Illinois State Board of Education
100 West Randolph Street, Suite 14-300 • Chicago, Illinois 60601-3223
www.isbe.net
James T. Meeks
Chairman
Tony Smith, Ph.D.
State Superintendent of Education
October 24, 2016
Dr. Robert Machak, Superintendent
Evergreen Park SD 124
2929 W. 87th St.
Evergreen Park, Illinois 60805
Dear Superintendent Machak:
On February 4-5, 2016 the Division of English Language Learning (DELL) of the Illinois State
Board of Education conducted an on-site monitoring review of Evergreen Park SD 124’s
implementation of 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 Ill. Adm. Code 1.88), Title III of the No Child Left Behind Act of 2001
(20 USC 6801 et. seq.), and any other applicable laws.
DELL issued a compliance monitoring report on March 1, 2016, outlining findings that required
corrective actions and received Evergreen Park SD 124’s response on April 14, 2016. DELL
issued a report summarizing the results of our review of your Corrective Action Plan on May 27,
2016. Evergreen Park SD 124’s updated response and additional documentation received on
July 15, 2016. Dell issued a report summarizing the results of our review of your 2nd response
on August 12, 2016. Evergreen Park SD 124’s updated response and additional documentation
received on September 30, 2016 satisfactorily addressed the findings identified in the
compliance monitoring report.
We appreciate your work in responding to the concerns outlined in the report. We look forward
to continuing to work with your District to ensure that all students who are ELs have access to
quality programs, become proficient in English, and achieve academic success. If you have any
questions, please do not hesitate to contact DELL at 312-814-3661 or [email protected].
Sincerely,
Sonia Serrano
Principal Consultant
Division of English Language Learning
cc: Veda Newman, Program Director
COMPONENT 2: STUDENT ASSESSMENT AND LANGUAGE ACQUISITION
SERVICES
This component examines whether the District annually assesses the English language
proficiency of the English learners, provides adequate language acquisition services, and
monitors the progress of students who met the exit criteria.
Component
Number
2.1
Legal Standard
Annual English Language Proficiency Assessment
23 Ill. Adm. Code 228.25 (b)(1) School districts must annually assess the English language proficiency,
including aural comprehension (listening), speaking, reading, and writing skills, of all children of all
English learners in kindergarten and any of grades 1 through 12 (Section 14C-3 of the School Code) using
the English language proficiency assessment prescribed by the State Superintendent of Education. This
assessment shall be administered during a testing window designated by the State Superintendent, for the
purpose of determining individual students’ continuing need and eligibility for bilingual education
services. The annual assessment shall be based on the 2012 Amplification of the English Language
Development Standards Kindergarten-Grade 12 (2012), published by the Board of Regents of the
University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-Madison,
1025 West Johnson Street, MD#23, Madison WI 53706, and posted at http://wida.us/standards/eld.aspx.
No later amendments to or editions of these standards are incorporated by this Section. (3) Each student
who is not enrolled in a program under this Part but who has been identified as an English learner shall
be required to participate in the assessment each year until he or she achieves a “proficient” score.
Rating: Partially Implemented
District Response Required: Yes
Finding:
According to the Student Information Systems (SIS) data review, the District did not assess 3
students out of 145 students identified as EL with the ACCESS test during the FY15 school
year.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
According to the Student Information Systems (SIS) data review, the District did not assess
3 students out of 145 students identified as EL with the ACCESS test during the FY15
school year.
District Response:
The District has identified the 3 students not tested in 2015:
● One of the three was an out-of-district placement. In FY16 all students in out-ofdistrict placements were assessed with ACCESS.
● The other two students are siblings and transferred into the District on 2/20/15.
They were also screened on 2/20/15 and began ELL program services on 2/23/15,
which was after our testing window closed. Our testing window was 1/12/15 ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 1 of 23
2/13/15. These two students transferred out of our district on 8/18/15 prior to the
FY16 ACCESS administration.
Prior to the administration of the FY16 ACCESS, the District instituted a process to ensure that
ALL EL students were administered ACCESS including:
● ELs with IEPS served within the district or in out of district placements;
● ELs whose parents have refused services;
● ELs who have enrolled in the district during the state testing period
In FY 16 all EL students were administered the ACCESS.
The District set up a process to ensure that all ELs take the ACCESS assessment. Bi-monthly
and prior to the start of the ACCESS testing window, SIS reports and teachers’ caseload reports
are compared to make sure that all ELs are listed. The ELL Instructional Coach is notified
immediately when a new student has been enrolled in the District. The District communicates
with the ELL Coordinator at the out-of-district placement(s) to ensure all out-of-district ELs are
assessed.
Expected date of completion: Procedures already implemented.
Persons responsible: ELL Instructional coach and PowerSchool/SIS Support person are
responsible for implementation of this process. Using this process, all ELs in K-8 were assessed
on ACCESS in FY16.
List and Attach Evidence of Implementation of the Corrective Action
 Please find attached a statement of district procedures.
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
Component
Number
2.2
Legal Standard
Individualized Educational Plan (IEP) Teams for EL students
23 Ill. Adm. Code 226.210 (e) The IEP Team shall include a qualified bilingual specialist or bilingual
teacher, if the presence of such a person is needed to assist the other participants in understanding the
child’s language or cultural factors as they relate to the child’s instructional needs. If documented efforts to
locate and secure the services of a qualified bilingual specialist are unsuccessful, the district shall instead
meet the requirements set forth in Section 226.150(b) of this Part.
Rating: Partially Implemented
District Response Required: Yes
Finding:
Although staff indicated during interviews that bilingual specialists are invited to meetings, an
audit of the student files did not consistently show the appropriate signatures on the IEP sign in
sheets.
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 2 of 23
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
District Response: The District requires ESL and Bilingual teachers to attend the IEP meeting
of EL students with an IEP. A review of records indicates that while ESL/Bilingual Teachers
attended IEP meetings, their role at the IEP meeting was not readily apparent. In response to the
finding, the District requires that all ESL and Bilingual teachers who attend an IEP meeting,
indicate their credentials after their name, so that they are also identified as the ELL teacher.
Expected date of completion: Procedures already implemented.
Persons Responsible: Director of Student Support Services and ELL Instructional Coach will
be responsible for implementation of this process.
List and Attach Evidence of Implementation of the Corrective Action
 Sample of an ELL IEP sign-in sheet; List of ELLs with IEPs
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 3 of 23
COMPONENT 3: PROGRAM STRUCTURE
This component examines whether the District established the TBE and/or TPI Program
based on the student data and that the program structure/model is based on scientifically
based research on teaching English learners.
Component
Number
Legal Standard
3.3
TBE Program Establishment (K-12)
23 Ill. Adm. Code 228.25 (a)(1) When an attendance center has an enrollment of 20 or more English learners of the
same language classification the school district must establish a transitional bilingual education (TBE) program for
each language classification represented by those students. (Section 14C-3 of the School Code; see Section 228.30(c) of
this Part) A further assessment of those students to determine their specific programmatic needs or for placement in
either a full-time or a part-time program may be conducted. This subsection (a)(1) applies only to students enrolled in
kindergarten or any of grades 1 through 12 in an attendance center.
Full-time Program Components
23 Ill. Adm. Code 228.30 (c) Specific Requirements for Transitional Bilingual Education (TBE) Programs (1) Each fulltime TBE program shall consist of at least the following components (Section 14C-2 of the School Code): (A) Instruction
in subjects which are either required by law (see 23 Ill. Adm. Code 1) or by the student’s school district, to be given in
the student’s home language and in English; core subjects such as math, science and social studies must be offered in
the student’s home language, except as otherwise provided in subsection (c)(3) of this Section; (B) Instruction in the
language arts in the student’s home language; (C) Instruction in English as a second language, which must align to the
2012 Amplification of the English Language Development Standards Kindergarten through Grade 12 (2012), published
by the Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium, University of
Wisconsin-Madison, 1025 West Johnson Street, MD#23, Madison WI 53706, and posted at
http://www.wida.us/standards/eld.aspx. No later amendments to or editions of these standards are incorporated by this
Section; and (D) Instruction in the history and culture of the country, territory, or geographic area which is the native
land of the students or of their parents and in the history and culture of the United States.
Part-time Program Components
23 Ill. Adm. Code 228.30 (c)(C) A part-time program shall consist of components of a full-time program that are
selected for a particular student based upon an assessment of the student’s educational needs. Each student’s part-time
program shall provide daily instruction in English and in the student’s native language as determined by the student’s
needs.
Rating: Partially Implemented
District Response Required: Yes
Findings:
Based on a review of documents obtained from the District, as well as interviews conducted with
teachers and administrators, each attendance center at the District that has identified a full-time
and part-time TBE program does not incorporate all of the following required components:
 Instruction in English and the home language of the student for all core subjects;
 Language Arts in the student’s home language (teaching the student how to read and
write in his/her home language);
 Instruction in English as a Second Language (ESL), which must be aligned to the Illinois
English Language Proficiency Standards; and
Instruction in the history and culture of the native land of the student or their parents and
of the United States.

ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 4 of 23
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
District response:
The District will:
● Hire an additional full-time bilingual teacher and an additional full-time bilingual
paraprofessional. The additional bilingual teacher will be assigned to both
Southeast and Northwest. Southeast and Northwest schools each will have a fulltime bilingual paraprofessional and full-time ESL teacher. Based on the ACCESS
scores and other criteria for part-time programs, it is anticipated that the TBE
students at each school will receive services in the core subjects in both Spanish
and in English as well as ESL instruction.
● Provide ongoing coaching and professional development on biliteracy to
Bilingual and ESL Teachers providing Language Arts in the student’s home
language.
● Complete the alignment of our English as a Second Language (ESL) curriculum
(including history and culture of the native land of the student or their parents and
of the United States) to the Illinois English Language Proficiency Standards to
ensure our ESL curriculum is standards based.
● Professional development on best practices with incorporating the history and
culture of the native land of the student or their parents and of the United States in
lesson plans.
Expected date of completion: The start of FY18
Persons Responsible: ELL Instructional Coach, team of ELL program teachers, outside
consultant
List and Attach Evidence of Implementation of the Corrective Action
Registration for Literacy Squared; Sample of our ESL Curriculum Alignment that is in process;
and evidence of professional development provided during the 2016-2017 school year.
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
District’s proposed actions do not sufficiently address the finding.
Required Elements of Corrective Action and Progress Reports:
Please submit a formalized and detailed plan, including a timeline with anticipated completion
date, dates, person(s) involved in this development process, anticipated actions/projects to be
completed, class schedules, and teachers assigned to teach the core subjects (include IEIN #s).
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 5 of 23
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
The attached 2 year action plan is an expansion of the District’s Correction Action Plan
submitted on April 14, 2016. The action plan presents a timeline leading to the implementation
of full and part time bilingual education services by the start of school year 2017-2018.
Currently, the District houses a full time bilingual education program at Northeast school and
offers ESL support at all schools in a pull out and co-teaching model. In school year 2016-2017,
Northwest and Southeast Schools will add a TBE program component that initially reflects a part
time program.
List and Attach Evidence of Implementation of the Corrective Action
The D124 EL Department Action Timeline details the professional development that will be
provided to staff. See attached evidence.
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
Component
Number
3.4
Legal Standard
Part-time TBE Program Eligibility and Placement
23 Ill. Adm. Code 228.30 (c)(3) Beginning September 1, 2013, students may be placed into a part-time program, or
students previously placed in a full-time program may be placed in a part-time program in accordance with the
requirements of this subsection (c)(3). (A) If an assessment of the student’s English language skills has been performed
in accordance with the provisions of either Section 228.15(e) or Section 228.25(b) of this Part and the assessment results
indicate that the student has sufficient proficiency in English to benefit from a part-time program. (i) Evidence of
sufficient proficiency shall be achievement of the minimum score to be used for this purpose set by the State
Superintendent either on the prescribed screening instrument required in Section 228.15(e) of this Part or the English
language proficiency assessment required in Section 228.25(b). The State Superintendent shall inform districts of the
minimum score to be used for the prescribed screening instrument or the English language proficiency assessment, and
post the minimum score on the State Board’s website. Should the minimum score be modified, the State Superintendent
shall inform school districts no later than July 1 of the scores to be used and modify the State Board’s website
accordingly. (ii) Preschool programs shall use as evidence of sufficient proficiency either a minimum score for an
established screening instrument or a minimum level of performance documented through established screening
procedures. B) If the student's score either on the prescribed screening instrument required in Section 228.15(e) of this
Part or the English language proficiency assessment required in Section 228.25(b) is below the minimum identified
pursuant to subsection (c)(3)(A) of this Section, the student may be placed in a part-time program only if one of the
following conditions is met. (i) Native Language Proficiency. A native language proficiency test documents that the
student has minimal or no proficiency in the home language and a parent provides written confirmation that English is
the primary language spoken in the home.(ii) Academic Performance in Subjects Taught in English. Any student whose
student grades, teacher recommendations and State or local assessment results in the previous school year indicate that
the student has performed at or above grade level in one or more core subject areas (i.e., reading, English language
arts, mathematics, physical sciences, social sciences) that were taught exclusively in English.(iii) Academic
Performance. Any student in a departmentalized setting whose student grades, teacher recommendations and State or
local assessment results in the previous school year indicate that the student has performed at or above grade level in at
least two core subject areas that were taught in a U.S. school in the student's native language or via sheltered
instruction in English. (iv) Students with Disabilities. Any student with a disability whose Individualized Education
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 6 of 23
Program developed in accordance with 23 Ill. Adm. Code 226.Subpart C identifies a part-time transitional bilingual
education program as the least restrictive environment for the student. (v) Limited Native Language Instruction. The use
of native language instruction is permissible for a student whose native language has no written component or one for
which written instructional materials are not available. Oral native language instruction or support should be provided
based on the student’s needs. (C) A part-time program shall consist of components of a full-time program that are
selected for a particular student based upon an assessment of the student’s educational needs. Each student’s part-time
program shall provide daily instruction in English and in the student’s home language as determined by the student’s
needs.
Rating: Partially Implemented
District Response Required: Yes
Finding:
Based on a review of student records, as well as interviews conducted with teachers and
administrators, it has been found that students are placed into part-time TBE programs before
their English language proficiency assessment results indicate that they have sufficient
proficiency in English to benefit from a part-time program.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
District Response: As discussed in the response to finding 3.3, the District is working to plan
and implement a full-time TBE program at all schools requiring a TBE program. This program
improvement should mean that a full-time TBE program is available for all students who need a
full-time TBE program and no students will be served in a part-time TBE program until they
meet the part-time TBE requirements.
The District does not officially place EL students into a part-time TBE program before the
screener results are analyzed. It is at that time that a determination is made on whether to place a
student in a part-time or a full-time TBE program using the screener scores and the part-time
placement criteria. Please note that in many instances after parents receive their notice of
program placement they determine that they do not want their children to be in a full-time TBE
program and will only accept placement in a part-time TBE program.
After the ACCESS results have been received an additional group of students are then referred
to a part-time TBE program.
Expected date of completion: September 2016
Persons Responsible: Director of Student Support Services and ELL Instructional Coach
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 7 of 23
List and Attach Evidence of Implementation of the Corrective Action
 ISBE Part-time Transitional Bilingual Education (TBE) Placement Rational Form; ISBE
Part-Time Transitional Bilingual Education (TBE) Placement Criteria
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
District’s proposed actions do not sufficiently address this finding.
Required Elements of Corrective Action and Progress Reports:
In detail, please outline the District’s protocol for the use of the PT TBE Placement Criteria and
the Placement Rationale Form. The District must also provide additional details and
clarifications about the TBE part-time delivery model, as well as a list of the number of students
in TBE programs at each school who qualify for full-time TBE placement vs. those who qualify
for part-time TBE placement. Submit written procedures of how the Program Director will meet
with EL screening staff to review the District’s criteria for TBE placement eligibility and to
ensure the use of the TBE part-time placement rationale form. Submit formalized procedures
and evidence of training of relevant personnel. In addition, please also submit three complete
copies of the placement rationale form as evidence of implementation.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
The District has adopted ISBE’s Part-Time TBE Placement Rationale and form and uses its
criteria to determine if a student is eligible for and would benefit from placement in a part time
TBE program. This determination is made on an individual student basis and services are
offered according to each student’s needs. On August 23, 2016, the Director of Student Support
Services and ESL Instructional Coach will facilitate a department meeting with EL program staff
to provide training on ISBE’s criteria for TBE placement eligibility and the TBE part-time
rationale form.
Any new or current TBE students who do not attain the appropriate minimum score for part-time
TBE placement may be considered for part-time placement only if other factors (i.e. Special
Education, Parental Preference) indicate a need to consider part-time placement.
List and Attach Evidence of Implementation of the Corrective Action
 D124 EL Department Action Timeline
 See attached materials labeled 3.4 evidence
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 8 of 23
COMPONENT 4: CURRICULUM AND INSTRUCTION
This component examines whether the District implements a curriculum that is
standards-based and supported by appropriate instructional materials.
Component
Number
4.1
Legal Standard
Standards Aligned Curriculum
20 USC 6826 (d)(3) the eligible entity has based its proposed plan on scientifically based research on
teaching limited English proficient children; (4) the eligible entity will ensure that the programs will enable
children to speak, read, write, and comprehend the English language and meet challenging State academic
content and student academic achievement standards.
23 Ill. Adm. Code 228.30 (b)(4) Beginning with the 2012-13 school year, instruction in Spanish language arts,
where provided under subsection (c) or (d), shall be 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), published by the Board of Regents of the
University of Wisconsin System on behalf of the WIDA Consortium, University of Wisconsin-Madison, 1025
West Johnson Street, MD #23, Madison WI 53706, and posted at http://wida.us/standards/sla.aspx. No later
amendments to or editions of these standards are incorporated by this Section.
Rating: Partially Implemented
District Response Required: Yes
Findings:
Based on interviews with staff and a review of documentation submitted by the district, the
following has been found:
 The District’s English as a Second Language (ESL) curriculum is not aligned to the Illinois
Learning Standards: English Language Development standards, which includes: Language
of Math, Language of Science, Language of Social Studies, Language of Language Arts,
and Social/Instructional Language;
 The English as a second language (ESL) curriculum is not consistently implemented; and
 Instruction in Spanish Language Arts is not aligned to the WIDA Spanish Language Arts
Standards (2005).
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
District Response:
The District will:
● Complete the alignment of our ESL curriculum to the Illinois English Language
Proficiency Standards, Illinois Learning Standards: [English Language Development
standards, which includes: Language of Math, Language of Science, Language of
Social Studies, Language of Language Arts, and Social/Instruction Language] to
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 9 of 23
ensure that instruction in English as a Second Language (ESL) occurs in all of our
ELL programs.
● Consistently implement the ESL curriculum across all schools with ELL programs.
○ The District is encouraging teachers who already have their ESL endorsement
to utilize ESL teaching strategies in their general education classrooms.
○ In addition, the District is encouraging general education teachers to get their
ESL endorsements by offering and ESL cohort during the FY17 school year.
● Institute a Spanish Language Arts curriculum that is aligned to the WIDA Spanish
Language Arts Standards.
Persons Responsible: Director of Student Support Services
Expected Date of Completion: August 2017
List and Attach Evidence of Implementation of the Corrective Action
 Partnership agreement with Olivet Nazarene University
 Sample Olivet Nazarene University Proposed Cohort for Fall 2016
 Copy of ESL Curriculum Alignment in Process
 Copy of Registration for Literacy Squared for the 2016-2017 school year.
 Copy of Spanish Language Arts curriculum purchased during the 2016-2017 school year.
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
District’s proposed actions and evidence do not address this finding.
Required Elements of Corrective Action and Progress Reports:
In order to address this finding, the District needs to submit a detailed action plan presenting how it
plans to align the District’s English as a Second Language (ESL) curriculum to the Illinois
Learning Standards: English Language Development standards, which includes the: Language of
Math, Language of Science, Language of Social Studies, Language of Language Arts, and
Social/Instructional Language for each grade level. Please include how the ESL curriculum will be
developed for the TBE/TPI programs. The action plan should include the dates, topics, resources,
and individuals involved in the creation of the final product; as well as samples of curriculum maps
and scope and sequence developed for ESL along with the Spanish Language Arts curriculum
aligned to the WIDA Spanish Language Arts Standards.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
D124 will further develop an English as a Second Language (ESL) curriculum aligned to the
Illinois Learning Standards (English Language Development standards, which includes the:
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 10 of 23
Language of Math, Language of Science, Language of Social Studies, Language of Language Arts,
and Social/Instructional Language) and Spanish Language Arts curriculum aligned to WIDA
Spanish Language Arts Standards for each grade level in collaboration with a Bilingual Curriculum
Consultant and D124 EL teachers. The ESL curriculum will be implemented for all TBE/TPI
students. The Spanish Language Arts curriculum will be implemented at the beginning of the
2017 school year.
List and Attach Evidence of Implementation of the Corrective Action
 D124 EL Department Action Timeline
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Documentation submitted does not fully address this finding.
Required Elements of Corrective Action and Progress Reports:
Please submit an action plan strictly for the ESL curriculum implementation. The plan should
include the dates, topics, resources, and individuals involved in the creation of the final product; as
well as samples of curriculum maps and scope and sequence developed for ESL along with the
Spanish Language Arts standards.
DISTRICT’S THIRD RESPONSE – September 30, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
D124 has developed an English Learner Curriculum Plan to develop an ESL curriculum aligned to
the ILS and Spanish Language Arts standards. Please see attached EL Curriculum Plan for details.
List and Attach Evidence of Implementation of the Corrective Action

D124 EL Curriculum Plan
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – OCTOBER 24, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 11 of 23
Component
Number
4.2
Legal Standard
Instructional Materials (Title III recipients)
20 USC 6912 (a)(2)(B) Grants awarded under this section may be used for…(iv) improving the instruction
programs for limited English proficient children by identifying, acquiring, and applying effective curricula,
instructional materials (including materials provided through technology), and assessments that are all
aligned with State and local standards.
Rating: Partially Implemented
District Response Required: Yes
Finding:
Based on documentation submitted by the District and interviews with staff it has been found that
the District does not provide sufficient native language and ESL instructional materials to meet the
needs of English learners.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
District Response: The District has completed an ELL curriculum and materials audit. This audit
will be reviewed to determine the need to order additional curriculum and materials. (Text,
reference, and other supplemental materials.) All materials not currently distributed will be placed
in the appropriate ESL/Bilingual classrooms and professional development offered in the use of
these materials.
Expected date of completion: August 2016
Persons Responsible: Director of Student Support Services, ELL Instructional Coach
List and Attach Evidence of Implementation of the Corrective Action
 Copy of ELL Curriculum and Materials Audit
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 12 of 23
COMPONENT 5. ACCESS TO SERVICES
This component examines whether the District implements policies that guarantee
equal access for English learners.
Component
Number
5.1
Legal Standard
Equal Opportunities for all Students
23 Ill. Adm. Code 1.240 (b) No school system may exclude or segregate any pupil, or discriminate
against any pupil on the basis of color, race, nationality, religion, sex, sexual orientation, ancestry, age,
marital status, or physical or mental handicap [775 ILCS 5/1-102(A)] or status of being homeless [105
ILCS 45/1-5 and 42 USC 11434 a (2)]. Further, no school system may deny access to its schools or
programs to students who lack documentation of their immigration status or legal presence in the United
States, and no school system may inquire about the immigration status of a student (Plyler v. Doe, 457
U.S. 202 (1982)).
Rating: Not Implemented
District Response Required: Yes
Finding:
Based on documentation submitted by the District, it has been found that the permissible
combination of documents required proving residency is not sufficiently variable to afford an
opportunity for those who lack proof of legal presence or immigration status to meet the state
requirements.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
District Response: The District has amended residency forms to provide variability in
allowable proofs of residency to afford an opportunity for all parents/legal guardians to meet the
state residency requirements.
Expected date of completion: April 14, 2016.
Persons Responsible: Director of Student Support Services and Registration and Residency
Coordinator
List and Attach Evidence of Implementation of the Corrective Action
 Revised cover sheet “Student Registration Information and Revised Registration Packet”,
specifically the page titled “Parent/Guardian Certificate of Residency”, and “Affidavit
Letter of Residency: District Resident Who Has a Student Living with Them”
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 13 of 23
COMPONENT 6. PERSONNEL QUALIFICATIONS AND PROFESSIONAL
DEVELOPMENT
This component examines whether the District has adequate and highly qualified staff to
support programming and that on-going professional development is provided to all staff
including administrators, principals, teachers, paraprofessionals, and other school personnel.
Component
Number
6.2
Legal Standard
Teacher Qualification (K-12)
23 Ill. Adm. Code 228.35 (a) Each individual assigned to provide instruction in a student’s home
language shall meet the requirements for bilingual education teachers set forth in 23 Ill Adm. Code 25
(Educator Licensure) and 23 Ill. Adm. Code 1 (Public Schools Evaluation, Recognition and Supervision),
as applicable. (b) Each individual assigned to provide instruction in ESL shall meet the requirements for
ESL or English as a New Language teachers set forth in 23 Ill. Adm. Code 25 and 23 Ill. Adm. Code 1, as
applicable.
Highly Qualified Teachers
20 USC 6319 (a) (1) IN GENERAL: Beginning with the first day of the first school year after January 8,
2002, each local educational agency receiving assistance under this part shall ensure that all teachers
hired after such day and teaching in a program supported with funds under this part are highly
qualified…(3) LOCAL PLAN: As part of the plan described in section 6312 of this title, each local
educational agency receiving assistance under this part shall develop a plan to ensure that all teachers
teaching within the school district served by the local educational agency are highly qualified not later
than the end of the 2005-2006 school year.
Rating: Partially Implemented
District Response Required: Yes
Finding:
Based on interviews conducted with teachers and administrators, and credentials listed on the
Educator Licensure Information System (ELIS), it has been found that at the attendance centers
where a TBE program is required, one or more district teachers in kindergarten or any of grades
1-8 who must provide home language instruction in the TBE program does not have the required
bilingual endorsement.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
District Response: The District plans to hire an additional bilingual teacher to provide TBE
services. This will ensure that all of our schools requiring a bilingual teacher will be staffed. An
additional bilingual paraprofessional will be hired to provide supportive services for our TBE
students. These additional positions will be in place for the start of the FY17 school year. Also
see 3.3 district response.
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 14 of 23
Expected date of completion: August 2016.
Persons Responsible: Director of Student Support Services
List and Attach Evidence of Implementation of the Corrective Action
 Job Fair Postings, Job Listings
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Further actions are required to fully address this finding.
Required Elements of Corrective Action and Progress Reports:
Please submit the following:
1) Evidence of staff members enrolled in the cohort to obtain the Bilingual/ESL
endorsement; and,
2) Interim training provided to existing staff to help them meet the needs of ELs.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list
Title/Role of Person(s) Responsible for Implementation and Expected Date of Completion)
and Description of Internal Procedures for continued implementation after the ISBE visit
Due to confidentiality requirements, Olivet Nazarene University is unable to release the names
of current D124 staff enrolled in the ESL/Bilingual cohort. A letter has provided to confirm the
number of staff members that have enrolled and/or expressed an interest in the ESL/Bilingual
cohort. Please attached letter dated July 8, 2016 from Olivet Nazarene University.
Professional Development will be provided as outline in the D124 EL Department Action
Timeline.
List and Attach Evidence of Implementation of the Corrective Action
 Confirmation Letter from Olivet Nazarene University
 D124 EL Department Action Timeline
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 15 of 23
COMPONENT 7: RIGHTS OF PARENTS AND COMMUNITY ENGAGEMENT
This component examines whether the District established and implements effective means of
community engagement and that parents are fully informed of their rights.
Component
Number
7.1
Legal Standard
Notice of Enrollment; Content; Rights of Parents
105 ILCS 5/14C‑4) (from Ch. 122, par. 14C‑4) No later than 30 days after the beginning of the school year or 14 days
after the enrollment of any child in a program in transitional bilingual education during the middle of a school year, the
school district in which the child resides shall notify by mail the parents or legal guardian of the child of the fact that their
child has been enrolled in a transitional bilingual education program or a transitional program of instruction. The notice
shall be in English and in the home language of the student and contain all of the following information in simple,
nontechnical language: (1) The reasons why the child has been placed in and needs the services of the program. (2) The
child's level of English proficiency, how this level was assessed, and the child's current level of academic achievement. (3)
The method of instruction used in the program and in other available offerings of the district, including how the program
differs from those other offerings in content, instructional goals, and the use of English and native language instruction.
(4) How the program will meet the educational strengths and needs of the child. (5) How the program will specifically
help the child to learn English and to meet academic achievement standards for grade promotion and graduation. (6) The
specific exit requirements for the program, the expected rate of transition from the program into the regular curriculum,
and the expected graduation rate for children in the program if the program is offered at the secondary level. (7) How the
program meets the objectives of the child's individual educational program (IEP), if applicable. (8) The right of the
parents to decline to enroll the child in the program or to choose another program or method of instruction, if available.
(9) The right of the parents to have the child immediately removed from the program upon request. (10) The right of the
parents to visit transitional bilingual education classes in which their child is enrolled and to come to the school for a
conference to explain the nature of transitional bilingual education. The notice shall be in writing in English and in the
language of which the child of the parents so notified possesses a primary speaking ability. Any parent whose child has
been enrolled in a program in transitional bilingual education shall have the absolute right to immediately withdraw his
child from said program by providing written notice of such desire to the school authorities of the school in which his
child is enrolled or to the school district in which his child resides. (Source: P.A. 92‑604, eff. 7‑1‑02.
Rating: Partially Implemented
District Response Required: Yes
Finding:
Based on a review of student files and documents obtained from the District, it has been found that
the District does not send the written notice of enrollment to parents of English learners in in all
the English learners’ home languages, where feasible.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
District Response:
The District will:
● Provide forms and documents that are translated into students’ native languages
(where feasible) unless a waiver for translated documents is obtained from
students’ parents.
● Look for a translation service that will, where feasible, be able to provide required
forms in the students’ native languages.
Expected date of completion March 1, 2017.
Persons Responsible: Director of Student Support Services and ELL Instructional Coach
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 16 of 23
List and Attach Evidence of Implementation of the Corrective Action
 List of languages currently in our District; Letters in various languages from ISBE; Waiver
for translated documents
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Evidence of implementation is required to fully address this finding.
Required Elements of Corrective Action and Progress Reports:
Please submit the following:
1) Procedures/protocols shared with relevant personal; and,
2) Names of proposed translation agencies that will be used.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
The District will provide training to EL Department staff on the use of the waiver forms and
written notice of enrollment to parents of English learners in EL’s home languages, where
feasible. The D124 Department Action Timeline outlines the proposed training.
The District is researching translation service agencies that may be able to provide required forms
in the students’ native languages. A multilingual translation company profile is attached.
List and Attach Evidence of Implementation of the Corrective Action
 Multilingual Translation Service Agency profile
 D124 EL Department Action Timeline
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 17 of 23
Component
Number
7.2
Legal Standard
Progress Reports
23 Ill. Adm. Code 228.40 (c)(1) Maintenance of Records and Reporting Procedures (1) Report Cards - The school shall
send progress reports to parents or legal guardians of students enrolled in programs in the same manner and with the same
frequency as progress reports are sent to parents or legal guardians of other students enrolled in the school district. (A)
Progress reports shall indicate the student's progress in the program and in the general program of instruction. (B)
Progress reports shall indicate when the student has successfully completed requirements for transition from the program
into the general program of instruction if that information has not been reported separately in writing to the parents or
legal guardian. (C) Progress reports for all students enrolled in a program under this Part shall be written in English and
in the student's home language unless a student's parents or legal guardian agrees in writing to waive this requirement. The
parents’ waiver shall be kept on file in accordance with subsection (c)(3) of this Section.
Rating: Partially Implemented
District Response Required: Yes
Findings:
Based on a review of documents obtained from the District, as well as interviews conducted with
teachers and administrators, it has been found that:
 Progress reports are written in English and Spanish but not in all the English learners’ home
languages and written agreements from students’ parents to waive this requirement are not
obtained by the District; and,
 Progress reports do not indicate progress in the TBE/TPI program.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
District Response:
The District will:
● Provide progress reports that are translated in students’ native languages (where
feasible) unless a waiver for translated documents is obtained from students’ parents.
● Look for a translation service that will, where feasible, be able to provide this and
other required forms in the students’ native languages.
● Revise the ELL Progress report to indicate progress in the TBE/TPI program.
● Provide a Report Card waiver form that is translated in students’ native languages
(where feasible).
Expected date of completion by March 1, 2017.
Persons Responsible: Director of Student Support Services and ELL Instructional Coach
List and Attach Evidence of Implementation of the Corrective Action
 List of languages currently in our District; List of languages from ISBE; Waiver in English
to be translated into other languages (where feasible).
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 18 of 23
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Evidence of implementation and further actions are required to fully address this finding.
Required Elements of Corrective Action and Progress Reports:
Please submit the following:
1) Evidence of training of relevant personnel to distribute the Report Card waiver;
2) Evidence of the translated report cards and two completed waiver forms of parents waiving
their rights to receive the report card in their native language; and,
3) Updated progress/report card clearly showing section indicating progress in the TBE/TPI
program.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
On August 23, 2016, the Director of Student Support Services and ESL Instructional Coach will
facilitate a department meeting with EL program staff to provide training on District procedures in
the use of translated report cards, parent waiver forms, use of translation services, and progress
reports. Once a translation service has been secured, department forms (progress report, report
cards, parent waiver forms, parental refusal etc.) will be translated in student’s native languages as
feasible. The District will provide progress reports that are translated in students’ native languages
(where feasible) unless a waiver for translated documents is obtained from students’ parents. The
EL Department revised the ELL Progress report to indicate progress in the TBE/TPI program.
List and Attach Evidence of Implementation of the Corrective Action
 D124 EL Department Action Timeline
 EL Progress Report by Grade Cluster
 Parent Refusal/Withdrawal Procedure
 Parent Refusal Letter (English/Spanish)
 EL File Checklist
 Report Card Waiver Form
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Additional documentation is required.
Required Elements of Corrective Action and Progress Reports:
Please submit evidence of the translated report cards and two completed waiver forms of parents
waiving their rights to receive the report card in their native language as proof of implementation.
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 19 of 23
DISTRICT’S THIRD RESPONSE – SEPTEMBER 30, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role of
Person(s) Responsible for Implementation and Expected Date of Completion) and Description of
Internal Procedures for continued implementation after the ISBE visit
D124 has translated the report card in student’s native language. Please see attached.
List and Attach Evidence of Implementation of the Corrective Action

Translated report card
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN –OCTOBER 24, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
Component
Number
7.3
Legal Standard
Withdrawal by Parents (Opt-out or Refusals)
23 Ill. Adm. Code 228.40 (a)(2) Withdrawal by Parents – Any parent or legal guardian whose child has been enrolled in a
program shall have the absolute right to withdraw the child from the program immediately by submitting a written notice of
his or her desire to withdraw the child to the school authorities of the school in which the child is enrolled or to the school
district in which the child resides. (Section 14C-4 of the School Code).
Rating: Partially Implemented
District Response Required: Yes
Finding:
As evidenced by a review of the District’s documentation, and interviews conducted with teachers
and administrators, it has been found that while the District has a refusal form in place, the form
does not include a space for parents to write the reason for refusing services.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
District response: The District has revised the form to include a space for parents to write the
reason for refusing services.
Expected date of completion March 1, 2017.
Persons Responsible: ELL Instructional Coach
List and Attach Evidence of Implementation of the Corrective Action
 Copy of the letter in English to be translated into other languages (where feasible).
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 20 of 23
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN – MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Evidence of implementation and further documentations are required to fully address this finding.
Required Elements of Corrective Action and Progress Reports:
Please submit the following:
1) Evidence of training of relevant personnel regarding the use of the updated withdrawal
form; and,
2) Formalized procedures of the use of the updated withdrawal form.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
On August 23, 2016, the Director of Student Support Services and ESL Instructional Coach will
facilitate a department meeting with EL program staff to provide training on District procedures in
the use of the updated withdrawal form.
List and Attach Evidence of Implementation of the Corrective Action
 D124 EL Department Action Timeline
 Copy of formalized procedure in the use of the updated withdrawal form.
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 21 of 23
COMPONENT 8: PROGRAM EVALUATION, STUDENT RECORDS, AND DATA
MANAGEMENT
This component examines whether the District has met the accountability measures and
maintained accurate student records and reporting procedures..
Component
Number
Legal Standard
8.4
Maintenance of Records
23 Ill. Adm. Code 228.15 (d)The completed home language survey form shall be placed into the student’s
temporary record as defined in 23 Ill. Adm. Code 375(Student Records).
Ill. Adm. Code 228.40 (c)(3) Records - School districts shall maintain records of each student enrolled in
programs in the manner prescribed in 23 Ill. Adm. Code 375 (Student Records). These records shall include
program entry/exit information, annual English language proficiency assessment scores and results from the
prescribed screening instrument for students in kindergarten and any of grades 1 through 12 or the results
from the prescribed screening procedures for students in preschool programs; other student information (e.g.,
language, grade level, and attendance); the rationale for a student’s placement into a part-time program,
where applicable, including documentation of the criteria, as set forth in Section 228.30(c)(3) of this Part,
used to determine that a part-time program would be appropriate; and documentation of conferences and
written communication with parents or legal guardians. Parents and legal guardians of students enrolled in
programs shall have access to their students’ records, as specified in 23 Ill. Adm. Code 375.
Rating: Partially Implemented
District Response Required: Yes
Finding:
The District does not consistently maintain the records of each student enrolled in a TBE/TPI
program in the manner prescribed by 23 Ill. Adm. Code 228.15(d) and 228.40 (c)(3). The following
items are inconsistently found missing:
 Dates of the initial English language proficiency screener and scores;
 The rationale for a student’s placement in a part-time TBE program (if applicable); and,
 Parents’ report card waiver.
DISTRICT’S FIRST RESPONSE – APRIL 14, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
District Response: The District has provided record maintenance and compliance training to the
bilingual/ESL teachers as well as all building principals and will continue this practice annually at
the beginning of the school year. The District will review and/or modify procedures for EL student
record maintenance and compliance. The District will audit EL files on a yearly basis.
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 22 of 23
● Since the beginning of the FY16 school year, dates of the initial English language
proficiency screener and scores have been be added to PowerSchool (the District’s
student information system) and the original screener has been placed in the
student’s EL file in the office.
● The state TBE part-time rational criteria document will be used to determine a
student’s placement in a part-time TBE program.
● All parents will be offered the report card waiver in English and the students’ native
language (where feasible).
Expected date of completion: August 2017
Persons Responsible: ELL Instructional Coach and Bilingual/ELL Teachers
List and Attach Evidence of Implementation of the Corrective Action
 Copies of agenda and sign-in sheets for training on record maintenance and compliance;
copy of EL File Checklist.
ISBE’S RESPONSE TO CORRECTIVE ACTION PLAN - MAY 27, 2016
Status of Corrective Action:
☐Accepted
☒ Partially Accepted
☐Not Accepted
Basis for Partial Acceptance or Non Acceptance:
Evidence of implementation is required to fully address this finding.
Required Elements of Corrective Action and Progress Reports:
Please submit the following:
1) Evidence of training of relevant personnel on record maintenance which occurred after the
compliance monitoring visit; and,
2) Formalized procedures of maintaining student files.
DISTRICT’S SECOND RESPONSE – JULY 15, 2016
Description of Corrective Action (For each Correction Action Activity, please list Title/Role
of Person(s) Responsible for Implementation and Expected Date of Completion) and
Description of Internal Procedures for continued implementation after the ISBE visit
On August 23, 2016, the Director of Student Support Services and ESL Instructional Coach will
facilitate a department meeting with EL program staff to provide training on District procedures on
records maintenance.
List and Attach Evidence of Implementation of the Corrective Action
 D124 EL Department Timeline
 Procedure for Maintenance of Student Files
ISBE’S RESPONSE TO UPDATED CORRECTIVE ACTION PLAN – AUGUST 12, 2016
Status of Corrective Action:
☒Accepted
☐ Partially Accepted
☐Not Accepted
ISBE’s Response to Evergreen Park SD 124’s 3rd Corrective Action Plan– October 24, 2016
Page 23 of 23