Multilingual Services

Glenbrook High School District 225 provides Multilingual Learner (ML) services to support students who have experience with an additional home language to English. These services help students develop English proficiency while also building academic knowledge and celebrating their cultural and linguistic strengths.

Students can receive support through classes exclusively for multilingual learners and/or through services embedded in their general education courses. Multilingual Services are provided by teachers endorsed in English as a Second Language (ESL) and/or Bilingual Education, and placement decisions are made collaboratively with families and students. Services for Multilingual Learners in Illinois are defined in Article 14C of the School Code and Part 228 of the Administrative Code.

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Multilingual Service Models

Glenbrook High School District 225 offers two ISBE-approved program models for multilingual learners:

Transitional Bilingual Education (TBE)

Required when 20 or more students from the same language background qualify for ML services.

TBE programs include:

Language arts instruction in the student’s home language,
Lessons in the history and culture of the language group, and
Core academic instruction (English language arts, social studies, math, and science) is supported in the student’s home language
Multilingual Services in D225

We currently offer TBE programs at Glenbrook South High School in:

Korean
Mongolian
Russian
Spanish

Transitional Program of Instruction (TPI)

Implemented when fewer than 20 students share a language background.

Students in TPI receive English as a Second Language (ESL) instruction tailored to their English proficiency and home language literacy. Instruction gradually transitions students to fully mainstream English coursework while continuing to provide language and academic support.

Multilingual Resources

Parent Notification and Rights

Families of students identified for ML services are notified in writing within 30 days of the start of the school year or within 14 days of enrollment if registering midyear. Notification letters include test results, service recommendations, and program placement.

Parents and guardians have the right to:

Review their child’s English language proficiency results.
Accept or decline all or parts of ML services.
Receive program information or language assistance in their preferred language.

Measuring Growth and Progress in English Language Acquisition

Every student who qualifies for Multilingual Learner (ML) Services must be assessed annually on the ACCESS for ELLs exam.

The ACCESS is an interdisciplinary assessment of academic English proficiency across four domains: reading, writing, listening, and speaking.

Students who earn an overall score of 4.8 or higher out of 6.0 are reclassified as English proficient.
ACCESS testing takes place in January and February each year.
All students who qualify for multilingual learner services must participate in ACCESS testing, even if their families have chosen to opt out of receiving ML instructional services.
Final scores are released in the summer following test administration and are mailed home with ML program participation letters each fall.

This annual assessment ensures that all multilingual learners continue to make measurable progress in English language development while engaging with grade-level academic content.

Supporting Students After Reclassification

Students who achieve an overall composite score of 4.8 or higher on the ACCESS for ELLs assessment are reclassified as English Proficient. Once reclassified, students no longer receive direct ML services but are monitored for two academic years to ensure ongoing success in mainstream classes. During this period, ML coordinators collaborate with teachers and counselors to review student progress and provide support as needed.

Frequently Asked Questions

How are students identified for Multilingual Learner Services?
How do students qualify for Multilingual Services?

How are students identified for Multilingual Learner Services?

The Illinois Administrative Code, Part 228, Section 228.15 requires all public school districts to administer an individual language proficiency assessment to each student identified through the Home Language Survey (HLS).

During the registration process, families complete a Home Language Survey that includes two questions:

Is there another language other than English spoken in your home?
Does your child speak another language other than English?

If the answer to either question is “Yes,” the student is administered an English language proficiency test (WIDA Screener) to determine their level of English proficiency and their eligibility for Bilingual and/or Multilingual Learner services. The screener must be administered within 30 days of enrollment.

If the student qualifies, they receive Multilingual Learner services tailored to their proficiency level and academic needs. The Multilingual Learner (ML) Coordinator calls families to explain the results of the WIDA Screener and any services that the student may qualify for. The ML Coordinator shares their recommendations with the counselor for review with the student and their family. Additionally, families are notified in writing within 14 days of their student's enrollment in a Transitional Bilingual Education (TBE) or Transitional Program of Instruction (TPI).

This identification process ensures that every student who may benefit from language support has access to the programs and resources available through multilingual learner services.

How do students qualify for Multilingual Services?

The Illinois State Board of Education (ISBE) establishes the statewide cutoff scores for English language proficiency.

Students who earn below a 5.0 overall score on the WIDA Screener or below a 4.8 overall composite score on the ACCESS for ELLs assessment qualify for Multilingual Learner (ML) services.
When students do not meet ISBE’s English proficiency benchmarks, they are eligible to receive language support through ML programming.
Qualifying students are placed into an appropriate ML program model based on their English proficiency level and home language background.
Families have the right to accept or decline all or portions of ML services.

This ensures that services are responsive to each student’s needs and aligned with both state guidance and family preference. In some cases, the Multilingual Learner Department may be required to document the family’s preferences for ML services.

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