Multilingual Services

In McHenry District 15 our Multilingual Program...

• Communicates a consistent, common goal with all stakeholders (program staff, mainstream teachers, administration, parents, community, school board)​
• Utilizes all available resources to effectively communicate with all parents 
• Ensures a safe learning environment
• Promotes inclusion and culturally responsive teaching
• Includes instruction that builds academic vocabulary
• Meets the needs of students through differentiation and varied assessments
• Utilizes ML best practices​
• Helps students make connections across languages, classrooms, and subjects
• Prepares students to be successful after exiting ML services
• Facilitates awareness and pride in their native language and culture​
• Builds confidence and self-esteem in order to be successful learners
• Includes native language curriculum and research-based interventions
• Encompasses comprehensible SLA/ELA curriculum
• Provides curriculum that is integrated with social studies and science
• Follows all state mandates, laws, and regulations
• Employs staff who are qualified and knowledgeable
• Consists of staff who are understanding, flexible and supportive of the ML population
• Encourages cohesion among ML program staff
• Promotes collaboration between all stakeholders
• Encourages parent participation throughout all areas of their child’s education
• Provides opportunities for parent and community involvement through the Bilingual Parent Advisory Committee (BPAC) 
• Shares native language resources

In McHenry District 15 our Multilingual Program will...

• Utilize a common assessment tool
• Continue to supplement curriculum with culturally responsive resources
• Build intervention library to be used with Spanish speakers
• Encourage the district to secure qualified Spanish-speaking staff (social work, speech and language, psychologist, reading services, LDR, etc.)
• Provide high-quality biliteracy instruction in our One-Way Dual Language classrooms

McHenry School District 15 Offers Four Types of Multilingual Programs

1. Transitional Bilingual Education - The Transitional Bilingual Program (TBE) is for non-native English speaking students who have difficulty with written or spoken English. The program provides support to help students succeed in academic subjects in their native language. They also have daily English Language Development (ELD) support where they learn social and academic English.​​
2. Sheltered English Instruction - The Sheltered English Instruction program is for non-native English speaking students who have difficulty with written or spoken English. The program provides scaffolding and support to help students succeed in academic subjects while learning English in a sheltered environment. This program is currently only available at the middle school level.
3. Transitional Program of Instruction - The Transitional Program of Instruction is for non-native English speaking students who have difficulty with written and/or spoken English. The program provides support to help students succeed in academic subjects and learn English.
4. One-Way Dual Language - The One-Way Dual Language Program (DL) is for qualifying native Spanish speakers who have difficulty with written or spoken English. The program provides support to help students succeed in academic subjects in both the English and Spanish languages. The goal of the One-Way Dual Language program is for students to leave our district bi-literate, bilingual, and bicultural.                        

Bilingual Parent Advisory Committee (BPAC)

What is BPAC?
School districts with Transitional Bilingual Education (TBE) Programs must establish a Bilingual Parent Advisory Committee. The committee should include parents of children in the TBE program and other interested community members. Two-thirds of the committee members must be parents of children in the bilingual education program. The committee meets six times a year and participates in the program's planning, operations, and evaluation. There are at least four main events during the year. All parents of students in the Dual Language program are invited to join the Committee.

BPAC's Mission Statement

The mission of the Bilingual Parent Advisory Committee is to equip all our students to thrive in an ever-evolving, technology-driven, and culturally diverse society. We are dedicated to ensuring that linguistically diverse students have equal opportunities and access to a high-quality education. Our pursuit of excellence encompasses all aspects of education while fostering an understanding and appreciation of human and cultural diversity among our students. We will engage the resources of the entire community—including students, parents, teachers, staff, administrators, and business leaders—in this endeavor. Our ultimate goal is to inspire students to become lifelong learners, achieve high standards, and realize their full potential.

BPAC's Goals

1. Promote active parental involvement in their children's education. 
2. Act as a bridge between the school district, parents, and the broader community. 
3. Educate parents about the benefits of biliteracy, bilingualism, and bicultural education. 
4. Engage as volunteers both in the school and at school-sponsored events. 
5. Help organize workshops for parents and participate in sessions focused on "Effective Parenting."

Why does it exist?
School districts with Transitional Bilingual Education (TBE) Programs must establish a Bilingual Parent Advisory Committee. The committee is composed of parents of children in the TBE program and other interested community members. Two-thirds of the committee members must be parents of children in the bilingual education program. The committee meets six times a year and participates in the program's planning, operations, and evaluation. There are four main events during the year. All parents of students in the Bilingual Education Program are invited to join the Committee.

BPAC Cabinet Members

• Maria Paniagua, McHenry BPAC President
• Mabel Sinche, McHenry BPAC Vice President
• OPEN SEAT (Please email mchenrybpac@d15.org if interested), McHenry BPAC Secretary

How do I get involved?
Parents, families, and members of the community are encouraged to participate in our BPAC by attending our events (view the calendar here), completing this survey to be included in the BPAC Directory, subscribing to the monthly BPAC Newsletter for the latest updates, following our Facebook page, or reaching out via email at mchenrybpac@d15.org.

 

Like McHenry D15 BPAC on Facebook

What is ACCESS?

ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure, statewide English language proficiency assessment given annually to students in kindergarten through grade 12 who are identified as English Learners. Administered in all WIDA Consortium member states, ACCESS measures students’ progress in developing academic English.

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Why doesn’t my child qualify for Bilingual or Dual Language services?

Illinois School Code requires districts to provide native language instruction only to students who qualify based on their English language proficiency. Any student whose family answers “yes” to either of the first two questions on the Home Language Survey must be screened using the ACCESS Screener. This screener helps educators determine whether a student qualifies for language support services.

The ACCESS Screener is one part of WIDA’s comprehensive assessment system. Based on results, a student may qualify for One-Way Dual Language, English Language Development (ELD) services, or may not require services at all.

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What is ELD?

English Language Development (ELD)—formerly known as ESL—is instruction provided by an ESL-endorsed teacher to support students in developing English language proficiency.

Students in Dual Language programs receive ELD instruction embedded within the classroom curriculum.

Students who qualify for ELD only receive services from an ESL-endorsed teacher, either within the classroom or in a small-group setting.

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How long will my child remain in the program?

Research shows that most English Learners take 3–5 years to reach English proficiency. Students exit language support services when they earn an ACCESS composite score of 4.8 or higher, as determined by the state.

Students enrolled in a Dual Language program remain in the program beyond exit criteria, with the goal of becoming bilingual, biliterate, and bicultural.

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What programs does McHenry School District 15 offer?

McHenry School District 15 offers the following programs:

Transitional Bilingual Education (TBE)

Designed for non-native English speakers who need support in academic subjects through their native language. Students also receive daily ELD instruction and sheltered English instruction. This model is offered at the middle school level.

Transitional Program of Instruction (TPI)

Supports non-native English speakers in developing English while accessing academic content in English.

One-Way Dual Language

Designed for qualifying native Spanish speakers, this program supports academic success in both English and Spanish. The goal is for students to leave the district bilingual, biliterate, and bicultural.

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Why does my child take ACCESS if they are not receiving services?

Illinois School Code requires districts to ensure that all students identified as needing English language support reach proficiency in a timely manner. Students must take ACCESS for ELLs annually until they demonstrate English proficiency.

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How can I get involved?

Parents are encouraged to connect with their child’s teacher and explore volunteer opportunities. Families may also join the Bilingual Parent Advisory Committee (BPAC). For more information, email mchenrybpac@d15.org.

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What is BPAC?

Districts offering Transitional Bilingual Education programs are required to establish a Bilingual Parent Advisory Committee (BPAC). The committee includes parents of students in language programs and community members, with at least two-thirds of members being parents of Multilingual Learners. BPAC meets six times per year and helps guide program planning, implementation, and evaluation.

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How can I support my child’s English development at home?

Families can support English development by reading with their child, encouraging English practice, and engaging in community activities. Using community resources and maintaining strong home-school communication also helps support language growth.

McHenry D15 proudly recognizes and celebrates Dual Language students through the Pathway to Biliteracy. This program is designed to support students in developing proficiency in both Spanish and English, ultimately preparing them to earn the State Seal of Biliteracy in Illinois.

Students in McHenry D15 have the opportunity to participate in the Pathway to Biliteracy through the One-Way Dual Language Program. The district acknowledges students at key benchmarks throughout their academic journey: Kindergarten, 5th grade, 8th grade, and high school graduation.

How the Path Works

• Students demonstrate growth in both Spanish and English each year.

• The program provides students with the foundational skills needed to earn the State Seal of Biliteracy. Commitment to continuing language development after leaving the DL program and/or McHenry D15 is essential. 

• Students are recognized at milestone benchmarks to celebrate their progress toward biliteracy.

Benefits of Biliteracy

1. Academic Advantages – Being bilingual, biliterate, and bicultural enhances academic performance across multiple subjects.

2. Cultural Connections – Proficiency in multiple languages enables students to build meaningful connections with individuals from diverse cultural backgrounds.

3. Expanded Worldview – Biliteracy builds cross-cultural understanding and fosters global perspectives.

Pathways to Biliteracy

• Building on Prior Knowledge – Students leverage what they know in one language to support learning in the other.

• Community Support – Identifying community-based organizations, home, and other external supports to enhance language development.

• High School Continuation – Collaborating with McHenry D156 to ensure students continue on their Pathway to Biliteracy.

• Progress Monitoring – Tracking students’ language proficiency and growth throughout their educational journey.

Recognition Benchmarks

1. End of Kindergarten Benchmark
   • Recognition of early BILINGUAL development
   • Demonstration of basic proficiency in Spanish and English through oral language skills
   • Award: Bilingual book written by local author with note written by Kindergarten teacher
2. End of 5th Grade Benchmark
   • Evidence of increasing proficiency in reading, writing, speaking, and listening in both languages
   • Recognition of BILITERATE achievement in elementary school
   • Award: MLS t-shirt received at 5th Grade DL Celebration
3. End of 8th Grade Benchmark

   • Students demonstrate intermediate proficiency in both Spanish and English

   • Formal recognition of BICULTURAL progress before entering high school

   • Award: Pin to wear at 8th grade promotion ceremony

4. State Seal of Biliteracy (High School)

   • Students meet state criteria to obtain the Illinois Seal of Biliteracy

   • Recognition of full biliteracy proficiency upon high school completion

   • Award: DL Graduation Cord received at D15 BOE meeting

Conclusion

McHenry D15 is committed to fostering bilingualism, biliteracy, and biculturalism as an asset for students. By providing a structured Pathway to Biliteracy, students are empowered to grow in their language skills, develop cross-cultural connections, and prepare for a future enriched by multilingual proficiency.

The Pathway to Biliteracy is a celebration of language, diversity, and academic excellence, culminating in the attainment of the State Seal of Biliteracy.