Multilingual Program

Several measures are in place to ensure the success of our program. Our students take core assessments that we use to track their development of skills in English acquisition as well as their academic ability in their core classes. This data is used to track trends and guide instruction. On a large scale, we are measured by the ACCESS and the SAT exams. The ACCESS exam is given annually in January and February and is used to measure a student’s language development. For the past two years we have made the Annual Measure of Achievement Objectives (AMAO) in language proficiency. This means that our students are making large strides in their second language acquisition. Our students are now also taking the Prairie State Achievement Exam which is how we track the district’s progress in meeting guidelines set by the No Child Left Behind Act (NCLB).

Strategy 2.2 of our Strategic Plan states: “Provide supportive programming that improves the success of all student subgroups to increase the graduation rate and post-secondary success.” This strategy directly supports the goals of our Multilingual program by addressing the unique academic, linguistic, and social-emotional needs of our diverse student population. Through targeted interventions, culturally responsive instruction, and inclusive practices, we are committed to ensuring that multilingual learners have equitable access to the resources and opportunities necessary for long-term success. In alignment with Strategy 2.2, we continue to refine and expand our programming to create pathways that empower every student to thrive.

Communication plays an important role in student success. Through district communications, multilingual resources, and family outreach efforts, JTHS strives to ensure families have the information they need to support their student's educational journey.

The Communications Office works closely with Family Engagement Liaisons to help connect families with important information, school resources, and opportunities for involvement. Together, we support meaningful partnerships between home and school by promoting access, engagement, and communication for all families.

How Can Family Engagement Liaisons Assist Our Multilingual Families?

Family Engagement Liaisons are dedicated to welcoming families and helping them find ways to support their child's success. Strategy 3 of the JTHS Strategic Plan states: "We will implement a holistic approach to supporting students through family, community, and student engagement, targeted supports, and flexible learning opportunities to improve student attendance and academic performance."

Family Engagement Liaisons are excited to help families learn how to succeed at JTHS and can assist with:

• Accessing and navigating the Campus Parent Portal.
• Connecting families with volunteer opportunities and ways to get involved in their school community.
• Sharing information about school events, programs, and community resources.
• Coordinating bilingual interpretation and translation support where possible.
• Encouraging participation in Alianza de Familias Comprometidas a la Educación and other family engagement opportunities.

All JTHS students are required to take 4 years of English classes. Students in our ELL Program also take English classes that are comparable to the English only classes but with an emphasis on language development. The level in which they are placed depends on the ELL screener (a test that measures their English skills), ACCESS scores, and teacher recommendations.  

Currently, JTHS offers the following Programs of Instruction for multilingual students.

Transitional Bilingual Education (TBE) Program Service Options
The Multilingual program provides students with the necessary support to attain proficiency in the English language. In instances where a student’s native or home language is Spanish, students can take their core classes in a bilingual environment designed to promote dual literacy in addition. Students are placed in the program based on their results on either ACCESS or the WIDA screener that determine English-language proficiency.

Full-time TBE programs incorporate these required program components: instruction is provided in subjects required by law or by the district (including language arts, math, science, and social science) in the student’s home language (Spanish) and in English, English reading and writing support, Spanish language arts, and instruction in the history and culture of the student’s native land and of the United States.

Full Time TBE can also incorporate instruction provided by trained teachers in English with English-speaking students as well as English courses taught using the co-teaching model of instruction with one ESL-trained teacher paired with an English teacher. Students who need services can choose which services best fit their needs for academic and language support.

Part-time TBE programs incorporate these required program components: daily instruction is provided in English and in the student’s home language as determined by assessment of the student’s English proficiency level. Additionally, students who accept part-time services also are enrolled in general education courses to supplement their ESL/Bilingual needs.

Bilingual Courses: Bilingual students receive most of their instruction in English with Spanish support provided by a Bilingual (Spanish-Speaking) teacher to aid students in building literacy and academic skills in the primary language and English.

Transitional Program of Instruction (TPI)
This program must be offered when there are 19 or fewer students of the same language. This provides intensive English instruction and support in all content areas. It is designed to enable students to keep pace with peers in achievement in the core academic content areas.

The newcomer program is designed to provide transitional support for newcomer English learners. Not only do we want to provide curricular support, but also programmatic practices that are designed to integrate EL students and their families into a welcoming and supportive school community.

The newcomer program is aimed at:

• Acclimating students and family to the United States and the Joliet-area community.
• Aiding in acquiring community resources.
• Providing families with access to school resources such as free/reduced lunch waivers and technology training (Infinite Campus).
• Guiding students and parents through the educational system by helping students navigate through their schedule, finding the cafeteria, locating their locker, and other tasks throughout the school day.

At Joliet Township High School, we are committed to providing all of our students with an equitable access to Multilingual programming at both Joliet Central and Joliet West. 

Our Hispanic students receive intensive English classes with the opportunity to take their core academic courses in their native language. This flexibility in scheduling also allows for our Spanish-speaking students to enroll in Heritage Spanish and/or AP Spanish Language to strengthen their native language abilities while also strengthening English-language acquisition.

Families are valuable partners in the educational journey. JTHS offers a variety of opportunities for parents and guardians to stay informed, share their voice, build connections, and become actively involved in their student's school experience. Whether you are looking to connect with other families, learn about district programs, or help shape the future of our schools, we invite you to explore the opportunities below.

Alianza de Familias Comprometidas a la Educación
School districts with Transitional Bilingual Education (TBE) programs are required to establish a Bilingual Parent Advisory Council (BPAC). The main objective of the council is to establish a clear and collaborative voice between the bilingual community, the EL Program and Joliet Township School District 204. At JTHS, our BPAC is known as Alianza de Familias Comprometidas a la Educación.

Members of our council include parents, teachers, administrators, and personnel. The committee meets at least four times a year to plan, evaluate, and discuss issues that are important to JTHS students and bilingual families. The committee also plans and hosts workshops that help support, promote, and encourage parental participation in educational programs for our students.

Meetings
Meetings are held at least four times a year. All JTHS parents are invited to attend our meetings and workshops! The meetings are held in Spanish with English interpretation services available. The location of meetings alternates between Joliet Central and Joliet West. The District offers free childcare for children (ages 4-12) for workshops and meetings. Light refreshments are also provided.

When is the next Alianza event?
Please review the calendar of events for the 2026-2027 school year listed below.
 

Get Involved and join Alianza!
Decades of consistent research demonstrate that family engagement in a student's education, through activities like attending parent-teacher conferences, school events, and participating in parent organizations such as Alianza, enhances academic achievement and improves social-emotional outcomes.

We encourage you to get involved at JTHS! To join our Alianza committee and learn more about this empowering parent-led organization, please fill out the Online Contact Form.

Parent-Teacher Advisory Committee (PTAC)

The Parent-Teacher Advisory Committee (PTAC) provides parents, guardians, students, staff, and community members with an opportunity to share their perspectives and help shape student behavior policies and procedures at JTHS. Committee members work collaboratively to review district practices, discuss areas of improvement, and provide recommendations that support a fair, inclusive, and positive school environment for all students.

PTAC meetings offer a meaningful way for stakeholders to learn about district initiatives, share feedback, and contribute to important conversations that impact our school community.

Meeting Information

Dates: Thursday, September 17, 2026, Thursday, October 1, 2026, Thursday, October 29, 2026, Thursday, November 5, 2026, Thursday, January 14, 2027, 
Time: 5:00 - 7:00 p.m.
Location: Joliet Central High School, Lower Library

Dinner will be provided, and Spanish interpretation services are available.

Interested in participating? Complete the Parent-Teacher Advisory Committee Sign-Up Form to join the conversation.

According to the U.S. Department of Education's Office of Bilingual Education and Minority Language Affairs, the role of bilingual education is based on two concepts of knowledge:

1. All young people can engage in tasks that require deep reasoning.
2. The development and maintenance of a student's native language does not interfere in any way with English language acquisition. On the contrary, research over the past decade in bilingual classrooms with established models of teaching excellence indicates that use and proficiency in the primary language enhances second language acquisition.

The benefits of learning bilingual education not only provide students with the opportunity to become bilingual, but also bicultural, truly understanding the values and society of more than one culture.

In the municipality of Joliet, we also provide students with the opportunity to earn the Seal of Bilingual Literacy by showing proficiency in both English and the student's native language. The Seal of Bilingual Literacy can be used for college credit after high school, and is also included on the student's transcript, which can be used for college admission or future employment.