Bilingual /ESL Education

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1 South San Antonio Independent School District Bilingual / ESL / Title III Education Department 5622 Ray Ellison Drive, San Antonio, TX Bilingual /ESL Education Program Overview Instructional Model: PK-5th-Transitional Bilingual/ Late Exit 6th-12th-English as a Second Language

2 South San Antonio Independent School District Our Vision All students will enjoy successful educational experiences to empower them to make decisions and enrich their lives in the future they create. Our Core Beliefs We believe in engagement of the school community for the success of our district. We believe in a strong support system for the school community to achieve excellence. We believe that innovative and challenging experiences produce successful learners. We believe that trusting relationships among the school community are essential to student success. We believe that an inclusive school culture promotes positive student development. We believe strong and effective leadership is essential to build a culture of high expectations. Our Goals We will engage all school community members through transparency and effective communication to create an inclusive environment for all students. We will develop a strong support system offering opportunities across the curriculum to create an innovative school experience, teaching students to value their education and motivate them to achieve excellence. We will provide meaningful innovative instruction that promotes critical thinking and problem solving. We will recruit, attract, retain, and develop exceptional personnel in order to accomplish the goals of the school community. We will prioritize district revenues to guide student future choices. 2

3 SOUTH SAN ANTONIO INDEPENDENT SCHOOL DISTRICT Bilingual / ESL/ Migrant Education Program Mission Statement: The mission of the South San Antonio Independent School District Bilingual/ESL/Migrant Program is to ensure that all students achieve their potential and graduate as bi-literate, bilingual, and responsible adults with the skills to succeed in higher education, the workforce, or the military. The SSAISD Independent School District s Bilingual Education Program is a full-time program of Late Exit, and ESL instruction that provides for learning academic skills in the primary language of the students of limited English proficiency who are enrolled in the program and provides for carefully structured and sequenced mastery of English language skills. The program is designed to consider the students learning experiences while incorporating the linguistic and cultural aspects of the students. The Bilingual Education Program focuses on the individual student s needs, the vision of the district s superintendent to see that every student becomes a functional bilingual biliterate student meeting the requirements stipulated by the Texas Education Administrative and Education Code. It Starts With US! Empieza Con Nosotros! 3

4 TITLE III LANGUAGE PROGRAM DEFINITIONS The definitions outlined below are provided as a resource to assist Title III-funded school districts in completing the NCLB Consolidated Compliance Report. The language instruction educational programs described refer to the program models used to serve limited English proficient (LEP) students in Texas. Definitions are based on Texas Education Code (TEC) and are exactly the same as those used for the Public Education Information Management System (PEIMS) beginning in Transitional Bilingual/Late Exit Elementary Schools A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction. Academic growth is accelerated through cognitively challenging academic work in the students first language along with meaningful academic content taught through the students second language, English. The goal is to promote high levels of academic achievement and full academic language proficiency in the students first language and English. Students enrolled in the transitional bilingual/late exit program are eligible to exit the program not earlier than six or later than seven years after the students enroll in school. Pull-out English as a Second Language (ESL)- Secondary Schools An English program that serves students identified as students of limited English proficiency in English only by providing a certified teacher under Section (c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas. Instruction may be provided by the ESC 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 the 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. 4

5 This addresses the requirements found in 19 TAC Chapter 89, Subchapter BB of the Commissioner s Rules Concerning State Plan for Educating Limited English Proficient Students and Title III of the No Child Left Behind Act of 2001 (NCLB). The Commissioner s Rules are available at: The TEA NCLB website is located at: Instructional Program Design: Our Bilingual or ESL program must address the affective, linguistic and cognitive needs of LEP students (19 TAC ). Affective: Limited English proficient students shall be provided instruction in their home language to introduce basic concepts of the school environment, and instruction both in their home language and in English which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall address the history and cultural heritage associated with both the students' home language and the United States. Linguistic: Limited English proficient students shall be provided instruction in the skills of comprehension, speaking, reading, and composition both in their home language and in English. The instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher order thinking skills in all subjects. Cognitive: Limited English proficient students shall be provided instruction in mathematics, science health, and social studies both in their home language and in English. The content area instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher order thinking skills in all subjects. NOTE: The English Language Proficiency Standards (ELPS) are to TELPAS as the TEKS are to STAAR. We must ensure that both are being taught to all ELL students. The ELPS are available at: 5

6 Bilingual Late Exit Model Framework for All Elementary Schools School Year Grade Level Spanish English Pre-Kinder 90% 10% Integrated through song/ chants / games P.E. / Music (in grades levels) Kindergarten 80% 20% Social Studies First grade 70% 30% Social Studies Science Second grade 60% 40% Social Studies Science and some Math Third grade 50% 50% Social Studies Science Math Fourth grade 30% 70% Social Studies Science Math Language Arts (writing, Spelling, Grammar) Literature Fifth grade 10% 90% Social Studies Science Math Language Arts (writing, Spelling, Grammar) Literature Reading **Some campuses have implemented the Late Exit Model beyond the above schedule. If students were taught in Spanish the previous year, continue to provide instruction in Spanish according to the late exit model. A Late Exit Model is a bilingual program 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. Academic growth is accelerated through cognitively challenging academic work in the student's first language along with meaningful academic content taught through the student's second language, English. The goal is to promote high levels of academic achievement and full academic language proficiency in the student's first language and English. A student enrolled in a transitional bilingual/late exit program is eligible to exit the program no earlier than six years or later than seven years after the student enrolls in school. A student who has met exit criteria in accordance with (h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student. 6

7 Early Exit Model for Grades 1 st -5 th (Pre-K and Kinder are under the Late Exit Model as of ) School Year Grade Spanish/English Notes: Kinder 50/50 Significant amount of oral English and Spanish Literacy foundation st 40/60 Support Spanish literacy foundation and use sheltered instruction nd 20/80 Sheltered instruction and transition into English with support in Spanish as needed rd 10/90 Sheltered instruction and transition into English with support in Spanish as needed th 0/100 Students who did not exit should have support in Spanish as needed and the use of effective sheltered instruction th 0/100 Students who did not exit should have support in Spanish as needed and the use of effective sheltered instruction. Students who do not speak English will need more Spanish instruction regardless of his/her grade. Note the school year, as we will be transitioning into the Late Exit Model a grade per year. By the school year , all grades will be in a Late Exit Model. It is recommended that all 5 th grade students STAAR test in English unless they have been in the U.S. for 2 years or less. ESL Model Framework for All Middle Schools Student TELPAS scores Beginner / Intermediate Advanced / Advanced High Teachers Must have an ESL certified teacher for ELAR. May take ELAR with a general education teacher. Must see an ESL certified teacher in any content area during the school day. All content area teachers that serve ELL students must be trained in sheltered instruction and ELPS. ESL Model Framework for the High School Student TELPAS scores Beginner / Intermediate Advanced / Advanced High Teachers Must have an ESL certified teacher for ELAR. All content area teachers that serve ELL students must be trained in sheltered instruction and ELPS. 7

8 Teacher Training / Certification Expectations Elementary Campuses: In departmentalized grade levels, all teachers that service ELLs must be Bilingual certified. All Bilingual teachers should be trained in Sheltered Instruction and attend an annual refresher course such as ELPS, 50 Strategies for Teaching ELLS or Building Academic Language for ELLs. Teachers in departmentalized grades should attend ELPS training in the content area taught; all other elementary teachers should attend training in a content area they are teaching in English. It is highly recommended that all Bilingual teachers attend GT training. Middle School Campuses: All ESL and core content area teachers should be trained in Sheltered Instruction and attend an annual refresher course such as ELPS, 50 Strategies for Teaching ELLS or Building Academic Language for ELLs. It is highly recommended that all ESL teachers attend GT training. High School Campus: All teachers that service ELL students must be trained in Sheltered Instruction. Teachers should attend a Sheltered Instruction refresher course such as ELPS, 50 Strategies for Teaching ELLS or Building Academic Language for ELLs annually. It is highly recommended that all ESL teachers attend GT training. 8

9 Instructional Materials As we progress in the Late Exit Bilingual Model, we are receiving numerous requests for materials in Spanish, especially Tesoros. Please remember: All campuses were provided Tesoros materials when this textbook series was adopted. There are some incomplete Tesoros sets in the warehouse as well as numerous consumable student workbooks in Spanish. Please submit requests for materials to Mr. Joe Jasso. If the materials you are requesting are available, they will be delivered to your campus. If materials that were purchased using federal funds have become lost or damaged, it is the responsibility of the campus to replace these materials using 199 funds. The Bilingual Department has given each campus monies to purchase instructional materials. Many campuses did choose to purchase supplemental reading materials, such as leveled readers. An inventory of materials purchased by the Bilingual Department will be submitted to the campus at the beginning of the school year and end of the school year to verify that all materials are present and accounted for. 9

10 Bilingual / ESL Roles and Responsibilities Bilingual/ESL Instructional Assistant Duties Works under the direct supervision of the LPAC facilitator and ESL teacher Administers the Oral Language Proficiency assessment instrument to eligible students Ensures that new students are tested within 10 school days of initial entry. Ensures that new students are LPACed within 20 school days of initial entry. Communicates with parents and other districts to gather information that will assist with correct program placement for the student Assists with proper maintenance of ELL student files Maintain files/binder with current information on ELL students: PEIMS status, LPAC minutes, ELL checklist, monitoring forms, etc. Prepares documentation for the LPAC meeting and notify LPAC members of meeting Develops and prints the Agenda for each meeting Completes the Program Placement paperwork prior to meeting Gathers and prepares additional paperwork if needed Ensures that Member Roster is signed each meeting Completes minutes form during the LPAC meeting Submits LPAC Meeting Agenda, Member Roster, and Minutes Form to the SSAISD Bilingual Department within 10 days Pulls progress reports for all ELL students every 3-weeks and collaborates with Bilingual/ESL teacher and LPAC administrator to ensure that students get services needed to succeed. Monitor M1 and M2 student s academic progress Provide instructional support for ELL students in the content area classrooms Participates in all required professional development and training meetings Follows all district, state and federal policies, rules and procedures Performs other duties and responsibilities as assigned Assists the Guidance Department and other services with the placement and scheduling of limited English proficient students Manages Campus LPAC binder which contains: Oaths of Confidentiality LPAC Minutes with Agendas and Signed Member Rosters 10

11 Bilingual/ESL Teacher Duties In addition to Major Duties and Responsibilities as outlined in the Teacher job description, the Bilingual/ESL teacher: Ensures proper documentation for LPAC meetings Helps to determine appropriate instructional interventions and language assessment decisions. Signs paperwork regarding LPAC placement and assessment decisions. Plans engaging and meaningful lessons that address the TEKS and ELPS Differentiates lessons and activities to meet the various needs and learning styles of ELLs Displays content (TEKS) and language (ELPS) objectives daily Uses relevant data (benchmarks, STAAR, LPAC, TELPAS, WM-LS, TPRI, Tejas Lee) to plan and implement meaningful interventions Collects writing samples at regular intervals to gauge student proficiency and provides intervention as needed before TELPAS Holds and prepares deliberations for LPAC meeting Supports content area teachers by ensuring that ELL accommodations are being properly implemented (ELL Checklist) Advocates for ELL student participation in special programs such as Advanced Academics (GT) and Special Education Attends additional training opportunities available from the district (Bilingual Symposiums), Region 20, etc. LPAC Administrator Responsibilities In addition to Major Duties and Responsibilities as outlined in Vice Principal/Principal job description, the LPAC administrator: Ensures that teachers and aides keep up with responsibilities as outlined in this document. Provides annual LPAC training for all campus Bilingual/ESL teachers and staff Continuously supports teachers and aides Regular teacher walk-throughs and effective feedback to ensure student learning Oversees LPAC procedures and documentation Helps to determine appropriate instructional interventions and language assessment decisions Signs paperwork regarding LPAC placement and assessment decisions as administrative representative Discusses program options with parents Meets with parents regarding waiver/denial decisions 11

12 Provides official school letterhead for parents who choose to waive/deny program Must also sign and date waiver/denial letter as witness The waiver/denial date must be included in the comments section of the LPAC minutes. IMPORTANT: The LPAC Administrator is ultimately the one responsible for the LPAC Process. At no time should the LPAC Teacher or Aide be left alone to carry out all LPAC responsibilities. IMPORTANT: The LPAC Administrator must monitor the paperwork process and should assist when needed. LPAC Parent Responsibilities Helps to determine appropriate instructional interventions and language assessment decisions Signs paperwork regarding LPAC placement and assessment decisions as parent representative. SSAISD Bilingual department will provide parent trainings in the fall. Campus will ensure that their representative is made aware of trainings. 12

13 What is LPAC? Language Proficiency Assessment Committee Determines ELL status after reviewing scores of entry criteria Recommends the appropriate educational program for each ELL student Notifies the parent about classification and obtains permission in writing for program entry Determines the best state testing option for each ELL student (immediately prior to state assessment) What does the LPAC do? Facilitates and reviews student participation and progress in the district s Bilingual or ESL program Facilitates the participation of eligible ELL students in other special programs provided by the district with either state or federal funds. Determines exit status (reclassification as Non-ELL) upon reaching state exit criteria Monitors progress of Exit, Waivers, and Denial students every 9 weeks for 2 years Mandatory LPAC Meetings: Beginning of Year LPAC (BOY) Identification, Testing & Placement of ELLs Must be done by the 20 th day of student registration Middle of Year LPAC Meeting (MOY) STAAR Language (Grades 3-6) STAAR Exemptions (Grades 3-10) ELL Postponements (Grade 11) End-of-Year LPAC (EOY) Annual Review of ELL students who are served in Bilingual/ESL program, including denial students 1st and 2nd Year Monitoring of Exited Students 1st and 2nd Year Monitoring of ELL Students not served (Waivers/Denials) Program Exit Decisions Re-Classification of ELL Students (Removal of the ELL Code) Cannot take place until STAAR data is received) 13

14 LPAC Meeting Training Expectations The Bilingual Department will attend LPAC training at ESC-20 for each of the required LPAC meeting time frames. The department will then hold an in district meeting to training the LPAC administrator, Bilingual / ESL Aide and any other staff member the campus administration would like trained. It is then the responsibility of those that attended the training meeting to inform the rest of the campus bilingual team of any updates, training or required actions. It is the recommendation of the Bilingual Department that any staff new to the LPAC process attend training at ESC-20 as well as in-district LPAC training during their first year on the LPAC committee. LPAC TRAINING FORMS After members of the Language Proficiency Assessment Committee have been trained, provide them with a copy of the training certificate and have them sign the LPAC Responsibilities Form as well as the Confidentiality Form. These forms should be filed in the LPAC Journal. LPAC training verification signature form LPAC confidentiality signature form (English/Spanish) LPAC training certificate LPAC COMMITTEE Members Following are some guidelines that will help in training LPAC Committee members: The district / campus bilingual program LPAC membership consists of: campus administrator professional bilingual / ESL teacher professional transitional language educator (general education teacher) parent of a limited-english proficient student who is not employed by the school district The LPAC consists of a parent of a LEP student participating in the program and one or more professional staff members 14

15 LPAC Committee Responsibilities Give individuals time to familiarize themselves with the LPAC forms/project ELL. Clarify decisions will be made using test data, not opinions/preferences. Clarify LPAC recommendations will come after considering input from teachers and others who know the students. These decisions need to be made by a committee, never by an individual. Explain the type of extended programs that are available to students: Special Ed, GT, RTI, etc. 15

16 LPAC Decision Making Information Title III requires that student identification and parent notification take place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An LPAC should follow the more stringent Texas requirements and have student identification and placement occur within the first 4 weeks (20 days) of student enrollment. Identification and Placement Review all pertinent information on LEP students, such as the HLS forms, the oral test results in English and, if pertinent, in Spanish, the achievement test results for grades 2-12, and any prior educational history. Only one Home Language Survey (HLS) shall be administered to each student new to the district and to students previously enrolled who were not surveyed in the past. Returning students will not be administered another HLS. The original HLS shall be kept in the students permanent record. A copy of the original HLS shall be kept in the students B/E folder. If the HLS indicates a language other than English, the student shall be tested in accordance with to determine English Proficiency. Testing results must be documented. Designate, subject to parental approval, the initial instructional placement of each limited English proficient student in the required program. We are required to offer a Bilingual/ESL program and Must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing. For students in grades PK-1 st Administer an oral language proficiency test (OLPT) in English and Spanish (Woodcock-Munoz) PK-1 students scoring below the cut off for English proficiency on the OLPT are classified as LEP. For students in grades 2 nd -12 th Administer an OLPT (Woodcock-Munoz) 16

17 Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as LEP. Administer a Norm Referenced Test (Iowa Assessments, Reading and Language Arts sections) Students who score below the 40 th percentile on the reading and language arts sections of the Norm Referenced Test (NRT) are classified as LEP, even if their OLPT score reflects English proficiency. If the student s ability on the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced standardized achievement test is not valid, then the student qualifies for ESL Services. Grade Placement Original placement will be at an age appropriate level unless appropriate report card documentation is provided. A student s enrollment in the bilingual/esl program does not constitute a reason for/against retaining the student. A LEP student cannot be retained because of Limited English Proficiency alone. Special Education Program Placement For students referred to special education, placement in a bilingual or ESL program may not be refused solely because the student has a disability. However, if the student: o has a disability and language is not a factor then the student is not LEP, even though the family may speak other languages. For LEP students, the LPAC and ARD committee may recommend that a student: o is limited English proficient and has an identified disability, therefore, he/she should be served jointly through special education and Bilingual/ESL programs. o is limited English proficient but assessment results show that the student is not eligible for the Special Education program; therefore, he/she should be served through the bilingual/esl program and NOT in special education. o ALL ARD and LPAC committee members should be present and sign the appropriate paperwork for both entry and exit of students. 17

18 In A Nutshell: The ARD/LPAC is re-convened if the established LEP exit criteria appears to need adjustment. Another event when the ARD/LPAC is re-convened is when the special education student who has been LEP exited is demonstrating academic difficulty and may need to re-enter LEP status. Thus, the ARD/LPAC might conceivably meet to: establish LEP entry criteria and determine eligibility; establish LEP exit criteria and determine exit eligibility; adjust, if necessary, the established LEP exit criteria; if applicable, determine if intensive instruction or re-enrollment as LEP is necessary for a student who has been exited from LEP status within the last two years, but is having academic difficulty. Removing a student from Bilingual or ESL program in order to be classified Special Education is in violation of Chapter 89. Students should be served in both programs. 18

19 Gifted and Talented Research has described gifted English Language Learners as having varying degrees of the following characteristics: o acquires a second language rapidly, o shows high ability in mathematics, o displays a mature sense of diverse cultures and languages, o code switches easily (think in both languages), o demonstrates an advanced awareness of American expressions o translates at an advanced level (oral) o navigates appropriate behaviors successfully within both cultures Removing a student from Bilingual or ESL program just to be classified GT is in violation of Chapter 89; they can be served in both programs. Given that our ELL students are underrepresented in the GT program, ensure that they get GT tested if they demonstrate GT characteristics. The district does have a gifted and talented assessment in Spanish available for students. Please contact the Advanced Academics coordinator for more information. Transfer Students If the student transfers from a school in Texas: Review the withdrawal form, if available, to see if he/she was being served in a program or identified LEP in PEIMS. Try to get as much original documentation as possible, especially the HLS (document your attempts). The LPAC identifies and places student within the first 20 school days of enrollment. Be sure that all of the necessary signed documents are in the student s LPAC folder. If the student transfers from a school outside of Texas: Review any documentation brought in by the student. Assess student oral language proficiency using the Woodcock Munoz Language Survey (WM-LS) and Iowa Assessment, Reading and Language (Grades 2-12). Proceed with Texas law, including HLS, for identification as outlined for Texas students new to the district. For additional clarification/questions, please refer to the Student Attendance Accounting Handbook, Section 6.3 Enrollment Procedures 19

20 Re-Entry Students to SSAISD (Students who had participated in SSAISD s Bilingual/ESL Program, left the district, and then return to SSAISD): The LPAC only needs to complete placement forms and indicate that student is re-entering the SSAISD Bilingual/ESL Program. All initial placement forms from when the student was first placed need to be on file. If any paperwork from initial placement year is missing, they must be completed. DO NOT TEST (WM-LS) students who are re-entering the program. Students who withdraw from the campus The LPAC must record in the minutes all Bilingual/ESL served students who withdraw (drop) from the campus. It is important that the withdrawal date be included in the LPAC Minutes Form in the Comments section. Please keep record of all ELLs served students who withdraw even if they are transferring to another campus in SSAISD. No LPAC paperwork needs to be signed for students who withdraw. Eligibility for STAAR Before the administration of the state criterion-referenced test each year, the language proficiency assessment committee shall determine the eligibility of ELL students in grades 3-10 for one of the following options: administration of the English version criterion-referenced test; or STAAR L, or administration of the Spanish version criterion-referenced test (3-5); or exemption from the criterion-referenced test and participate, if applicable, in Linguistically Accommodated Testing (LAT). In granting an Exemption, the LPAC shall consider the general and specific criteria for each student as required by the State of Texas. Assessment: Requirements and Considerations 1. Some immigrant students may be granted ELL exemptions if the LPAC follows the procedures as outlined and explained in the LPAC Decision-Making Process for the Texas Assessment Program (Grades 3-12) located at: html. 20

21 2. The TELPAS is administered to all ELL students in Grades K-12, including ELL students with parental denial until they are reclassified as non-lep in PEIMS. For additional information about TAKS/TELPAS testing visit: Annual Review & Exit Criteria At the end of each year, the LPAC will meet to review student progress and determine whether the student will continue in the program or qualifies for exiting the program (only after first grade has been completed). Students must meet established exit criteria and show mastery in listening, speaking, reading, writing, and comprehension in English to successfully exit the bilingual and ESL programs. The following exit criteria must be met in order to change an identified ELL student to a non-ell status: a) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; b) Satisfactory performance on the reading assessment instrument under the Texas Education Code, Sec (a), or c) an English language arts assessment instrument administered in English, or d) a score at or above the 40th percentile on both the English reading e) and the English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and f) TEA-approved criterion-referenced (Woodcock Munoz) evaluation [TEC, (g)]. Norm-referenced standardized achievement tests are required only for entry of students in grades Students in Pre-Kindergarten and Kindergarten may not be exited from a Bilingual or English as second language programs. An annual review is still conducted by the LPAC but students cannot be reclassified as English proficient at these grade levels. Students who earn a failing grade in a subject in the foundation curriculum under Section (a)(1) during any grading period in the first two school years after the student is exited from a bilingual or ESL program will be reevaluated to determine whether the student should be reenrolled in a bilingual education or special language program [Chapter (l), TEC (a)]. 21

22 Students exited from the program will be monitored for two years to determine academic success [TEC ]. The LPAC will consider: a) the total amount of time the student was enrolled in a bilingual or ESL program; b) the student s grades each grading period in each subject in the foundation curriculum under Section (a)(1); c) the student s performance on each assessment instrument administered under Section (a) or (c); d) the number of credits the student has earned toward high school graduation, if applicable; and e) any disciplinary actions taken against the student under Subchapter A, Chapter 37. The LPAC may require intensive instruction for the student or reenroll the student in a bilingual or ESL program. When an exited/monitor student is to be reclassified, parent permission must be obtained. An oral language proficient test (WM-LS) should be administered to determine the student s current level of language proficiency. Exit Requirements from the SSAISD Bilingual / ESL Program: Student must pass the STAAR Reading Assessment without linguistic accommodations (Grades 3-10) Must pass STAAR tests in English (Grades 3-10) Must pass the TELPAS with Advanced High on the Listening, Speaking and Writing tests. (Grades 3-11) Must pass Iowa Assessment, Form E, Reading and Language tests (11 th grade) *See English Proficiency Exit Criteria Chart in appendix 22

23 LPAC Coding LEP is a status of identification for all English Language Learners (ELL s) PEIMS is an identification system used to report to the state ESL or Bilingual is a program used to provide services required to serve eligible students LEP Indicator Code 0 Not LEP 1 Identified as Limited English Proficient F Student Exited from LEP Status- Monitored Year 1 (M1) S Student Exited from LEP Status- Monitored Year 2 (M2) Parental Permission Code (do not allow a student to generate 3 Parent or Guardian has requested placement of a non-lep student in the Bilingual Program Bilingual/ESL funding) 7 Parent or Guardian did not respond 8 Parent or Guardian was not contacted C Parent or Guardian has denied placement of a LEP student in any special language program G Parent or Guardian has approved placement of a recently exited non-lep student in a Bilingual or ESL special language program H Parent or Guardian has requested placement of a non-lep Parental Permission Code (do allow a student to generate Bilingual/ESL funding) A B D E F J student in the ESL special language program Parent or Guardian has denied placement of a LEP student in the required Bilingual Program but approved Placement in the ESL Program Parent or Guardian has approved placement of a grade PK- 8 LEP student in the required ESL Program Parent or Guardian has approved placement of a LEP student in the Bilingual Program Parent or Guardian has approved placement of a LEP student in the Bilingual Program but the district has requested an exception; Parent has therefore approved placement of LEP student in the ESL Program Parent or Guardian of a Grade 9-12 LEP student has approved services in accordance with the LPAC Plan. The LPAC Plan may include English I for Speakers of Other Languages (ESOL I), English II for Speakers of Other Languages (ESOL II) and/or modified (sheltered) courses taught for LEP students. Parent or Guardian has approved the placement of a LEP student in the ESL program but the program is an Alternative Language Program approved by TEA; district must have submitted a waiver Bilingual Program Code 0 Student does not participate in a Bilingual Education Program 2 Transitional Bilingual- Early Exit 3 Transitional Bilingual- Late Exit 4 Dual Language Immersion- Two Way 5 Dual Language Immersion- One Way ESL Program Code 0 Student does not participate in an ESL Program 2 ESL- Content Based 3 ESL- Pull Out 23

24 Placement Funding Allotment Pending parent approval of a LEP student s entry into the Bilingual/ESL program, the campus will place the student in the recommended program, but may count only LEP students with parental approval to receive the Bilingual/ESL Education allotment. Parental Denials The parent must meet with the LPAC Administrator (or Principal) to discuss the benefits of the Bilingual/ESL program. If a parent denies placement in the program: A letter must be hand-written on campus letterhead which states that the parent wishes their student to be placed in a monolingual setting. The parent must provide justification for this decision. The letter must be signed and dated to reflect the date of the meeting The LPAC Administrator/Principal must also sign and date the letter. The parent must meet with the Bilingual Director prior to final denial approval. Students whose parents deny services are identified in PEIMS as LEP with a parent denial until the student meets exit criteria. The progress of the LEP student with a parent denial on file will be closely monitored every nine weeks to determine academic success/progress. Staff must not encourage parents to deny services for scheduling conveniences. Required LPAC Paperwork Before each LPAC meeting, the Bilingual secretary will electronic copies of the required forms to be completed. Please complete only these forms. Beginning of Year LPAC Meetings Students new to the state and students new to the district that were not previously identified as LEP must be LPACed and all paperwork returned/submitted by the 20 th day of school. For these students, complete the Initial Plan in Project ELL. When the plan is completed, generate the Parent Notification Letter in the Action Forms of Project ELL to send home to get signed. When the form returns signed, complete the Initial Plan and appropriate Audit information. 24

25 When Initial Plans have been submitted and all appropriate forms uploaded (Home Language Survey, Parent Permission, Signed Initial Plan), notify the Bilingual Department so that students can be coded in PEIMS. Keep the original documents in the student teal folder. Mid-Year LPAC Meeting (Assessment Decisions) All students in STAAR tested grades must be LPACed. During this meeting, complete the Mid-Year State Assessment Plan to determine language of assessment, exemptions and assessment accommodations. Meeting minutes must justify all assessment decisions made. After the meeting, upload a signed copy of the Assessment Plan into the student file. When all plans are signed and uploaded, notify the Bilingual Department so that the appropriate reports may be run. Keep the original documents in the student teal folder. During mid-year LPACs, please review all monitor students to ensure students are successful in content area classes. All M1 and M2 students should have a Monitor Plan in Project ELL. If any students are not successful in academic courses, the plan must be modified to provide additional academic support and determine whether it would be appropriate to reclassify the student as an active ELL. End of Year LPAC Meeting All students, including denials, must be LPACed at the end of the year. During this meeting, student assessment data, grades and behavior should be discussed. Determine the appropriate placement and accommodations to be used to start the next school year on the End of Year Plan in Project ELL. If a student is to be exited, complete the Exit ELL Plan also. Notification of Exit must be generated, signed by the parent and returned before the student can be exited from the program. When reviewing denial students, the LPAC Committee must determine if the student still qualifies for services. If so, the parent should be contacted to attempt to obtain parental 25

26 approval prior to the next school year. For more information, please refer to the Student Attendance Accounting Handbook, Section After the meeting, upload a signed copy of the End of Year Plan (and Exit ELL Plan if necessary) into the student file. If a student is exiting, also upload a signed copy of the Parent Notification. When all necessary documentation has been signed and uploaded, notify the Bilingual Department so that the appropriate reports may be run. Keep the original documents in the student teal folder. During end of year LPACs, please review all monitor students to ensure students are successful in content area classes. Review monitor plans in Project ELL and revise plans for the upcoming school year for students that have not concluded the monitor period. Texas English Language Proficiency Assessment System TELPAS Benchmark The Bilingual Department will hold a TELPAS benchmark before the state assessment window opens. The purpose of this benchmark is to gauge student writing proficiency levels and tailor instruction with the goal of raising students at least one proficiency level from the beginning of the school year to the end of the year. For each TELPAS Benchmark, please keep the following in mind: Type student names and ratings into the student rating roster for each benchmark and update this document after the official state TELPAS rating is complete. Maintain the same student rating roster throughout the year. If any students need to be added or deleted, this can be done electronically. Use the writing Proficiency Level Descriptors to determine student proficiency levels. The Bilingual Department recommends having one copy of the PLDs for each student. As writing samples are reviewed, highlight the appropriate descriptors on the rubric. The overall rating should be based on which proficiency level had the most highlighted descriptors. Review any exemptions that may occur before the state assessment. Do you have any students that may need to be exempt from the writing portion of the 26

27 assessment due to documented special needs? This will need to be addressed in the mid-year assessment LPAC meetings. The Bilingual Department will host several PLD training sessions throughout the year for the benchmarks and state assessment window. Any teacher involved in the TELPAS rating process can attend these trainings. It is recommended that any new rater attend a training session in the fall to prepare for benchmarks and returning raters attend a training in the spring, if needed. Please visit the TEA TELPAS Resources website for more information and training resources. 27

28 Appendix Exit Criteria Chart for SSAISD Student Attendance Accounting Handbook, Section 6 Bilingual/English as a Second Language Chapter 89, Subchapter BB 28

29 English Proficiency Exit Criteria Chart for South San Antonio ISD At the end of the school year, a district may transfer (exit, reclassify, transition) a LEP student out of a Bilingual or ESL education program for the first time if the student is able to participate equally in a regular all-english instruction program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation. For State of Texas Assessments of Academic Readiness (STAAAR) English reading and English writing, the performance level for program exit is Level II (Satisfactory Academic Performance) or above. If students receive any linguistic accommodations, they do not meet the exit criteria. For TELPAS Listening, Speaking, and Writing domains, the performance level for program exit is Advanced High. For Iowa Assessment, the performance level for program exit is above the 40 th percentile Testing and Classification of Students (i) A student may not be exited from the bilingual education or English as a second language program in prekindergarten or kindergarten. A school district must ensure that English language learners are prepared to meet academic standards required by the TEC, Students may exit from Bilingual / ESL only at the end of the school year, if they meet the following exit criteria. This includes Spec. Ed. students. Students are reclassified as Non-LEP / M1 effective the next school year for PEIMS purposes. Current School Year Oral Proficiency: Listening & Speaking 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains Scored AH on TELPAS in both Listening and Speaking Domains English Reading English Writing Iowa Assessments, Form E Reading and Language Scored above 40th percentile Scored AH on TELPAS in Writing Domain STAAR Scored Level II or above without any accommodations Scored AH on TELPAS in Writing Domain STAAR Scored Level II or above without any accommodations STAAR Scored Level II or above without any accommodations STAAR Scored Level II or above without any accommodations Scored AH on TELPAS in Writing Domain STAAR Scored Level II or above without any accommodations Scored AH on TELPAS in Writing Domain STAAR Scored Level II or above without any accommodations STAAR Scored Level II or above without any accommodations STAAR Scored Level II or above without any accommodations Scored AH on TELPAS in Writing Domain EOC Scored Level II or above without any accommodations EOC Scored Level II or above without any accommodations EOC Scored Level II or above without any accommodations EOC Scored Level II or above without any accommodations Iowa Assessments, Form E Reading and Language Scored above 40th percentile Scored AH on TELPAS in Writing Domain

30

31 Section 6 Bilingual/English as a Second Language (ESL) This section addresses unique provisions for bilingual and ESL education programs. These provisions must be applied in conjunction with the general rules in Sections 1, 2, and 3. If students are served by multiple programs, review and apply the provisions of each applicable program. The term limited English proficient (LEP) student, as used in Section 6 of the handbook, is interchangeable with the terms English language learner, used in 19 Texas Administrative Code Chapter 89, and student of limited English proficiency, used in the Texas Education Code, Chapter 29, Subchapter B. Important: See Section 3 for general attendance requirements that apply to all program areas, including bilingual/esl. 6.1 Responsibility List in the following spaces the name and phone number of the district personnel to whom all bilingual and ESL education program coding questions should be directed: Name: Phone Number: 6.2 Eligibility To be eligible for state funding, a student in the bilingual or ESL education program must meet the following requirements: have a language other than English indicated on the home language survey; be considered LEP because the student tested below the cutoff scores on the test appropriately administered for the student s grade level. The following guidelines should be used in determining whether a student is considered LEP: 158 o grades prekindergarten (PK) through 1: student scores below cutoff score on an oral language proficiency test (OLPT) approved by the Texas Education Agency (TEA), and o grades 2 through 12: Texas Administrative Code (TAC) (f) Bilingual/ESL Student Attendance Accounting Handbook Page 175

32 student scores below cutoff score on an approved OLPT, and/or student scores below cutoff scores on the English reading and English language arts sections of a norm-referenced standardized test in English (selected from the List of Approved Tests for Assessment of Limited English Proficient Students); be recommended for placement in the program by a language proficiency assessment committee (LPAC); and have a record of parental approval to place the LEP student in a bilingual or ESL education program. For LEP students in grades 9 through 12, check LPAC documentation for services recommended by the LPAC to meet student needs. Each student must be served according to the following guidelines: On a student s initial enrollment and at the end of each school year, the LPAC must review all pertinent information on the LEP student so identified according to the guidelines on the previous page. The LPAC must designate, subject to parental approval, the initial instructional placement of each LEP student in the required program; classify the student s level of English proficiency according to the results of appropriate tests; designate the level of academic achievement of the LEP student; and recommend the student s exit from the bilingual or ESL education program. 159 A student must not be exited from the bilingual or ESL education program in grades PK through the end of first grade. 160 Important: Students with a grade level of EE (early education) cannot generate bilingual/esl eligible days present Students Who Are Eligible to Be Served in the Bilingual or ESL Education Program but Are Not Eligible for Funding The following students may be served by your district s bilingual or ESL education program. However, these students are not eligible for bilingual or ESL education program funding. Students in PK through grade 1 who score at or above the cutoff score on the OLPT Students in grades 2 through 12 who score at or above the cutoff score on the OLPT and at or above the 40th percentile on the reading and language arts sections of a standardized achievement test Students: o who have exited (been transitioned out of) the bilingual or ESL education program, o o whose parents approve of the students continuing to participate in the program, and whose schools wish to continue to provide bilingual or ESL education program services to the students TAC (g) TAC (i) Bilingual/ESL Student Attendance Accounting Handbook Page 176

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