In McHenry District 15 our English Learner Program...

• Communicates a consistent, common goal with all stakeholders (program staff, mainstream teachers, administration, parents, community, school board)​
• Utilizes all available resources to effectively communicate with all parents 
• Ensures a safe learning environment
• Promotes inclusion and culturally responsive teaching
• Includes instruction that builds academic vocabulary
• Meets the needs of students through differentiation and varied assessments
• Utilizes best practices​
• Helps students make connections across languages, classrooms, and subjects
• Prepares students to be successful after exiting EL services
• Facilitates awareness and pride in their native language and culture​
• Builds confidence and self-esteem in order to be successful learners
• Includes native language curriculum and research-based interventions
• Encompasses comprehensible SLA/ELA curriculum
• Provides curriculum that is integrated with social studies and science
• Follows all state mandates, laws, and regulations
• Employs staff who are qualified and knowledgeable
• Consists of staff who are understanding, flexible and supportive of the EL population
• Encourages cohesion among EL program staff
• Promotes collaboration between all stakeholders
• Encourages parent participation throughout all areas of their child’s education
• Provides opportunities for parent and community involvement through the Bilingual Parent Advisory Committee (BPAC) 
• Shares native language resources
• Provides opportunities for parents to further their own education through classes and clubs

In McHenry District 15 our English Learner Program will...

• Utilize a common assessment tool
• Continue to supplement curriculum with culturally responsive resources
• Build intervention library to be used with Spanish speakers
• Encourage the district to secure qualified Spanish-speaking staff (social work, speech and language, psychologist, reading services, LDR, etc.)
• Provide high-quality biliteracy instruction in our One-Way Dual Language classrooms