Warren Township committee proposes staffing, curriculum changes to serve 28+ languages

The Warren Township High School District 121 board on May 27 heard a yearlong report from its multilingual innovation committee proposing new staffing and program changes aimed at serving more than 28 languages in the district.

The committee presented a set of recommendations that include hiring two multilingual lead teachers (one per campus) for 2025–26, adding two paraprofessionals per building, converting EL resource time from a duty period to a teaching assignment, expanding ELL literacy sections and creating a staff “playbook” for family communication and translation services.

The recommendations are intended to expand access and mainstream long‑term English learners into general education while maintaining required English‑language services. Dr. Moran, a member of the multilingual innovation committee, said the group’s aim was clear: “We wanted to make sure that we did not have a language barrier in our educational system here.”

Why it matters: District staff and teachers told the board that changes are meant to address distinct needs among newcomers (recent arrivals with limited English) and long‑term English learners (students in EL programs for six or more years). Committee members said the district currently serves 28-plus languages and that staffing and scheduling choices will shape whether multilingual students can access electives, career pathways and Tech Campus programs.

Committee members described a package of near‑term and next‑year actions. For 2025–26 the team recommended two campus lead teachers to provide building‑level EL program support, and a playbook for staff to identify translation and interpreting resources. For 2026–27 they recommended reviewing the playbook and program outcomes. Leanne Boncher, identified in the presentation as an EL teacher, told the board, “We found it really important that first we talk about and make sure everyone knows what our current services are for our multilingual students.”

Presenters emphasized academic language needs. Laura Borges, a social studies teacher who works in sheltered sections, said the program must balance social English and academic English: “We want the multilingual program to be able to provide equitable, opportunities for all students regardless of their background, their language, [or] if they have an IEP or not.” Joya Lennick, a special education teacher and instructional coach, added that “over half of the students I serve as a special education teacher are newly identified as also multilingual learners,” underscoring overlap between EL and special education caseloads.

The committee recommended several program changes to support mainstreaming and literacy development: redesigning EL resource periods into instructional roles, piloting ELL literacy classes (one campus already runs an English elective labeled ELL literacy), expanding elective and career access for newcomers, and establishing a centralized “support hub” model similar to one seen at Addison Trail High School where multilingual students can receive targeted reading and content help.

On measurement and exit criteria, committee members explained the district follows state guidance on screening and the annual ACCESS assessment. Dr. Moran told the board, “No way out. You have to score a 4.8 overall composite in order to be out of this,” referring to the composite ACCESS score required to exit EL services. She reported exit counts the district has achieved in recent years: about 14 students two years ago, 33 students last year and 51 students this year who met the exit score and no longer require EL services.

Staffing and professional development were highlighted as constraints. The committee noted that an ESL endorsement typically requires eight university courses and recommended increasing the number of ESL‑endorsed teachers and providing targeted professional development so general education teachers can better support multilingual learners in mainstream classes.

Board members asked clarifying questions about placement and who sets the screening rules. A board member asked “who makes that rule,” and committee members identified the Illinois State Board of Education (ISBE) as the state authority on EL screening and ACCESS testing. Dr. Moran said she plans advocacy work and noted state requirements constrain local placement decisions.

No formal board action was taken on the recommendations at the May 27 meeting; the presentation concluded with the board expressing appreciation and saying it would consider specific recommendations if they return as formal agenda items. The committee asked the board to consider staffing and resource changes during upcoming budget and staffing discussions.

Looking ahead: The committee proposed a playbook for 2025–26, a review in 2026–27, and suggested the board consider dedicated lead multilingual teachers, paraeducator staffing increases, and curriculum redesign to support mainstreaming long‑term ELs while preserving legal service obligations.