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Language, Culture and Learning

The Department of Language, Culture and Learning

The Department of Language Culture and Learning encompasses several programs and services in Cook County School District 130, including gifted and bilingual education.

Please visit our program links for more information:

 

 

Enid Alvarez

Director of Language, Culture and Learning
  • Oversees Language, Culture and Learning Department
  • Evaluates bilingual education programs
  • Develop, implement and maintain bilingual education programming
  • Program compliance
  • Professional development

Catherine Rotimi

English Learner Coordinator
  • Assists in IEP process for bilingual special education students
  • Assists in evaluation of TBE and Dual Language teachers
  • Provides staff professional development to help support ELL students
  • Assists with the administration of the ACCESS test

Marisa Esparza

Language, Culture and Learning Secretary
  • Bilingual
  • Academic Enrichment Program
  • Access Testing
  • Academic Accelerated Program

Academic Enrichment Program (AEP)

 

Cook County School District 130 accepts parent referrals for AEP Testing in April for the upcoming school year.

If you feel that your child is a Gifted Learner, please complete the AEP Referral Form (located below, in both English and Spanish) and return it to your child's school by the end of April. Below you will find a brief description of the AEP Process and Programs.

 

AEP Referral Form (English)

AEP Referral Form (Spanish)

 

Academic Enrichment Program Process

  • Referral process begins in April of each school year for children entering third grade and above.
  • Referrals can be made in writing by a parent, teacher or other district staff member.
  • Forms are available online or in the main office of every school.
  • AEP testing occurs at the end of May and into June for the following school year.
  • Testing is held at the District Office (12300 S. Greenwood Ave. in Blue Island) and takes approximately 1.5 hours.
  • Parents are notified in writing of the testing results prior to the start of the next school year.

Academic Enrichment Programs:

Intermediate Academic Enrichment Programs (Grades 3-5)
  • Students identified for AEP are clustered together in one class per grade level at each building.
  • Teachers follow grade-level curriculum with differentiated/enriched instruction.

Middle School Academic Enrichment Programs (Grades 6-8)

  • Students identified for AEP are scheduled according to strengths, based on MAP scores and teacher recommendations.
  • Strengths in English Language Arts are clustered for ELA and Social Studies.
  • Strengths in Math are clustered for Math and Science. Students strong in both ELA and Math are scheduled together for all five core content areas.

Dual Language Program

What is the Dual Language Program?

Dual Language is a K-5 program that uses two languages (English and Spanish) for the purpose of instruction. Students will have a bilingual teacher, and instructional time is divided equally between English and Spanish languages. Students will remain with the same group of classmates while they are in the program.

Students will receive literacy instruction in both English and Spanish. This ensures that students are receiving high levels of listening, speaking, reading and writing in both languages. Students will have regular assessments in both languages to monitor their progress in all areas of Literacy and Mathematics.

 

Dual Language Schools

Dual Language classes for kindergarten through third grade are located at Lincoln, Paul Revere Primary and Nathan Hale Primary schools. Dual Language classes for fourth and fifth grade are located at Whittier, and Paul Revere Intermediate schools.

 

50/50 Model

Using the 50/50 model, where only one language is used at a time, is effective for students because it avoids language confusion. Full immersion in the language also fosters students' expectations and achievement. The table below provides an overview of how subjects are split by grade level.

Describes Grade Levels and Subject Areas

 

District 130 Dual Language Pamphlets

Dual Pamphlet (English)

Dual Pamphlet (Spanish)

 

Transitional Bilingual Education

The Transitional Bilingual Education program in Cook County School District 130 serves English learners whose home language is Spanish. Based on results from the prescribed language screener or the ACCESS test, these students are placed into a self-contained classroom for English learners of the same language background with a highly qualified TBE teacher. Core academic content is taught in English and Spanish. Initial language allocation is Spanish but varies depending on the child, with a gradual shift to instruction in English as the child moves from full-time to part-time status. English as a Second Language (ESL) instruction is provided across the content areas.

Full-time TBE Enrollment

Part-time TBE Enrollment

Exit Requirements

ACCESS Test Score

Reading Proficiency:

1.0 - 3.4

Writing Proficiency:

  1. - 3.4
  2.  

ACCESS Test Score

Reading Proficiency:

3.5 - 4.1

Writing Proficiency:

3.5 - 4.1

ACCESS Test Score

Overall Composite Proficiency: 4.8 or higher

 

   Overall Composite Proficiency: 3.4 & lower   

 

 

 Overall Composite  

Proficiency: 3.5 - 4.7

       

 

Home Language Survey

Illinois requires school districts to collect a Home Language Survey for every new student. This survey is used to count the students whose families speak a language other than English at home. It also helps to identify the students who need to be assessed for English language proficiency.

Please click the links below to download the Home Language Survey in your preferred language.

English | Spanish

 

Transitional Program of Instruction

The Transitional Program of Instruction (TPI) program in Cook County School District 130 serves English learners whose home language is one other than English or Spanish. Based on the results from the prescribed language screener or the ACCESS test, TPI students receive second language support through an English transitional program and collaboration model. In the collaboration model, English learners from various language backgrounds are placed in mainstream classes to receive either push-in or co-teaching instruction in all core content areas using specific strategies for English learners. When possible, the home language is used as a support.

Cook County School District 130 encourages its general education teachers to earn ESL endorsements. When an ESL endorsed teacher is available, TPI students at that grade level are placed in the ESL-endorsed teacher's classroom. The TPI teacher leaders then collaborate with those ESL classroom teachers to ensure the TPI students' language needs are being met, differentiation occurs, ESL is properly incorporated into the general education setting in all content areas, and that the TPI students are making progress in the English language.

 

TPI Enrollment

Exit Requirements

ACCESS Test Score

Reading Proficiency: 1.0 - 4.1

Writing Proficiency: 1.0 - 4.1

Overall Composite Proficiency:

  1. - 4.7

 

ACCESS Test Score

Overall Composite Proficiency:

4.8 or higher

 

 

 

 

 

 Home Language Survey

Illinois requires school districts to collect a Home Language Survey for every new student. This survey is used to count the students whose families speak a language other than English at home. It also helps to identify the students who need to be assessed for English language proficiency.

Please click the links below to download the Home Language Survey in your preferred language.

Arabic | English | Greek | Lithuanian | Polish Russian | Spanish | Tagalog | Ukrainian | Urdu