e Board o

100 West Randolph Street, Suite 14-300 * Chicago, Illinois 60601-3283

www.isbe.net
Gery J. Chico Christopher A. Koch, Ed.D.
Chairman State Superintendent of Education

May 30'20 13

Donna Adamic, Superintendent

Cicero School District 99
5 1 10 W. 24"' St.
Cicero, IL 60804

'^ Dear Superintendent Adamic:

The enclosed report contains the results of the compliance monitoring review that was conducted in
your district by the Illinois State Board of Education's Division of English Language Learning
(DELL) on May 14 - 15,2013. The team members wish to extend their appreciation to you and your
staff for the cooperation provided during the visit.

The report focuses explicitly on those components of your program that are not in compliance,
referred to as "findings," in order to provide you with specific suggestions for an action plan, referred
to as "corrective actions," to help you target and improve these program components in accordance
with Article 14C of the Illinois School Code (105 ILCS 5/14C), Part 228 of the 23 Illinois
Administrative Code (23 111. Adm. Code 228), Part 1, Section 1.88 of the 23 Illinois Administrative
Code (23 Ill. Adm. Code 1.88), Title 111 of the No Child Left Behind Act of 2001 (20 USC 6801 et.
seq.), and any other applicable laws.
- -- - - -- -- - - - - - - . - - - - - -- - . ---
-7 . - -. - - -. - -- - --- - - - -- , -- -- - --- - - - - -
- -

Cicero School District 99 has to submit a Corrective Action Plan (CAP) within forty-five (45)
calendar days fiom the date this report is received. The CAP should outline the measures the District
has taken to remedy each finding along with evidence of immediate implementation. Where DELL
determined that it may not be possible to submit evidence of immediate implementation of a corrective
action, the District's CAP must outline how it will remedy the finding by the due date specified in the
report. If the District does not show satisfactory progress toward compliance, DELL may conduct
follow-up monitoring.

We look forward to working with your district to resolve these findings as part of a larger
collaborative effort to ensure that all English Language Learners (ELLS) have access to quality
programs, become proficient in English, and achieve academic success. DELL consultants are
available to provide you and your staff with technical assistance related to the programmatic
impleAentation of regulatory requirements. Please do not hesitate to contact DELL at (3 12) 814-3850
should you require such assistance.

Sincerely,
9 LGkz~&vb?/
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* 4"

Anna Szuber
Principal Consultant
English Language Learning Division

Cc: Ilyse Leland

 Illinois State Board of Education
James R. Thompson Center
100 West Randolph Street, Suite #14-300
Chicago, Illinois 60601-3268-3169
Phone: (312) 814-3850 Fax: (312) 814-8636

I Division of English Language Learning

1 COMPLIANCE REVIEW REPORT

1 Issued May 30,2013

School District: Cicero School District 99

1 Compliance Review Dates: May 14 - 15,2013

1 SUMMARY OF FINDINGS AND CORRECTIVE ACTIONS

The following is a summary report of the Cicero School District 99 program(s) for serving
English language learners. This report includes findings, their respective corrective actions, '

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FINDINGS are program components that are not in compliance with Article 14C of
the Illinois School Code (105 ILCS 5/14C), Part 228 of the 23 Illinois Administrative
Code (23 Ill. Adm. Code 228), Part 1, Section 1.88 of the 23 Illinois Administrative
Code (23 111. Adm. Code '1.885, Title 111 of the No Child Left Behind Act of 2001 (20
USC 6801 et. seq.), and any other applicable laws. A school district is considered to
be out-of-compliance if there is more than an isolated example of noncompliance.

CORRECTIVE ACTIONS are measures that must be taken in order to bring the
T program into regulatory compliance.

GENERAL OBSERVATIONS are recommendations for program improvement.

Please note that a student identified as Limited English Proficient (LEP) may also be known
as an English Language Learner (ELL); the acronyms LEP and ELL are used interchangeably
in this report. The term parent may refer to a parent or legal guardian.

Compliance Review Report -May 30,2013 Page 1 'of 9

Cicero School District 99
 1. STUDENT ASSESSMENT (23 111. Adm. Code 228.10,228.15,228.25)

The District is out of compliance.

Finding(s):
.The District did not assess 9 out of 6,981 students identified as LEP, in kindergarten
and any of grades 1 through 8, for English language proficiency in 2012.

Corrective Action(s):
--
The District must annually
-. --- assess
- -- . LEP, -in --kindergarten
all students identified--as-- -.-. -. - and
- - - -
. .

any of grades 1 through 8, for English language proficiency. The District must
provide evidence that procedures have been developed and implemented to ensure that
all students identified as LEP, including students whose parents refused services and
students with individualized Education Plans (IEPs), are assessed with ACCESS for
ELLS@.

2. ASSESSING AND PROVIDING SERVICES TO ALL ELIGIBLE STUDENTS

(23 Ill. Adm. Code 226.210 and 23 111. Adm. Code 228.25, 228.27, AND 20 USC
6841)

The District is out of compliance.

-- -
Compliance Review Report -May 30,20 13 Page 2 of 9
Cicero School District 99
 Finding(s):
The progress of students who have exited the TBEITPI program is not monitored for
two years after they transition into the general education program.

Corrective Action(s):
The District must immediately ensure that the progress of students is monitored for
two years after the students have exited the TBEITPI program. The District must
provide evidence that that the progress of students is monitored for two years after the
students have exited the TBEITPI program.

The District is out of compliance.

Finding(s):
The participation of a qualified bilingual specialist or bilingual teacher on the
Individual Education Plan (IEP) teams of ELL students being evaluated for special
- . - _ -_education servicesin order-to-assist fie otherparticipants_inunderstan_ding_tbechild'_s_
language or cultural factors as they relate to the child's instructional needs is not
consistently documented.

Corrective Action(s):
The District must immediately ensure that the participation of a qualified bilingual
specialist or bilingual teacher on the IEP team of ELL students is consistently
documented. The District must provide evidence that a procedural guideline is in
place to ensure that a qualified bilingual specialist or bilingual teacher is participating
and documenting that participation on the IEP team of every ELL student being
evaluated for special education services set forth in 23 Ill. Adm. Code 226.150fi).

Compliance Review Report -May 30,2013 Page 3 of 9

Cicero School District 99
 3. ESTABLISHMENT OF PROGRAMS, COMPONENTS, & PLACEMENT -
Transitional Bilingual Education (TBE) (23 111. Adm. Code 228.25 and 228.30)

The District is out of compliance.

Pinding(s) :
Programs identified by the District as full-time TBE do not consistently incorporate all
of the required components in accordance with 23 Ill. Adm. Code 228.30.

Corrective Action(s):
The District must ensure that full-time TBE ,programs incorporate the following
-- ".. --components b y the_fnstattendanceedayof_the 20 13-20 1.4 school year: - - - .-

1) Instruction in English and the home language of the student for all core
subjects;
2) Language Arts in the student's home language (teaching the student how to
read and write in hisiher home language);
3) Instruction in English as a second language (ESL), which must be aligned to
the Illinois English Language Proficiency Standards; and
4) Instruction in the history and culture of the native land of the student or their
parents and of the United States.

4. PROGRAM COMPONENTS-STANDARDS ALIGNED CURRICULUM (20

USC 6826 and 20USC 6912 and 23 111. Adm. Code 228.30)

The District is out of compliance.

Compliance Review Report -May 30,2013 Page '4 of 9

Cicero School District 99
Finding(s):
Instruction in Spanish Language Arts is not aligned to the WIDA Spanish Language
Arts Standards (2005).

Corrective Action(s):
The District must immediately ensure that instruction in Spanish Language Arts is
aligned to the standards that are appropriate to the ages or grade levels of the students
served, which are set forth in the document titled "World-Class Instructional Design
and Assessment: Spanish Language Arts Standards" (2005).

The District is out of compliance.

Finding(s):
The District does not consistently provide Spanish native language instructional
materials to meet the needs of Spanish TBE students.

Corrective Action(s):
The District must immediately ensure that it consistently provides spanish native
- language instructional -materials to meet the instructional needs -of- Spanish--TBE
students. The District must immediately provide evidence that it provides native
language instructional materials to meet the instructional needs of Spanish TBE
students.

5. STAFF CERTIFICATION (105 ILCS 5110-22.34, 23 111. Adm. Code 228.35 and
23 Ill. Adm. Code 25.510, and 20 USC 6319)

The District is out of compliance.

Compliance Review Report -May 30,2013 Page 5 of 9

Cicero School District 99
Finding(s):
One or more teachers that are assigned to provide bilingual andlor ESL instruction are
not "highly qualified" in accordance with the No Child Left Behind Act of 2001
(NCLB).

Corrective Action(s):
The District must immediately ensure that all teachers that are assigned to provide
instruction to ELL students hold a valid teaching certificate for their assigned grade
levels as well as the appropriate approval(s)/endorsement(s) to be considered "highly
qualified'' under NCLB. The District must provide evidence that all teachers assigned
to provide bilingual or ESL instruction in a TBEITPI program, including Type 29
teachers, have or are working toward completing the requirements for "highly
qualified" status.

6. PARENTS' RIGHTS/NOTICES TO PARENTS (105 ILCS 5/14C-3,105 ILCS

5114C-4, and 23 I11 Adm. Code 228.40)

The District is out of compliance.

Compliance Review Report -May 30,2013 Page 6 of 9

Cicero School District 99
Finding(s):
The District sends the written notice of enrollment to parents of ELL students in
English and Spanish but not in all the ELL students' home languages.
1
Corrective Action(s):
The District must immediately ensure that the notice of enrollment is sent in English
and in all the ELL students' home languages. The District must provide evidence that

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7. STUDENTS' PARTICIPATION; REPORT CARDS; AND RECORDS (23 111.

Adm. Code 228.15 and 228.40)

The District is out of compliance.

Finding(s):
Progress reports are written in English and Spanish but not in all the ELL students'
home languages and written agreements from students' parents to waive this
requirement are not obtained by the District.

Corrective Action(s):
The District must immediately ensure that progress reports are written in English and
in all the ELL students' home languages, unless the parents agree in writing to waive
the requirement for the District to provide a progress report in the home language.
The District must provide evidence that progress reports are available in the home
languages of its ELL students, or evidence that parents have agreed to waive this
requirement in writing.

Compliance Review Report -May 30,2013 Page 7 of 9

Cicero School District 99
The District is out of compliance.

Finding(s):
The District does not consistently maintain the records of each student enrolled in a
TBE/TPI program in the manner prescribed by 23 lll. Adin. Code 228.15(d) and
228.40 (c)(3). The following documents are inconsistently maintained in the files:
o Program entry/exit information, including exit letters; and
o Parents' report card waiver.

Corrective Action(s):
- -
The District must immediately ensure that it consistently maintains the-records of
students enrolled in a TBE/TPI program in accordance with 23 fll. Adm. Code
228.15(d) and 228.40 (c)(3). The District must provide evidence that the District has
implemented procedures to ensure that the temporary records of all ELL students
include all the required documents.

Compliance Review Repott -May 30, 2013 Page 8 of 9

Cicero School District 99
GENERAL OBSERVATIONS

ESL Curriculum
The district's ESL curriculum for middle school grades would benefit from further
development and refinement.

Program Models
As the District continues working on irnprovihg of various program model offerings in the
TBElTPI program (such as Transitional Bilingual and Sheltered Instruction), it might be
useful to consider whether any other program models could benefit the students in the
District, such as a Dual language program (One-way, or Two-Way Immersion).

Professional Development for all Staff

The District should continue its efforts to provide high-quality professional development that
is designed to improve the instruction and assessment of ELL students for all school
personnel. In particular, more topics in sheltered instruction and advanced methods in ESL
instruction could be beneficial to ESL, sheltered instruction, and general education teachers
who serve ELLSin their classrooms.

Purchased Equipment
The District must ensure that the equipment to be purchased with Title I11 funding continues
to be labeled in'acicoi-ddance with EDGAR 34 CFR 80.32.

Records
The District might consider updating their Parent Withdrawal form, to reduce possible
confusion about accepting vs. refusing services; as well as between refusing certain
components of the program vs. refusing all ELL services.

Compliance Revtew Report -May 30,2013 Page 9 of 9

Cicero School District 99