BILINGUAL/ESL EDUCATION PROGRAM

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1 GOOSE CREEK CONSOLIDATED INDEPENDENT SCHOOL DISTRICT BILINGUAL/ESL EDUCATION PROGRAM PK 12th Unity through Language

2 Mission Statement The mission of the Goose Creek CISD Bilingual/ESL Education Program is to provide services to all district campuses with the compliance and instructional support for all English language learners (ELL s). The Bilingual/ESL team shall support teachers in their efforts to educate ELL s for mastery of the English language so that students attain the social and academic literacy that prepares them for college and career readiness. Goal GCCISD commits its efforts to provide support services to all limited English proficient students. GCCISD offers two English language learning programs: Transitional Bilingual/Early Exit and English as a Second Language/Content-Based and /or Pull-Out in accordance with federal and state mandates: No Child Left Behind, 2001 (NCLB) Title III Part A Texas Education Code Texas Administrative Code (TAC) Chapter 89 English Language Proficiency Standards (TAC) Chapter 74.4 Goose Creek CISD Special Programs Board Policy: Bilingual Education/ESL EHBE(LEGAL) EHBE(LOCAL)

3 Texas Education Code (Legislature) Chapter 89 Subchapter BB (Commissioner s Rules) Chapter 74.4 (Legislature) Texas Law Governs Bilingual Education Programs TEXAS EDUCATION CODE State Policy Definitions Establishment of Bilingual Education and Special Education Exceptions Program Content; Method of Instruction Enrollment of Students in Programs Facilities; Classrooms Enrollment of Students who do not have limited English proficiency Cooperation Among Districts Preschool, Summer School, and Extended Time Programs Bilingual Education and Special Language Program teachers Compliance Language Proficiency Assessment Committee Appeals 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 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 TAC 74.4 English Language Proficiency Standards

4 State Goal for Bilingual Education The goal of bilingual education programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary language and English. Such programs shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school. [TAC (b)] State Goal for English as a Second Language Education The goal of English as a second language program shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school. [TAC (c)]

5 TEA BILINGUAL EDUCATION AND ENGLISH AS A SECOND LANGUAGE (ESL) Program Models BILINGUAL EDUCATION ENGLISH AS A SECOND LANGUAGE Transitional Early Exit Transitional Late Exit Dual Language Immersion One-Way Dual Language Immersion Two-Way Content -Based Pull- Out TEA 2009

6 GCCISD Transitional Bilingual Early Exit Program Model Two Bilingual years ESL PK K 1 st 2 nd 3 rd 4 th 5th TEA Guidelines GCCISD Transition Flow Chart Modified Guided Reading Spanish New Core Content Concepts ESL Routines & Known Content ELPS Accelerated ELPS School districts shall: provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading, and/or writing as determined by the state's English language proficiency assessment system. These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.

7 Native Language PK K ESL Routines PK Guidelines New Concepts Social Skills ESL Routines Modified Guided Reading Known Concepts Transition Flow Chart New Content Concepts New Social Skills Modified Guided Reading Known Concepts Sheltered Content ESL Strategies New Concepts Grade Level Reading Sheltered Content ESL Strategies Unknown Concepts Native Language (Spanish) Known Concepts -- English Language English

8 The ELPS-TELPAS Connection The ELPS are used in foundation and enrichment instruction of K-12 ELLs. In the bilingual program, the amount of instruction a student receives in each language of English and Spanish is commensurate to the student s language proficiency level. TELPAS assesses K-12 ELLs. The ELPS and TELPAS encompass--- 4 Language Domains Listening Speaking Reading Writing 4 Proficiency Levels Beginning Intermediate Advanced Advanced High

9 Proficiency Level Descriptors Beginning Level: Little or no ability, uses high frequency, routine words, in writing, typically lists, labels, copies. Intermediate Level: Limited ability, understands and uses short, simple sentences. Uses present tense. Advanced Level: Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support Advanced High Level: Ability, with minimal support very close to native English speaking peers.

10 SIOP Teams 6 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

11 SIOP Teams 7 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

12 SIOP Teams 8 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

13 SIOP Teams 9 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

14 SIOP Teams 10 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

15 SIOP Teams 11 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

16 SIOP Teams 12 th Grade Team 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *Minimum required for pull-out based instructional program If all core content teachers on the team are ESL certified then it is a content-based instructional program.

17 PEIMS Definition Code 2 Transitional Bilingual/Early Exit A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers students to English-only instruction. It 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 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 bilingual program. Students that have met exit criteria in accordance with TAC (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment TEC

18 Transitional Bilingual Early Exit Characteristics Compliance model of bilingual education Teacher provides instruction and support in two languages Native language used to build literacy skills and academic concepts before transition to English Must include primary language in all academic content areas Program goal is early transition to English only curriculum Does not aim for full bilingualism Instruction in the first language is phased out and most students exit by Grade 3 High standards and rigorous curriculum Sheltered instructional strategies ESL linguistic accommodations

19 PEIMS Definition Code 2 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 English-as-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 TAC (h)(i)(k) with 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.

20 PEIMS Definition Code 3 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 (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 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 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC

21 What is ESL? English as a Second Language-students receive specified periods of instruction aimed at the development of English language skills, with a primary focus to learn the Texas Essential Knowledge and Skill for reading and language arts.

22 What is Sheltered Instruction? is an approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and also learn content area knowledge and skills. an approach in which students develop knowledge in specific subject areas through the medium of English, their second language; teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues and models extensively, relating instruction to student experience, adapting the language of texts or tasks and using certain methods familiar to language (e.g., demonstrations, visuals, graphic organizers cooperative work, etc.) to make academic instruction more accessible to students of different English proficiency levels.

23 Sheltered Instruction Sheltered Instruction is a means for making grade-level content, such as science, social studies, and math, more accessible for English language learners while also promoting English development. SIOP The SIOP Model is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. Source: Echevarria, J. & Graves, A. (2007) Ch. 3

24 Components of Sheltered Modeling Hands-on activities Realia Commercially-made pictures Teacher-made pictures Overhead projector Demonstrations Multimedia Timelines Graphs Bulletin Boards Maps Globes Computers Instruction

25 Teacher Certifications PK-3rd Bilingual Instruction is in English and Spanish Teacher must be Bilingual certified for Spanish and fluent in both in both English and Spanish 4th-5th ESL Instruction is in English with ESL strategies /sheltered instruction support Teacher can be Bilingual/ESL certified or Teacher can be ESL certified (and also certified in their teaching grade/field) If departmentalized, the teacher who provides the language arts instruction must be ESL certified, or the student must have the opportunity to receive ESL support from another one of the departmentalized teachers who is ESL certified. The ESL support in a pull-out situation, must be documented. 6 th -12 th Grade SIOP Teams (Goal is to have 1 SIOP team per grade level/all ESL certified) 1 ELA / ESL Certified * / SIOP Trained 1 Math / ESL Certified / SIOP Trained 1 Science / ESL Certified / SIOP Trained 1 Social Studies / ESL Certified / SIOP Trained 1 ESL Instructional Aide *The teacher providing ESOL I and ESOL II must be ESL certified *The ELA teacher 6 th -8 th grade must be ESL/content certified and sheltered instruction trained *The ELA teacher 9-12 th must be ESL/content certified and sheltered instruction trained

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