Multilingual Program

Any student in preschool through grade 8, whose home language background is a language other than English and whose proficiency in speaking, reading, writing, or understanding of English is not yet sufficient to meet grade-level standards in an English setting.

The Transitional Bilingual Education (TBE) program in Troy 30-C is designed for Spanish speaking students who are acquiring English. This program uses students’ native language, Spanish, to provide grade level instruction while they develop English proficiency.

Students receive daily English as a Second Language instruction in addition to core content taught in Spanish. As students develop academic language skills in English, they gradually transition to increased English instruction. Instructional decisions are based on individual student needs and are aligned with state requirements and district guidelines. Currently, the district provides TBE services in Spanish for grades Pre Kindergarten through 4th grade. The Early Childhood bilingual program is housed at Cronin, and Craughwell serves as the elementary bilingual hub.

The goal of the bilingual classroom is to build strong literacy and academic foundations in students’ native language while supporting English language development. By strengthening first language skills, students are better positioned to acquire and apply academic English with greater precision and confidence.

Troy 30-C offers English as a Second Language services for students from low incidence language backgrounds through a Transitional Program of Instruction model. This program is designed to support multilingual learners who do not qualify for a Transitional Bilingual Education program.

The Transitional Program of Instruction provides targeted language support to help students succeed in academic content areas while developing English proficiency. English language instruction intentionally makes connections to the student’s home language to the greatest extent possible and focuses on both social and academic language development.

Support is provided within the general education setting through meaningful, content based experiences that promote language growth and academic achievement. Instructional decisions are guided by individual student needs and aligned with state and district guidelines.

At the time of registration, families must complete a Home Language Survey (HLS). In this survey, there are two questions related to language use in the home. If a family answers YES to either question, the student’s English language proficiency is screened.

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

This screening process of English language proficiency is required by law for all school districts in Illinois. It is your child’s right to be screened and receive support if they qualify for English Learner services.

The state of Illinois establishes the cutoff scores for English language proficiency. Students who do not meet the state designated proficiency level have the right to receive English language support services. Eligible students are placed in a Multilingual Learner based on their needs and district programming. Parents have the right to accept or decline services at any time.

Our District provides written notification to parents of ML students each year that they enroll in a TBE/TPI program in compliance with state and federal regulations. The letter incorporates all requirements found in Section 14C-4 of the Illinois School Code (105 ILCS 5/14C-4).

Qualifying Multilingual Learners, also referred to as Emergent Bilinguals, must be assessed annually with the state required ACCESS for ELLs assessment. This assessment measures students’ English language proficiency as well as their growth in English acquisition and academic vocabulary.

Students are required to take ACCESS each year until they meet the state established English proficiency criteria. In Illinois, students must earn an overall composite score of 4.8 to be considered English proficient. The annual ACCESS assessment is the only state approved measure used to determine when a student exits multilingual services.

For additional information about the assessment process, please contact Judith Sanchez, District Multilingual Coordinator, at jsanchez@troy30c.org or (779) 252‑4166.

Click on the language below for information about ACCESS for ELLs: Understanding your child's scores

• Arabic

• Chinese (Simplified)

• Dari

• English

• French

• Haitian

• Hmong

• Korean

• Pashto

• Portuguese

• Russian

• Somali

• Spanish

• Tagalog

• Ukrainian

• Urdu

• Vietnamese

BPAC is a district-wide advisory group that advocates for excellence in all programs serving English Learners in District Troy 30-C. BPAC strives to provide support and educational information to families of English Language Learners, and facilitate and foster relationships among schools, parents, and Troy 30-C.

The BPAC Committee is open to: Parents, guardians, staff, and administrators

BPAC Board Members

Annabel Carrera
Mireya Ortiz
Evelyn Perez-Hernandez
Jacqueline Velez
Mayra Jankowski
Michal Jankowski
Corrine O’Connor

School Representatives
Karina Ochoa
Judith Sanchez
Viri Marchand

Past Accomplishments/Activities

• Spanish Club
• Parent Workshops: Mental Health, Resilience, Dual Language Programs, Student Behaviors and more! 
• Multicultural Night
• Kids Day Festival/Dia del Niño
• Community Resource Fair
• Summer Movie Nights
• Parent Reading and Math Resources

The BPAC Committee meets 6-8 times per year

2025-2026 BPAC Meetings

All meetings will be held virtually via Google Meets and in person at the District Office (5800 Theodore St., Door 10, Plainfield, IL 60586) beginning at 9:00am

September 9, 2025
October 7, 2025
November 4, 2025
January 13, 2026
February 3, 2026
April 7, 2026

For more information contact Karina Ochoa, Director of Multilingual Services, kochoa@troy30c.org or bpac@troy30c.org

BPAC Pamphlet

BPAC Flier 2025-2026 School Year

Troy 30-C BPAC Bylaws

Family Resources

• Colorin Colorado A bilingual site for families and educators of English learners
• IRC: Illinois Resource Center Free parent classes and resources
• Illinois State Board of Education Division of Multilingual Department

Newcomer Resource:

• ISBE: Newcomer Toolkit
• Newcomer Students | Colorín Colorado
• Newcomer Tool Kit | US Dept of Ed

Interpreting and Translation Services at Troy 30-C

Troy 30-C is committed to eliminating language barriers between families and schools. Families whose primary language is Spanish can contact Viri Marchand for interpreting or translation support at vmarchand@troy30c.org or 815‑577‑5236.

For families whose primary language is neither English nor Spanish, translation and interpreting services are available. The district provides a variety of resources to support communication in families’ native languages, including:

• Pocketalk for real-time translation
• Language Line for professional interpretation
• ParentSquare, which can be set to display messages in a preferred language
• Digital newsletters that can be translated
• Community partners who provide language support
• Bilingual staff who can assist when available

These resources are intended to ensure all families have access to important school information and can actively engage in their child’s education.