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Urbana School District 116

Stronger Together. Leading for the Future.

Multilingual Education

Multilingual Programs

A group of seven kids stand together outdoors, smiling and posing for a photo.

Urbana School District 116 values the diversity of our student population. In USD116 there are approximately 1,200 students who speak a language other than English (or have a language other than English in the home).

There are almost 50 different languages represented from our student population and our students come from countries around the globe. Of those students, there are around 900 Emergent Bilingual (EBs) students attending USD 116 schools. EBs are students who are still developing their English proficiency and are eligible to participate in our Multilingual Programs. The Multilingual Program provides Emerging Bilingual Students the opportunity to receive equal and equitable access to education. 

Three Pillars of Dual Language Education

Bilingualism and Biliteracy

Learning content via two languages through each of the language domains

Grade-Level Academic Achievement

Ensuring high academic achievement for every student in both program languages

Sociocultural Competence

Encompasses identity development, cross cultural competence, and multicultural appreciation

Dual Language Education

USD 116 is committed to honoring the Three Pillars of Dual Language Education through our two-way immersion programs.

Our Dual Language programs are bilingual education programs that integrate students who are Spanish or French dominant with students that are English dominant with instruction in two languages Spanish (or French) AND English. Students spend part of the school day learning in Spanish (or French) and part of the day learning in English through a 80/20 model (Spanish) or 50/50 model (French). 

The goal of the dual language program is for students to develop high levels of proficiency in both Spanish (or French) and in English. The benefits of bilingualism allow for creativity and problem solving, greater cross cultural understanding, and marketability for future college and career goals in a bilingual and multilingual society.

The Dual Language program is voluntary, therefore Dual Language will be for those who choose to enroll in the program.

Yankee Ridge is the District’s multilingual school for K-5th grade students. Both the Spanish Dual Language Program and the French Dual Language Program  are housed at Yankee Ridge Multilingual School. The Dual Language Program continues through the Urbana Sixth Grade Center, Urbana Middle School (Spanish/English and French/English 50/50) and Urbana High School (Spanish/English). 

Urbana Middle School offers a Two-Way Immersion Program for Spanish speakers as well as an ESL Program for all other English Language Learners. The program provides a content area approach to language development for students with limited proficiency in English. Courses are offered in science, history, geography, and English, with the emphasis on both understanding of content and language acquisition. Students that have participated in the Spanish K-5 Two Way Immersion Program can elect to participate in classes that focus on the Spanish native language, cultures, and history of both the students’ native country and the United States.

Urbana High School offers a Two-Way Immersion program for Spanish speakers as well as an ESL program for all other English Language Learners. The program provides a content area approach to language development for students with limited proficiency in English. All ELLs are transitioned into a full grade level program of study when appropriate.

 

  • Process for Enrollment

    • All students entering kindergarten are eligible to apply.
    • Spanish dominant students will automatically have the option to enroll in the program as part of their legally mandated bilingual education program.
    • English dominant students from all elementary buildings may apply into the Dual Language programs and will be admitted based on available space.
    • The Dual Language Application should be submitted to the Central Office (1101 E. University) or via email to Irlanda Jimenez at ijimenez@usd116.org. English dominant students will be chosen based on a lottery.
    • Parents will be informed of admittance in May. The remaining English dominant students not admitted into the Dual Language Program will be placed on a waiting list. Should space become available for English dominant students during the first 15 school days of kindergarten, another lottery process will be held.

    What is the Dual Language Program Model in Urbana School District #116?

    80/20: Spanish is used and taught most or all of the day in kindergarten through 2nd grades. The amount of English is gradually increased until English and Spanish are each used 50 percent of the time, starting in third grade.

    With the 80/20 Dual Language program model literacy development will be occur in both Spanish and English for all students via Spanish Language Arts and Content -based English Language Arts instruction. There is also dedicated time for teachers to bridge the two languages throughout the school year. The curriculum implemented in the dual language classrooms is the same as all classrooms in Urbana School District 116. Instructional techniques and assessments ensure that children learn academic content while developing their first and second languages.

    FAQs

    • Q: How well do students learn a second language in Dual Language and how long should my child be in the program?
    • A: On average, studies show that students reach full proficiency in a second language within 4 -6 years.
    • Q: How well do students learn the core subjects if some of them are taught in another language?
    • A: On average, students learn core subjects in either language as well or better than their peers who are not in Dual Language.
    • Q: Will my child be confused with two languages?
    • A: Children typically do not have difficulty keeping languages separate.
    • Q: Do the parents need to be bilingual to enroll and help with homework?
    • A: No, we ask that you speak with your child in your first language, and we’ll help you provide support in the second language

    What is Dual Language?

    Dual Language is a bilingual education program that provides core academic instruction in two languages (Spanish and English).

    What are the Goals and Benefits of Dual Language?

    All students will develop high levels of proficiency in English and Spanish. Academic performance for all students will be at or above grade level in both languages. Acquire cognitive flexibility that also leads to higher-order thinking skills and better problem-solving abilities All students will demonstrate positive cross-cultural attitudes and behaviors.

    Additional Information

    It is important to understand that since bilingual proficiency is a long-term commitment and space for families is limited, it requires a commitment by the parents and students. As part of the application process, parents will be asked to sign a letter of commitment for 5 to 6 years in the program. Due to the immersion nature of Spanish language instruction, native English dominant students can only be admitted into the Dual Language program in kindergarten. However, if students show Spanish proficiency through a district administered assessment, he/she might be admitted at any grade level. The Dual Language program is the bilingual education program for Spanish speaking students who are learning English as a second language, therefore they will be accepted at any grade level.

    Students with special needs are welcome to apply into the Dual Language program and enrollment will be based on a review of their individual needs. For more information on the Dual Language Program, please contact: Guadalupe Ricconi,  Director of Multilingual Programs for Urbana School District.

  • Process for Enrollment

    • All entering kindergarten and 1st grade students in the Urbana School District are eligible to apply for the French Dual Language Program
    • French dominant students will automatically have the option to enroll in the program as part of their legally mandated bilingual education program.
    • English dominant students from all elementary buildings may apply into the Dual Language programs and will be admitted based on available space.
    • The Dual Language Application should be submitted to the Central Office (1101 E. University) or via email to Irlanda Jimenez at ijimenez@usd116.org. English dominant students will be chosen based on a lottery.
    • Parents will be informed of admittance in May. The remaining English dominant students not admitted into the Dual Language Program will be placed on a waiting list. Should space become available for English dominant students during the first 15 school days of the kindergarten or 1st grade year, another lottery process will be held.

    What is the Dual Language Program Model in Urbana School District 116?

    With the 50/50 Dual Language program model literacy development will be occur in both French and English for all students via French Language Arts and Content-based English Language Arts instruction. There is also dedicated time for teachers to bridge the two languages throughout the school year.

    The curriculum implemented in the dual language classrooms is the same as all classrooms in Urbana School District 116. Instructional techniques and assessments ensure that children learn academic content while developing their first and second languages. 

    Frequently Asked Questions

    • Q: How well do students learn a second language in Dual Language and how long should my child be in the program?
    • A: On average, studies show that students reach full proficiency in a second language within 4-6 years.
    • Q: How well do students learn the core subjects if some of them are taught in another language?
    • A: On average, students learn core subjects in either language as well or better than their peers who are not in Dual Language.
    • Q: Will my child be confused with two languages?
    • A: Children typically do not have difficulty keeping languages separate.
    • Q: Do the parents need to be bilingual to enroll and help with homework?
    • A: No, we ask that you speak with your child in your first language, and we’ll help you provide support in the second language.

    What is Dual Language?

    Dual Language is a bilingual education program that provides core academic instruction in two languages (French and English).

    Goals and Benefits of Dual Language:

    • All students will develop high levels of proficiency in English and French
    • Academic performance for all students will be at or above grade level in both languages.
    • Acquire cognitive flexibility that also leads to higher order thinking skills and better problem-solving abilities
    • All students will demonstrate positive cross-cultural attitudes and behaviors.

    Additional Information

    It is important to understand that since bilingual proficiency is a long-term commitment and space for families is limited, it requires a commitment by the parents and students. As part of the application process, parents will be asked to sign a letter of commitment for 5 to 6 years in the program.

    Due to the immersion nature of French language instruction, native English dominant students can only be admitted into the Dual Language program in kindergarten and first grade. However, if students show French proficiency through a district administered assessment, he/she might be admitted at any grade level. The Dual Language program is the bilingual education program for French speaking students who are learning English as a second language, therefore they will be accepted at any grade level.

    Students with special needs are welcome to apply into the Dual Language program and enrollment will be based on a review of their individual needs.

    For more information on the Dual Language Program, please contact: Guadalupe Ricconi, Director of Multilingual Programs for Urbana School District 116

  • On average there are approximately 1,000 Emergent Bilingual students attending Urbana schools. Emergent Bilinguals are students who are still developing their English proficiency and are eligible to participate in our Multilingual Programs. There are 45+ different languages represented from our student population and our students come from countries in North America, South America, Europe, Asia, and Africa.

    At King School the Transitional Program of Instruction classes are offered for students who speak languages other than Spanish. Native language instruction is also available for a number of native languages spoken by our students. In the past we have offered native language classes in Mandarin Chinese, Korean, French, Indonesian, Lao, Portuguese, Pashto, Vietnamese, Turkish, Russian and Arabic.

    Program Goals

    • Provide Emergent Bilingual Students, students whose dominant language is not English, and are developing both the native language and English, the opportunity to receive equal and equitable access to education.
    • Develop English Language Proficiency according to the WIDA Language Proficiency standards.
    • Develop Native Language Proficiency for students in the bilingual programs in order to promote bilingualism and biculturalism.
    • Meet or Exceed the Illinois Academic Learning Standards (Math, Science, Reading, etc.)
    • Support learners’ linguistic and academic needs with research based instruction.
    • Promote multicultural awareness and diverse learning environments throughout the district.
    • Provide parents and families of Emerging Bilingual students with the ability to actively participate in the education of their children.

    FAQs

    Q: How is a student identified as an English Language Learner (ELL)?
    A: Based on the Home Language Survey completed at the time of enrollment, every student who speaks a language other than English will be evaluated for English proficiency. An ESL specialist administers the WIDA Model or W-APT Assessment. Students who do not meet the IL State required English proficiency level are identified as ELLs.

    Q: How do ESL services meet the needs of English Learners?
    A: The ELL student’s language proficiency needs are met through the use of specialized instructional strategies, lesson delivery, and assessments. Instruction in the content areas takes into account that students are at different levels of proficiency in English, have different cultural backgrounds and possess varying degrees of background knowledge.

    Q: How is ESL programming provided at King School?
    A: At the elementary level students are supported with content-based instruction in English language skills throughout the day. The instructional services could be provided through push-in support, pull-out support or co-teaching. The method of delivery may include oral language development, reading and writing skill development and content-area instruction.

    Q: How will the ESL program help a student to learn English?
    A: The ESL program helps a student to learn and strengthen English skills through scaffolded content-based instruction. Instruction is based on the state standards in each content area. The ESL students are also expected to meet the district goals and standards.

    Q: What rights do parents have?
    A: Parents have the right to choose whether or not their child receives ESL programming services. Should parents refuse services, they sign an official waiver from ESL programming services. Students whose parents waive ESL attend their home school.

  • The Transitional Program of Instruction (TPI) is for Emergent Bilingual students who have English across the four language domains – listening, reading, speaking & writing. The program provides support to help students succeed in academic subjects while learning English. The classes count toward graduation requirements. Schools that support the TPI program are Urbana Early Childhood School, Dr. King Elementary School, Urbana Middle School, and Urbana High School. In addition we offer small group push-in and pull-out support at all elementary buildings.

  • The Illinois State Seal of Biliteracy is for Illinois high school graduates who demonstrate a high level of proficiency in four domains of English and a language other than English. The seal is designated on the student’s diploma and transcript. The commendation toward Biliteracy is awarded to students who demonstrate progress toward biliteracy, but do not fully meet the requirements of the Seal of Biliteracy. Participating encourages the study of other languages, benefits the student by increasing employment and academic opportunities, benefits the global community by communication with people from other cultures, and allows participants to get college credit at public universities.

  • WIDA Screener

    The WIDA screener is an abbreviated version of the ACCESS 2.0 test for ELLs.  It is given to all new students in the district if a non-English language is indicated on the Home Language Survey.  The test is administered by Multicultural Program staff and takes approximately 30-60 minutes or more depending on the English ability of the student.

    ACCESS 2.0 for ELLs

    ACCESS 2.0 is an annual state English proficiency test given to all English Language Learners (ELLs) in grades K-12. The ACCESS 2.0 test must be given to all ELL students in and out of the ESL/Bilingual programs until they obtain a 4.8 composite proficiency level.  Scoring is based on the English proficiency standards as developed by the WIDA Consortium. Students are tested in 5 areas: Social and Instructional Language, Language Arts, Math, Science, and Social Studies. All 4 language domains are assessed within these content areas: speaking, listening, reading, and writing.  Different tests are given by grade cluster: K, 1, 2-3, 4-5, 6-8, and 9-12.

    In addition there are 2 tiers (A, B/C) that are assigned individually based on the English proficiency level of the student.  Testing is administered by the Bilingual & Multicultural Program Department and given by certified teaching staff.

     

  • The Bilingual Parent Advisory Committee (BPAC) is a requirement for TBE programs. BPAC is a parent organization that supports the educational, extra-curricular, and social needs of the students. It consists of the multilingual director, parents, bilingual teachers, counselors, and a community leader. During BPAC meetings the discussions may include program information, provide an avenue for parents to ask questions and express concerns, and Urbana School District 116 to continuously work to improve the quality of education for all students.