HB3026 104TH GENERAL ASSEMBLY

LRB104 06353 LNS 16389 b

104TH GENERAL ASSEMBLY
State of Illinois
2025 and 2026
HB3026

Introduced 2/6/2025, by Rep. Abdelnasser Rashid

SYNOPSIS AS INTRODUCED:

105 ILCS 5/Art. 14D heading new
105 ILCS 5/14D-5 new
105 ILCS 5/14D-10 new
105 ILCS 5/14D-15 new
105 ILCS 5/14D-20 new

Amends the School Code by adding the Dual Language Education Article. Requires the State Board of Education to adopt comprehensive guidance for school districts on starting new dual language education programs and expanding existing programs. Provides that the guidance shall cover a comprehensive program structure, curriculum, instruction, assessment and accountability, staff quality and professional development, family and community engagement, and support and resources. Provides that the State Board of Education's Equity Journey Continuum shall integrate: (1) dual language education into the broader framework of student learning to ensure it is considered an essential part of educational equity and excellence; and (2) specific provisions for dual language teachers, focusing on recruitment, professional development, and retention of bilingual educators. Requires a school district to establish recognition pathways for biliteracy at various levels before high school. Requires each school district to: (1) create an intuitive and resource-rich online platform that provides comprehensive information and tools for potential bilingual educators; (2) develop strategies to ensure bilingual educators remain in the profession; and (3) launch a marketing campaign that aligns with the U.S. Department of Education's "Being Bilingual is a Superpower" initiative, focusing on the benefits of bilingualism and highlighting inspiring stories of bilingual educators and students.

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT MAY APPLY

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 5. The School Code is amended by adding Article 14D as follows:

(105 ILCS 5/Art. 14D heading new)

ARTICLE 14D. DUAL LANGUAGE EDUCATION

(105 ILCS 5/14D-5 new)

Sec. 14D-5. Statewide guidance.

(a) The State Board of Education shall adopt comprehensive guidance for school districts on starting new dual language education programs and expanding existing programs.

(b) The guidance shall cover the following:

(1) Comprehensive program structure. The guidance for a comprehensive program structure may suggest that a school district:

(A) conduct detailed surveys and analyses to understand the linguistic, cultural, and educational needs of the community, including gathering data on demographic composition and language proficiency levels, as well as collect qualitative data through interviews and focus groups to assess the interest and demand for dual language programs among parents and students;

(B) identify gaps in the current educational offerings and services that a dual language program can address by analyzing academic achievement disparities, particularly among English learners, and assess language acquisition needs and cultural competency goals, including a review of current curriculum materials, instructional strategies, and support services to pinpoint areas where dual language programs can make a significant impact;

(C) engage with various stakeholders, including parents, students, educators, and community leaders, through forums, focus groups, and interviews;

(D) evaluate the resources, infrastructure, and capacity required to implement and sustain dual language programs by assessing the availability of qualified bilingual teachers, the adequacy of instructional materials, and the potential sources of funding, including logistical aspects, such as classroom space, scheduling, and administrative support;

(E) examine successful dual language programs within the district and in other districts with similar demographics and challenges by analyzing their structure, curriculum, instructional strategies, and outcomes to identify best practices and focus on understanding how these programs have overcome common challenges and what factors have contributed to their success;

(F) set a benchmark against high-performing dual language programs that involves comparing student performance metrics and outcomes and compare program features, such as resource allocation, teacher training, and student performance metrics;

(G) arrange site visits to exemplary dual language programs to observe their implementation firsthand, engage in discussions with program administrators, teachers, and students to gain practical insights and lessons learned, and ensure that bilingual observers are included to accurately assess the program's effectiveness in both languages;

(H) identify potential challenges and pitfalls faced by existing dual language programs and learn from their experiences to anticipate and mitigate similar issues in a new program;

(I) tailor the dual language program model to fit the specific needs and context of a school and incorporate best practices and lessons learned from existing successful programs and align the program design with available resources and community needs;

(J) develop comprehensive, step-by-step action plans for the successful implementation and sustainability of dual language programs that include detailed timelines, clearly defined responsibilities, necessary resources, specific outcomes and targets, nondirect academic outcomes, such as family engagement and inclusion, teacher preparation, and district-wide language policies and orientations. A school district may launch pilot programs in selected schools to refine the dual language model before broader implementation;

(K) establish clear, supportive policies at the local level to ensure sustained commitment to dual language education, including the goals and expectations for the program by providing a framework for consistent implementation and evaluation, and training requirements, including professional development hours and mentoring hours focused on bilingual pedagogy, language acquisition, and cultural competency;

(L) ensure that board policies emphasize equity and inclusion, guaranteeing that dual language programs are accessible to all students, particularly English learners, regardless of their background or socioeconomic status, including providing necessary support and accommodations for students with different learning needs;

(M) specify guidelines for curriculum development and instructional practices that align with best practices in dual language education and meet State and national standards;

(N) emphasize the importance of cultural competency in school board policies and ensure that dual language programs not only teach language skills but also foster an appreciation for diverse cultures and the skills needed to thrive in a modern global economy; and

(O) create a consortium for school leaders and superintendents to meet annually and share best practices for dual language programs.

(2) Curriculum. The guidance for curriculum may suggest that a school district:

(A) align the curriculum with State and national standards for both language arts and content areas;

(B) include culturally relevant texts and materials that reflect the diverse backgrounds of the students;

(C) develop thematic units that integrate multiple subjects and foster connections between content areas;

(D) use bilingual resources and dual-language texts that support learning in both languages;

(E) incorporate technology into the curriculum to support language learning and content instruction by using tools such as language learning apps, interactive whiteboards, and online collaboration platforms;

(F) ensure that additional digital resources and educational technology that support bilingual instruction are acquired and implemented;

(G) provide access to additional bilingual content and resources through online platforms;

(H) create digital libraries that offer a wide range of bilingual books, e-books, and audiobooks accessible to students, teachers, and parents;

(I) use tools and software that allow teachers to create and share multilingual content, such as presentations, videos, and interactive lessons, and advocate at the district level to ensure that when purchasing tools and software, the district prioritizes options that support multilingual capabilities;

(J) develop digital portfolios that include various types of content, such as written assignments, audio recordings, videos, and projects completed in both languages;

(K) invest in advanced translation software at the district level to support real-time translation of instructional materials and classroom communications; and

(L) ensure access to high-quality instructional materials in both languages and provide the necessary technology and support for dual language instruction.

(3) Instruction. The guidance for instruction may suggest that a school district:

(A) use sheltered instruction techniques to make academic content comprehensible while promoting language development, including visual aids, graphic organizers, and modified speech;

(B) provide language scaffolding to support students' understanding and use of academic language, including sentence frames, word banks, and modeling of complex language structures;

(C) implement cooperative learning strategies that encourage peer interaction and collaboration;

(D) differentiate instruction to meet the diverse needs of bilingual learners;

(E) develop and clearly articulate both content and language objectives for each lesson;

(F) pair or group students with peers who speak different languages to promote language practice and cultural exchange;

(G) implement translanguaging strategies that encourage students to draw on all their language resources to make meaning and engage with content; and

(H) use authentic assessment methods, such as project-based learning, portfolios, and presentations, to evaluate students' language proficiency and content knowledge in meaningful contexts.

(4) Assessment and accountability. The guidance for assessment and accountability may suggest that a school district:

(A) take one of the following approaches to assessment and accountability:

(i) a biliteracy trajectory that allows a school district to:

(I) in prekindergarten and kindergarten, focus on language exposure, oral language development, and foundational literacy skills;

(II) in 1st and 2nd grade, focus on emergent literacy and oral language proficiency;

(III) in 3rd through 5th grade, focus on reading and writing fluency, writing development, and cross-linguistic transfer;

(IV) in 6th through 8th grade, focus on advanced literacy skills, academic language proficiency, and bilingual communication; and

(V) in 9th through 12th grade, focus on academic biliteracy, critical thinking and analysis, and preparation for the State Seal of Biliteracy; or

(ii) a holistic multiliteracy or biliteracy framework that allows a school district to:

(I) conduct cultural relevant assessments, including contextual relevance and equitable measures;

(II) conduct language proficiency assessments, including a balanced bilingual evaluation and integrated language skills;

(III) conduct holistic literacy assessments, including multimodal assessments and cross-linguistic transfer;

(IV) conduct formative and summative assessments, including continuous monitoring and comprehensive summative assessments;

(V) conduct performance-based assessments, including real-world tasks and creative demonstrations; and

(VI) conduct inclusive and reflective practices, including student self-assessment and collaborative assessments; and

(B) conduct comprehensive formal reviews on an annual basis to assess the effectiveness of the dual language programs. These reviews shall be structured and systematic, based on established benchmarks and performance metrics. The formal review process shall include data collection and analysis on student outcomes, language proficiency, academic achievement, and cultural competency. These reviews shall evaluate program fidelity to ensure that the dual language programs are being implemented as designed. The findings from formal reviews shall be documented in detailed reports, which are then shared with key stakeholders, including district administrators, the school board, and community members. In addition, informal reviews may include classroom observations, teacher and student feedback, and informal assessments of student progress. The reviews shall also include:

(i) the collection of feedback from students, parents, teachers, and administrators to inform program adjustments and improvements; and

(ii) the development and implementation of continuous improvement plans based on evaluation findings to enhance program quality. The continuous improvement plans shall outline clear, specific goals, such as increasing student language proficiency levels, improving cultural competence, and enhancing academic performance in both languages.

(5) Staff quality and professional development. The guidance for staff quality and professional development may suggest that a school district:

(A) offer competitive salaries, including supplementary stipends and sign-on bonuses for those with dual language endorsements;

(B) allocate additional planning time for dual language teachers;

(C) provide ongoing professional development opportunities focused on bilingual education strategies and cultural competency;

(D) pair novice dual language teachers with experienced mentors to offer guidance and support, including regular check-ins, classroom observations, and feedback sessions;

(E) increase professional learning communities for dual language educators to facilitate collaboration and the sharing of best practices among schools, including professional learning communities that focus on topics such as instructional strategies, assessment techniques, and cultural competency;

(F) create affinity groups for dual language teachers statewide to regularly meet, share best practices, and discuss challenges and opportunities unique to bilingual education and establish teams within the affinity groups to collaboratively develop bilingual curriculum materials. A school district shall also:

(i) encourage participation by providing incentives for dual language teachers to join and actively engage in the affinity groups;

(ii) support the creation of structured activities, workshops, guest speakers, and collaborative exercises and develop an online platform for virtual meetings and resource sharing; and

(iii) establish mechanisms to monitor the effectiveness of the affinity groups and make necessary adjustments based on feedback and outcomes;

(G) establish pathways in middle and high schools to encourage students to pursue careers in bilingual education, particularly in dual language teaching;

(H) develop career exploration programs in middle and high schools that highlight the benefits and opportunities in bilingual education, including guest lectures from bilingual educators, field trips to bilingual classrooms, and summer camps focused on teaching skills;

(I) establish scholarships and incentive programs for students who commit to pursuing a degree in bilingual education;

(J) create mentorship programs in which high school students interested in teaching can be paired with current bilingual teachers and education students from partner institutions of higher education for guidance and support;

(K) form educational clubs and extracurricular activities focused on teaching, language learning, and cultural exchange to engage students and foster an early interest in bilingual education careers;

(L) incentivize paraprofessionals to become teachers by providing financial support and professional development opportunities;

(M) organize workshops and training sessions in collaboration with institutions of higher education to help paraprofessionals develop the necessary skills and knowledge for licensure;

(N) work with institutions of higher education to offer flexible scheduling options and online courses that allow paraprofessionals to balance their work and studies, including evening classes, weekend seminars, and asynchronous online modules;

(O) establish mentoring programs in which paraprofessionals are paired with experienced bilingual educators and faculty members from institutions of higher education and create support networks that provide guidance, advice, and encouragement throughout the licensure journey;

(P) provide resources and support for paraprofessionals to prepare for licensure exams, including study groups, preparatory courses offered by institutions of higher education, and practice exams; and

(Q) develop pathway programs, in collaboration with institutions of higher education, that outline clear steps for paraprofessionals to transition into licensed teaching roles, including milestones, required coursework, and timelines to help paraprofessionals stay on track.

(6) Family and community engagement. The guidance for family and community engagement may suggest that a school district:

(A) develop outreach initiatives to reach out to parents and families;

(B) create additional learning spaces to help parents learn about dual language education, provide resources, and support their children's bilingual education at home;

(C) organize events where parents can share their cultural heritage, languages, traditions, and experiences with the community;

(D) offer training programs to develop parent leaders who can advocate for dual language programs and serve as liaisons between a school and the community;

(E) host workshops where parents, children, teachers, and administrators learn together;

(F) partner with local organizations and businesses to provide additional resources and support that enrich the educational experience and help students connect learning to real-world contexts;

(G) host forums and informational sessions to engage community members and gather input on dual language initiatives by leveraging the district's parent advisory committee established under Section 14C-10. These events shall provide detailed information about a program's goals, benefits, and implementation plan and offer opportunities for questions and feedback;

(H) form a diverse advisory committee of stakeholders, including parents, educators, community leaders, and students, to guide the planning and implementation process;

(I) partner with local media and broadcasting companies by featuring stories about student successes, community benefits, and personal stories of bilingualism on local news, radio segments, and public access television;

(J) launch targeted media campaigns to inform the public about the benefits of dual language education; and

(K) organize events that promote dual language programs, showcasing student achievements and program benefits, including cultural festivals, open houses, and informational sessions where parents and community members can learn more about dual language education.

(7) Support and resources. The guidance for support and resources may suggest that a school district:

(A) secure strong administrative support, ensure an equitable allocation of resources, and plan for long-term sustainability, including funding for smaller class sizes, additional instructional support, and professional development;

(B) develop multi-year budgets that cover the costs of dual language programs, such as salaries, materials, and professional development;

(C) pursue State and federal grants designed to support bilingual education, such as the U.S. Department of Education's Office of English Language Acquisition National Professional Development grants and elementary and secondary education grants that emphasize the "grow your own" focus, and collaborate with experienced grant writers and college university researchers to craft compelling applications that clearly demonstrate a program's potential impact; and

(D) partner with local businesses and foundations to secure additional funding for program expansion and develop comprehensive proposals that highlight the numerous community benefits of dual language programs, such as fostering bilingualism and biliteracy, promoting cultural diversity, and enhancing academic achievement.

(105 ILCS 5/14D-10 new)

Sec. 14D-10. Equity Journey Continuum. The State Board of Education's Equity Journey Continuum shall integrate the following components:

(1) Dual language education into the broader framework of student learning to ensure it is considered an essential part of educational equity and excellence.

(2) Specific provisions for dual language teachers, focusing on recruitment, professional development, and retention of bilingual educators.

(105 ILCS 5/14D-15 new)

Sec. 14D-15. Biliteracy recognition. A school district shall establish recognition pathways for biliteracy at various levels before high school as follows:

(1) A school district may establish a recognition pathway for biliteracy for prekindergarten students by:

(A) engaging students in interactive story-time sessions in both English and the partner language;

(B) using songs, rhymes, and games to introduce basic vocabulary in both languages;

(C) providing bilingual take-home materials and encouraging parents to read or sing to their children in both languages; and

(D) hosting a simple ceremony in which students receive a "Biliteracy Beginnings" certificate, celebrating their initial exposure to and interest in learning 2 languages.

(2) A school district may establish a recognition pathway for biliteracy for 3rd grade students by:

(A) assessing students' basic proficiency in listening, speaking, reading, and writing in both languages through age-appropriate tasks;

(B) having students complete a project about a cultural event or tradition from a country where the partner language is spoken;

(C) implementing reading sessions in which students read simple bilingual books and discuss them in both languages; and

(D) organizing a school assembly in which students receive a "Biliteracy Explorer" badge, recognizing their growing skills and efforts in both languages.

(3) A school district may establish a recognition pathway for biliteracy for 5th grade students by:

(A) conducting more comprehensive assessments in both languages, focusing on intermediate proficiency in speaking, reading, and writing;

(B) having students participate in a pen-pal program or virtual exchange with students from a partner language country;

(C) assigning projects in which students research a topic and present their findings in both languages; and

(D) hosting a formal ceremony, possibly during a larger school event, in which students are awarded a "Biliteracy Achiever" medal, including presentations from students showcasing their bilingual projects.

(105 ILCS 5/14D-20 new)

Sec. 14D-20. Recruitment and retention of licensed and endorsed bilingual educators; comprehensive marketing efforts.

(a) Each school district shall create an intuitive and resource-rich online platform that provides comprehensive information and tools for potential bilingual educators. The platform shall include:

(1) detailed explanations of the various pathways to become a bilingual education teacher, targeting high school, State Seal of Biliteracy recipients, paraprofessionals, career changers, foreign-educated individuals, and current teachers seeking additional endorsements;

(2) clear and engaging guides for each pathway, covering prerequisites, application processes, and licensure requirements;

(3) quizzes and self-assessment tools to help candidates identify the most suitable pathway based on their background, skills, and career goals;

(4) inspirational testimonials from current bilingual educators and students, presented through videos, written profiles, and photo essays;

(5) a comprehensive collection of information on scholarships, grants, financial aid, and support services for bilingual education candidates, along with links to professional development opportunities and educational materials;

(6) information on upcoming online events, such as webinars and virtual open houses, where candidates can learn more about the pathways, ask questions, and interact with current educators and program representatives;

(7) active integration with social media platforms to share updates, success stories, and promotional content, broadening the reach and engagement with potential candidates; and

(8) an option for visitors to subscribe to a newsletter for regular updates on bilingual teacher pathways, upcoming events, and other relevant information.

(b) Each school district shall develop strategies to ensure bilingual educators remain in the profession, including:

(1) offering ongoing professional development and mentorship programs;

(2) providing financial incentives, such as bonuses, loan forgiveness, and competitive salaries;

(3) creating a supportive work environment that values and celebrates cultural and linguistic diversity; and

(4) establishing clear career advancement pathways for bilingual educators.

(c) Each school district shall launch a marketing campaign that aligns with the U.S. Department of Education's "Being Bilingual is a Superpower" initiative, focusing on the benefits of bilingualism and highlighting inspiring stories of bilingual educators and students. The campaign shall aim to:

(1) raise awareness about the value and opportunities in bilingual education;

(2) attract candidates from diverse backgrounds through targeted advertising and outreach efforts; and

(3) emphasize the advantages of bilingualism, including cognitive, cultural, and career benefits.