support academic progress.

Students are considered proficient in English when they achieve an overall composite score of 4.8 (on a 6.0 scale). Once proficiency is reached, students are reclassified and their academic progress is monitored for two years to ensure continued success in the general education setting.