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A Bilingual Parent Advisory Committee (BPAC) is required to be established in school districts that have Transitional Bilingual Education programs (20 or more English Learners from the same language background)​. See the State statute here​. The BPAC represents the interests of English learner (EL) students in Transitional Bilingual Education (TBE) program(s), their parents, and community members of a school district. Its purpose is to ensure the district recognizes their voices and acts to meet their needs. This committee’s role is advisory; it focuses on helping bilingual parents and community members better understand how bilingual programming works so they may advocate for the academic needs of their students. Additionally, it offers a detailed overview of the bilingual programs available, provides access to important resources, and encourages continued involvement in the school district. Through such efforts, a BPAC can strengthen a community’s investment in the outcomes related to EL students in TBE program(s).

 BPAC Rules

 Resources to Run a BPAC

Overview:

  • Is required to be established in school districts that have Transitional Bilingual Education programs (20 or more ELs from the same language background)
  • Is an autonomous committee with its own election of officers and establishment of internal rules and procedures.  
  • Title III funds may be used to support your group.
  • The district should provide space, materials, technical support, training, and translators as needed.

Requirements:

  • Meet at minimum four times per year.
  • Receive training from the district to make informed decisions.
  • Participate in planning, operation and evaluation of programs.
  • Review the bilingual service plan, EL-Evidence-Based Funding Spending Plan (EL-EBF) and EL-EBF Expenditure Report submitted to ISBE.
  • Create bylaws, including parameters such as posting agendas, following Robert's Rules of Order, meeting quorum, electing officers, etc.
  • Keep minutes of meetings. 

Bylaws:

Bylaws must be created for each district's BPAC. The following is an example and should be tailored to meet the needs of the specific district. 

Members:

  • BPACs can have varying numbers of members, depending on the needs of the district. Reach out to your district's bilingual director to inquire about joining or starting a BPAC.
  • BPAC chairperson should be a parent/guardian of a student currently enrolled in the EL program.
  • Members should reflect on the home languages in the district.
  • The majority of the membership must be parents/legal guardians of students currently enrolled in the English learner program.
    • Membership may also include parents of two-way dual language program, TBE education teachers, counselors, and representatives from the community.
  • Members give recommendations to the District regarding the EL program and advocate for the academic needs of all EL students in TBE.

Minutes:

Meeting should have an agenda; an outline of what will be discussed. During the meeting, minutes should be captured. The minutes detail who was in attendance, any actions taken or discussions. The following are examples of a meeting agenda and minutes but may be as detailed as necessary for each group.

 BPAC Summit

Every year ISBE, in collaboration with IRC, hosts a Bilingual Parent Advisory Summit. BPAC parents and their directors are welcome to learn more about multilingual resources, bilingual education, family engagement, and BPACs during this multiday gathering. Interpretation services are provided in multiple languages as requested.

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