MARSHALL INDEPENDENT SCHOOL DISTRICT BILINGUAL & ENGLISH AS A SECOND LANGUAGE EDUCATION PROGRAM

Transcription

1 MARSHALL INDEPENDENT SCHOOL DISTRICT BILINGUAL & ENGLISH AS A SECOND LANGUAGE EDUCATION PROGRAM Marshall ISD Bilingual/ESL Program Handbook Page 1

2 Table of Contents Page District Vision 3 Position Statement 3 Program Requirements & Guidelines Chapter MISD Program Models 6-10 Language and Academic Goals 10 Student Identification Language Proficiency Assessment Committee Student Placement 13 Parental Authority/Notification 14 Exit Criteria Accountability 17 Monitoring of Exited Students 17 Personnel and Staff Development 18 Summer School Program Marshall ISD Bilingual/ESL Program Handbook Page 2

3 Vision Marshall Independent School District exists to create maximum opportunity for each student to be prepared for success after graduation in college or the workforce. Position Statement Marshall ISD recognizes that the mastery of basic English language skills is a prerequisite to effective participation in the state s educational program. Therefore, in accordance with Texas Education Code and Texas Administrative Code , Marshall ISD provides bilingual and English as a second language programs for students identified as limited English proficient in pre-kindergarten through grade twelve. Therefore, in coordination, collaboration, and articulation among all campus/district staff concerning the education of English Language Learners will ensure consistent implementation of the bilingual education/esl program thereby gaining the understanding and active support of all segments of the community; opportunities to develop students confidence, self-assurance, and positive identity with their cultural heritage and the history of the United States; opportunities for all personnel involved in the planning, development, and delivery of services to ELLs to be trained so that they have the knowledge that will enable them to offer the appropriate instruction and support; and opportunities for all ELL parents to be involved in the educational development of their children and included in decision making processes affecting their children s education. so that all Marshall ISD ELL students meet increasing state and national standards, graduate from high school under the Recommended or Distinguished state plans, select college or postsecondary educational advancement, and pursue lifetime work opportunities in a socially responsible manner. Marshall ISD Bilingual/ESL Program Handbook Page 3

4 Program Requirements and Guidelines 19 Texas Administrative Code Chapter 89; Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Language Learners: This code specifies that the Bilingual Education programs in school districts must address the affective, linguistic and cognitive needs of English Language Learners. The bilingual education program shall be a full-time program of instruction in which both the students home language and English shall be used for instruction in the areas of language arts, mathematics, science, health, and social studies. The program shall address the affective, linguistic, and cognitive needs of limited English proficient students. The amount of instruction in each language within the bilingual education program shall be commensurate with the students level of proficiency in each language and their level of academic achievement. Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their home language or in English for each content area. The bilingual education program shall use state-adopted English and Spanish instructional materials and supplementary materials as curriculum tools to enhance the learning process. Furthermore, this code specifies the English as a second language program shall be an intensive program of instruction designed to develop proficiency in comprehension, speaking, reading, and composition in the English Language. Limited English proficient students will be provided instruction in English in language arts, mathematics, science, health, and social studies using second language methods. The program shall address the affective, linguistic, and cognitive needs of limited English proficient students. Instruction in English as a second language shall be commensurate with the students level of English proficiency and their level of academic achievement. The English as a second language program shall use state-adopted English as a second language instructional materials and supplementary materials as curriculum tools, and there shall be ongoing coordination between the English as a second language program and the regular education program. The required bilingual education or English as a second language programs shall be provided to every limited English proficient student with parent approval until such time that the student meets exit criteria. In subjects such as art, music, and physical education, the limited English proficient students shall participate with their English-speaking peers in regular classes provided in the subjects. Students enrolled in bilingual or English as a second language programs shall have a meaningful opportunity to participate with other students in all extracurricular activities. The district shall offer a voluntary summer school program for LEP children who will be eligible for kindergarten or first grade at the beginning of the next school year. The program schedule will be established by the Board to meet the requirements of the Texas Education Agency. This will be an intensive language program, which meets standards set by TEA, and the student teachers ratio will not exceed 18:1. Marshall ISD Bilingual/ESL Program Handbook Page 4

5 Bilingual/ESL Programs in Texas must comply with the State s rules under Chapter 89, which are listed below. More information can be located at the TEA web site CHAPTER 89: SUBCHAPTER BB Commissioner s Rules Concerning State Plan for LEP Students CHAPTER 89: SUBCHAPTER BB Commissioner s Rules Concerning State Plan for LEP Students Policy Required Bilingual Education and English as a Second Language Programs Program Content and Design Home Language Survey Language Proficiency Assessment Committee Testing and Classification of Students Eligible Students with Disabilities Facilities Parental Authority and Responsibility Staffing and Staff Development Required Summer School Programs Monitoring of Programs and Enforcing Law and Commissioner s Rules Evaluation Marshall ISD Bilingual/ESL Program Handbook Page 5

6 Marshall ISD Bilingual/ESL Program Models Transitional Bilingual/Early Exit Model Marshall ISD will follow the Transitional Bilingual/Early exit model. Transitional bilingual/early exit is a bilingual program model that serves a student identified as limited English proficient in both English and Spanish, or another language, and transfers the student to English-only instruction. This model provides instruction in literacy and academic content areas through the medium of the student's first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English. Exiting of a student to an all-english program of instruction will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. A student who has met exit criteria in accordance with (h), (j), and (k) of this title (relating to Testing and Classification of Students) may continue receiving services, but the school district will not receive the bilingual education allotment for that student. Pre-literacy skills and reading will be taught in Spanish for all students who are identified as ELL and placed in a Bilingual program; Initial concept development for all ELL students will be in Spanish until a student reaches English proficiency at levels specified in the IPT Language Proficiency Tests; Spanish language instruction will continue as long as the ELL students remain in the Transitional Bilingual Program. This will be done by providing high levels of language development in the primary language; All content area objectives are taught in the student s native language in order to enhance the development of high levels of cognitive academic language proficiency (CALP) in the student s first language. Knowledge learned in one language paves the way for knowledge acquisition in the second language. Marshall ISD Bilingual/ESL Program Handbook Page 6

7 Instruction in the Core Curriculum The quantity of instruction provided in each language is determined by the student s fluency level in English and the complexity of the material. English instruction includes specially designed instruction and materials appropriate for students learning English as a second language. English Proficiency Levels and percent of Spanish/English instruction: Beginner: 1 st -4 th -60/40 Intermediate: 1 st -50/50, 2 nd -40/60,3 rd -35/65, 4 th -30/70 Advanced: 1 st -40/60, 2 nd -30/70, 3 rd -20/80, 4 th -20/80 Grade Adv/AdvH Gr. 4 Spanish = 10-20% Minutes Language Arts Support English = 80-90% English Language Arts, Social Studies, Science, Mathematics, P.E., Music, Art Int/Adv/AdvH Gr. 3 Beg/Int/Adv Gr. 2 Beg/Int Gr. 1 Kindergarten Beginner Spanish = 30%-103 Minutes Language Arts Spanish=50%-170 Minutes Language Arts, Math, Science, Social Studies Spanish = 70%-240 Minutes Language Arts, Mathematics, Social Studies, Science Spanish = 90% -310 Minutes Language Arts, Mathematics, Social Studies, Science English = 70%-240 Minutes English Language Arts with ESL, Social Studies, Science, Mathematics, Art, P.E., Music English=50%-170 Minutes English Language Arts with ESL, Science, Social Studies, Math, Art, P.E., Music English = 30%-103 minutes English Language Arts Science, Social Studies, P.E., Art, Music English = 10% English Language Arts with ESL, Social Studies, P.E. Art, Music Note: This program is designed for students who have been in the bilingual program. Students who enter the program later, speaking little or no English will need additional instruction in the primary language. Please refer to the English competency levels rather than grades for the appropriate program for student Marshall ISD Bilingual/ESL Program Handbook Page 7

8 English as a Second Language Marshall ISD s ESL program will provide intensive second language instruction for Grades K-12 and student s in which bilingual services have been denied. The district will serve students based according to their language and academic needs. The district will follow the two ESL models required under Chapter 74 and model design according to Chapter English as a Second Language/content-based: An English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC (c) to provide supplementary instruction for all content area instruction. It integrates Englishas-a-second language instruction with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program. Students that have met state requirements for exit criteria in accordance with TAC may continue receiving services but the school district will not be allocated the bilingual allotment TEC At the high school the LEP student receives sheltered Instruction in all content areas. English as a Second Language/pull-out: An English program that serves students identified as students of limited English proficiency in English only by providing a certified teacher under TEC to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content area. Instruction may be provided by the ESL teacher in a pull-out or inclusionary delivery model. Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL Program. Students that have met state requirements for exit criteria in accordance with TAC may continue receiving services but the school district will not be allocated the bilingual allotment- TEC To ensure equitable and quality services to ESL students attending Marshall ISD schools, the following plan will be implemented: Marshall ISD Elementary Campuses Heterogeneous language placement; Pull-out and Push-in model: Determined by the student s TELPAS Composite language acquisition ratings and STAAR 3rd/4th Grade Reading and 4th Grade Writing; Marshall ISD Bilingual/ESL Program Handbook Page 8

9 Academic and language grouping: Advanced High (Adv H)/Advanced (Adv) and Beginner (Beg)/Intermediate (Int) Adv H/Adv + Medium/Low Academic Achievers: Push-in 30 minutes 2X per week and Pull-out 3X per week during ELA or other the regular education program Beg/Int + High Academic Achievers: Push-in 30 minutes 2X per week and Pull-out 45 minutes 3X per week during ELA or other regular education program Scaffolding. ELPS will be documented in daily lesson plans through Eduphoria by all core teachers. Marshall ISD Middle Schools: Sam Houston Middle School & Price T. Young ESL students will be grouped into two groups based on their TELPAS ratings and STAAR score for Reading and will be grouped into a Beginning/Intermediate or Advanced/Advanced High group. These two groups will be placed in an ESL/ELA teachers class with native English speakers to balance out the group. Beginning/Intermediate ESL will be with academically high native English speakers and Advanced/Advanced High ESL will be with academically medium low to medium high native English speakers. These students will receive their ELA/Reading instruction from their ESL/ELA teacher of record. During PrimeTime (45 minute period) the ESL teachers for each grade level will pull the ESL students daily for beginning/intermediate and weekly and/or as needed for advanced/advanced high to work on language acquisition such as vocabulary development, listening skills, speaking skills, and writing skills. Teachers will document in their weekly lesson plans which skill they will be addressing during PrimeTime as well as which English Language Proficiency Standard they will be addressing during their regular ELA lesson. All core teachers will document and address the English Language Proficiency Standards in their lessons and lesson plans. Teachers will document progress of ESL students and data will be reviewed during PLC time to adjust as needed based on student s individual needs. This information will be reviewed no less than twice during each six weeks. Marshall ISD Bilingual/ESL Program Handbook Page 9

10 Marshall ISD: Marshall Junior High School Co-teaching model: with 7th/8th Grade ELA teacher: Monitored and parent denial LEP students 2 sections for instructional support by ELA/ESL certified teacher for all ELL students. ELPS will be documented in daily lesson plans through Eduphoria for all core content teachers. Marshall ISD: Marshall High School 1 section of ESL instructional support by ESL certified teacher for all ELL students. ELPS will be documented in daily lesson plans through Eduphoria for all core content teachers. Language and Academic Goals The Marshall ISD Bilingual/ESL Program will ensure that ELL students participate in and receive equitable opportunities with regards to positive learning environments and high stakes curriculum which enable them to: become literate and competent in the, reading, writing, oral and written conventions, research, listening and speaking of the English language through the development of on grade level TEKS in both the primary language and English through effective second language strategies; attain academic skills in mathematics, science and social studies; achieve mastery through teachers use of individualized instruction, pacing, appropriate curriculum, materials and strategies, assessment, and supplementary/enriched instruction; and participate equitably in gifted and talented programs, technology (e.g., computers, lab equipment/time); and other special programs/services available to other students including school-to-work, leadership skills, community service, and independent study, etc. Student Identification In accordance with 19 TAC , Home Language Survey, Marshall ISD shall conduct a home language survey to be administered in English and Spanish to each student new to the district and to students previously enrolled who were NOT surveyed in the past. The survey shall be signed by the parent or guardian for students in pre-kindergarten through grade 8 and by the student in grades The survey shall be conducted only once, and the original copy of the survey shall be kept in the student s permanent record. If an earlier home language survey is received from a student s prior district, this will replace the one Marshall ISD Bilingual/ESL Program Handbook Page 10

11 conducted by our district as the original in the permanent folder. The home language survey shall be used to establish the student s language classification for determining whether the district is required to provide a bilingual or English as a second language program. If the response on the home language survey indicates that a language other than English is used, the student shall be assessed for program eligibility. Assessment To each student, who has a language other than English as identified on the home language survey, the district shall administer the following tests in the student s home language for identification for the bilingual program and in English for identification in the ESL program. All the oral language proficiency testing shall be administered by professionals or paraprofessionals who are proficient in the language of the test and trained in language proficiency testing. In grades pre-kindergarten through first grade, the Oral Language Proficiency test (OLPT) (IPT Language Survey or other TEA-approved test) will be used to determine whether a student is considered limited English Proficient (LEP). In second through twelfth grade, the Oral Language Proficiency Test (OLPT) (IPT or other TEA-approved test) will be used in conjunction with a normreferenced test (Iowa Test of Basic Skills- ITBS), to determine whether a child is considered limited English proficient. If the OLPT reveals that the student s ability in English is so limited that the reading and language arts sections of the ITBS would not be valid, it is not necessary to administer them. The district shall implement assessment procedures, which differentiate between language proficiency and handicapping conditions. The admission, review and dismissal (ARD) committee in conjunction with the LPAC committee shall determine an appropriate assessment instrument and designated level of performance for indicating limited English proficiency for students for whom those tests would be inappropriate as part of the individualized education program (IEP). Language Proficiency Assessment Committee The LPAC plays a pivotal role in the education of English Language Learners. The LPAC s role extends beyond the responsibilities established under the Texas Administrative Code, 10 TAC Chapter 89, Subchapter BB, Commissioner s Rules Concerning State Plan for Educating Limited Proficient Students. As an advocate for the ELL student, the LPAC becomes the voice that initiates, articulates, deliberates, and determines the best instructional program for the student. It functions as a link between the home and the school in making appropriate decisions regarding placement, instructional practices, assessment and special programs that impact the student. In accordance with , school districts shall by local board policy establish and operate a language proficiency assessment committee. The school district shall have on file policy and procedures for the selection, appointment, and training of members of the language proficiency assessment committee(s). Marshall ISD Bilingual/ESL Program Handbook Page 11

12 LPAC Members The LPAC shall include a professional Bilingual/ESL teacher(depending on the program), a general education teacher (can be an ESL teacher), a parent of a limited English proficient student who is not an employee of the district, and a campus administrator. In order to promote parent involvement, the parent of each bilingual/esl student in Marshall ISD shall be extended an invitation to attend all meetings regarding bilingual or English as a second language program placement, review, and exit for their child. LPAC Training (e), (f) The district shall provide orientation and training for all LPAC members. This training will include discussion of the committee s duties and a thorough explanation and review of all laws and rules governing the confidentiality of information regarding individual students. In performing their duties committee members will be acting for the district and shall observe requirements regarding confidentiality of student records. Furthermore, indicates a professional LPAC member is required to serve on the Admission, Review, and Dismissal committee of each ELL student who qualifies for special education services. LPAC Duties & Responsibilities The LPAC s responsibilities follow a cycle throughout the year. The responsibilities include: Identification, placement, assessment, and documentation review, Instructional methodologies and/or interventions, Annual review, Assessment, Parent Notification. Within four weeks (20 days) of the initial enrollment of any LEP student, prior to state assessments, and at the end of each school year, the LPAC shall: Review all pertinent information on LEP students, including the home language survey, the language proficiency tests, each student s achievement in content areas, and each student s emotional and social attainment; Designate the language proficiency level and the level of academic achievement of each LEP student; Facilitate the participation of LEP students in other special programs for which they are eligible provided by the district with either state of federal funds; Designate, subject to parental approval, the initial instructional placement of each LEP student in the required program; Within ten days after classification, provide written notice (in English and the home Marshall ISD Bilingual/ESL Program Handbook Page 12

13 language) to the student s parent advising that the student has been classified as limited English proficient and request parental approval for placement in the program; Review each LEP student s progress at the end of the school year in order to determine future appropriate placement; Classify students as English proficient when program criteria has been met and recommend their exit from the bilingual or English as a second language program; Monitor the progress of students formerly classified as LEP who have exited from the program within the past two years to determine if they are academically successful; Before the annual administration of the State of Texas Assessment of Academic Readiness test, determine the appropriate assessment option: a) eligibility of the LEP students in grades 3-10 for exemption from the test; b) administration of the Spanish version of the test; or c) administration of the English version of the test; In determining the appropriate assessment option for the STAAR/EOC test, the committee shall consider the following criteria: a) academic program participation; b) language proficiency; c) number of years enrolled in US schools; d) previous testing history; e) Level achieved on the state English language proficiency assessment in reading; f) consecutive years of residence outside of the 50 U.S. states, and g) schooling outside the U.S. Placement of Students The student must be placed in the bilingual or English as a Second Language (ESL) program as soon as the student is identified as Limited English Proficient (LEP), and the Language Proficiency Assessment Committee (LPAC) has recommended such placement regardless of whether parental approval has been received. If parental denial is received, then the district must discontinue serving the student; however, the student is still considered LEP. Note: The admission, review and dismissal (ARD) committee in conjunction with the LPAC committee shall determine appropriate placement for identified LEP students. The district shall establish placement procedures that ensure that placement in the bilingual or ESL program is not refused solely because the student has a disability. Marshall ISD Bilingual/ESL Program Handbook Page 13

14 PARENTAL AUTHORITY / NOTIFICATION Parent means the parent(s) or legal guardian of the student. Within ten days after classification, the Language Assessment Committee (LPAC) shall give written notice to parents advising that a student has been classified as Limited English Proficient (LEP) and requesting approval to place the student in the bilingual or ESL program. The notice shall be in English and the primary language and it shall include information about the benefits of the program for which the student is recommended and that it is an integral part of the school program. Pending parent approval, the district shall place the student in the bilingual or ESL program. The entry or placement of a student in the bilingual or ESL program must be approved in writing by the student s parent. Approval shall be considered valid for the student s continued participation in the program until the student meets the established exit criteria, graduates from high school, or the parent requests a change in program placement. The district shall notify the student s parent of the student s reclassification as English proficient and his or her exit from the bilingual or ESL program and shall acquire written parent approval. The parent of the student may appeal to the commissioner of education if the district fails to comply with the law or rules. Exit Criteria For Exit from the bilingual or ESL program, a student may be classified as English proficient at the end of a school year in which the student would be able to participate equally in a regular, all English, instructional program. This determination shall be based upon tests approved by the Texas Education Agency that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English. Pre Kindergarten and Kindergarten: A student may not be exited from the bilingual or the ESL program in prekindergarten or kindergarten. Grade 1-Grade 12: Oral language proficiency (IPT or other TEA-approved test grades 1-12), and Written language proficiency (STAAR for grades 4, 7, 10, 11,or other TEA-approved writing test in grade levels where STAAR/EOC is not given and/or advanced high score on the TELPAS writing), and Passed the STAAR/EOC reading (grades 3-11), TAKS ELA (grades 12) or scored at or above the 40 th percentile in reading and language arts on the Iowa Test of Basic Marshall ISD Bilingual/ESL Program Handbook Page 14

15 Skills or other TEA-approved norm referenced assessment (grades 1or 2) and TEAapproved criterion-referenced written tests when available and the results of a subjective teacher evaluation. Other items that can be considered for exit: Passing grades in all subjects and courses taken; Written parent approval; A student exited from the program may be re-enrolled if later evidence indicates that the student has inadequate English proficiency and achievement; An exited student may continue in the bilingual/esl program with parent approval but are not eligible for inclusion in the district allotment. The decision to exit a student who receives both special education and special language services is determined by the admission, review and dismissal (ARD) committee in conjunction with the LPAC committee. Note: A parent may request in writing to remove their child from the program and place their child in a regular English classroom; however, the student is considered as a parent denial rather than exited from the program and is still considered LEP until they meet the criteria for English Proficient. Marshall ISD Bilingual/ESL Program Handbook Page 15

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17 Accountability AMAOS: Annual Measurable Achievement Objectives: reports progress and attainment of language proficiency in listening, speaking, writing and reading. TELPAS: Texas English Language Proficiency Assessment System (K-12) STAAR/EOC: (measures core subjects by grade level) AYP: Adequate Yearly Progress: measures progress in reading and math. Monitoring of Exited Students/ Re-evaluation/Re-enrollment Monitoring The LPAC committee shall monitor a student during the first two school years after he/she is transferred out of a bilingual or ESL program to determine whether the student is academically successful. For determining whether a student who has exited from the program is academically successful, the following criteria shall be considered at the end of each school year: Total amount of time the student was enrolled in the bilingual/esl program; Grades each grading period in each subject in the foundation curriculum ; Performance on each assessment instrument administered after the transfer; Number of credits earned toward high school graduation, if applicable; Any disciplinary actions taken against the student. After evaluation, the LPAC committee may require intensive instruction for the student or reenroll the student in the bilingual/esl program. REEVALUATION/REENROLLMENT The LPAC committee shall reevaluate a student who has transferred out of the bilingual or ESL program if the student earns a failing grade in a subject in the foundation curriculum during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual or ESL program. Those students who are not academically successful shall be classified as Limited English Proficient (LEP), and shall be recommended for reenrollment in the bilingual or ESL program, compensatory education, or other program, which addresses their needs. Marshall ISD Bilingual/ESL Program Handbook Page 17

18 Personnel & Staff Development TAC Marshall ISD shall take all reasonable affirmative steps to assign appropriately certified teachers to the required bilingual education and English as a second language classes accordance with the Texas Education Code (TEC), , concerning bilingual education and special language program teachers. Marshall ISD shall use at least 10% of their bilingual education allotment for preservice and inservice training to improve the skills of the teachers who provide instruction in the alternative bilingual education program, instruction in English as a second language, and/or content area instruction in special classes for English language learners. The Texas Education Agency (TEA) shall develop, in collaboration with education service centers (ESCs), bilingual education training guides for implementing bilingual education and English as second language training programs. The materials shall provide a framework for: developmentally appropriate bilingual education programs for early childhood through the elementary grades; affectively appropriate instruction in bilingual education and English as a second language programs in accordance with (c)(1) and (f)(1) of this title (relating to Program Content and Design); linguistically appropriate bilingual education and English as a second language programs in accordance with (c)(2) and (f)(2) of this title; cognitively appropriate programs for English language learners in accordance with (c)(3) and (f)(3) of this title; and developmentally appropriate programs for English language learners identified as gifted and talented and English language learners with disabilities. Source: The provisions of this adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg Marshall ISD Bilingual/ESL Program Handbook Page 18

19 Summer School Program Summer School Requirement in State Law The TEC requires summer school programs for LEP students who will be eligible for admission to kindergarten or first grade at the beginning of the next school year. This rule applies to LEP students (including children who speak languages other than English and Spanish) currently enrolled in PK and K. Commissioner s Rules, Chapter , stipulates criteria for monitoring and evaluating implementation compliance. OPERATION OF BILINGUAL KINDERGARTEN SUMMER SCHOOL PROGRAM General Guidelines LEP students who are currently in PK and K during the school year (and who will be entering K or 1st grade in the fall) shall be provided a summer program - bilingual program if Spanish-speaking or an ESL program if speakers of other languages. This program is an extension of the school year and must be taught by appropriately certified teachers. Purpose of summer school programs. English language learners shall have an opportunity to receive special instruction designed to prepare them to be successful in kindergarten and Grade 1. Instruction shall focus on language development and essential knowledge and skills appropriate to the level of the student. The program shall address the affective, linguistic, and cognitive needs of the English language learners in accordance with (c) and (f) of this title (relating to Program Content and Design). Operation of the program. Enrollment is optional. The program shall be operated on a one-half day basis, a minimum of three hours each day, for eight weeks or the equivalent of 120 hours of instruction. The student/teacher ratio for the program district-wide shall not exceed 18 to one. A school district is not required to provide transportation for the summer program. Marshall ISD Bilingual/ESL Program Handbook Page 19

20 Teachers shall possess certification or endorsement as required in the TEC, , and of this title (relating to Staffing and Staff Development). Reporting of student progress shall be determined by the board of trustees. A summary of student progress shall be provided to parents at the conclusion of the program. This summary shall be provided to the student's teacher at the beginning of the next regular school term. A school district may join with other school districts in cooperative efforts to plan and implement programs. The summer school program shall not substitute for any other program required to be provided during the regular school term, including those required in the TEC, Marshall ISD Bilingual/ESL Program Handbook Page 20

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