ESL/Bilingual Program

Joliet Township High School services nearly 400 students in our ELL program each year with support coming from all stakeholders including administrators, teachers, counselors, support staff, and the Board of Education. 

We believe that an effective ELL Program consists of the following four components: 

• Providing transitional support for newcomer ELLs.
• Providing high-quality instruction and materials that facilitate deep understanding of the English language and content-area concepts.
• Ensuring ELL students have access to the entire curriculum that emphasizes content learning as well as language acquisition.
• Providing a welcoming and supportive environment for all our ELL students and their families.

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, i.e., immigration, counseling, medical, food, internet, ESL, library, etc.
• Providing families with access to school resources such as free/reduced lunch waivers, internet hot spots, 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 ELL programming so we are very excited to begin to offer our ELL Program 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.

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).

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 EL students.

Transitional Bilingual Education (TBE) Program Service Options
The ESL/Bilingual program provides English Language Learners (ELLs) 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 to ESL support. 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 SIOP-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.

SIOP/ESL Courses: SIOP students receive all their instruction in English by a SIOP-trained teacher that supports student’s literacy and academic skills by implementing the SIOP model in their instruction. The Sheltered Instruction Observation Protocol (SIOP) model is a research-based method of instruction targeted toward English learners. It is used to ensure ESL students have both their content and language academic needs met in the classroom. SIOP teacher does not need to be bilingual. These courses will also be taught by ESL-certified staff.

Transitional Program of Instruction (TPI)
This program must be offered when there are 19 or fewer EL 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.

We have appropriately trained personnel in our ESL and Bilingual courses. Our teachers consistently participate in professional development that allows them to bring new and modern methods of working with ELLs. 

For students, we offer weekly tutoring to help students develop language skills while also working on content in their core areas. Credit recovery options are available following each semester to make sure that our students are always on-track for graduation. Students also participate in many multicultural activities that recognize and value student’s native culture. 

Support staff for EL students include a Bilingual Counselor and Bilingual Social Worker to help with social emotional needs.

What is BPAC?
School districts with Transitional Bilingual Education (TBE) programs are required to establish a Bilingual Parent Advisory Council. The main objective of the Bilingual Parent Advisory Council is to establish a clear and collaborative voice between the bilingual community, the EL Program and Joliet Township School District 204.

Members of BPAC 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.

BPAC 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 3-12) for workshops and meetings. Light refreshments are also provided.

When is the next BPAC Meeting?
The next BPAC meeting is being held on February 20, 2025 at Joliet Central High School during the Community Connections Expo. More information will available closer to the date.

A complete list of dates for the remainder of the school year are listed below. 

• May 1, 2025, from 5 to 7 p.m. at Joliet West

Past Events:

• Dr. Ferney Ramirez Presentation During Community Connections Expo - October 22, 2024
• Newcomer Student and Family Informational Night - September 4, 2024
• Dr. Ferney Ramirez Presentation on How to Build and Form Positive Relationships - April 29, 2024
• Dangers of Child Grooming and Teen Dating Violence Presentation with Guardian Angel Community Services of Joliet - February 28, 2024 (virtual)
• Dangers of Vaping Presentation with VNA Health Care - November 29, 2023
• Educational Supports Workshop - October 19, 2023
• BPAC Planning Meeting - July 11, 2023 (virtual)

Get Involved!
If you are interested in joining BPAC or would like to learn more, please fill out the Online BPAC Contact Form.

How Family Engagement Liaisons can assist our bilingual families?
Family Engagement Liaisons are dedicated to welcoming parents and helping them find ways to support their child's success. Strategy 3 of our Strategic Plan reads, "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 about how to succeed at JTHS and can help in many ways including: 

• Campus Parent
• Volunteer opportunities for parents/guardians to get involved with our school
• Events and resources on campus and in the community for parents/guardians and families
• Bilingual interpreting and translating at school
• Help and encourage families to join and be involved in BPAC 

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.