English Language Learners (ELL) Program Guidelines and Procedures

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1 ARANSAS COUNTY INDEPENDENT SCHOOL DISTRICT Navigating to the Future English Language Learners (ELL) Program Guidelines and Procedures Governance and Compliance NCLB: TITLE III, PART A (English Language Acquisition, Language Enhancement, and Academic Achievement Act) Texas Education Code Texas Administrative Code 89 BB GUIDELINES and PROCEDURES Coordinator of Curriculum and Assessment Most recent revision: August

2 Goals of the Bilingual Education and Special Language Programs English is the basic language of this state. Public schools are responsible for providing a full opportunity for all students to become competent in speaking, reading, writing, and comprehending the English Language [ ] in accordance with the policy of the state to ensure equal educational opportunity to every student, and in recognition of the educational needs of students of limited English proficiency. [ ] Schools must establish bilingual education and special language programs and provide supplemental financial assistance to help school districts meet the costs of the programs. (Texas Education Code (TEC) Sec ) Definition of Limited English Proficient Texas Education Code (TEC) defines LEP: Student of limited English proficiency (LEP) - a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary class work in English. Establishment of Bilingual Education and Special Language Programs ACISD LPAC (language proficiency assessment committee) determines and reports the number of LEP students in the district within the first four weeks of school. When 20 or more students of limited English proficiency are present on any grade level, the district must offer a bilingual education (kindergarten through elementary grades) and a special language program (9-12). Information must be reported to Texas Education Agency (TEA) no later than November 1 st of each year. If a program other than bilingual education must be used in kindergarten through the elementary grades, documentation for the exception must be filed with and approved by the agency. An application will be filed by the district coordinator of the program if the district is unable to hire a sufficient number of teachers with teaching certificates appropriate for bilingual education instruction to staff the required program. ACISD is currently utilizing the English as a Second Language pull-out model of instruction with the shortage of bilingual teachers. Each campus will allot 4-5 days per week of pull-out instruction with an ESL teacher for a minimum of 45 minutes. Additionally, campuses are working toward ESL certification of teachers who have ELLs in the classroom. The district is making every effort to recruit bilingual teachers, but ACISD continues to utilize the waiver for the bilingual program until we have appropriate staffing. Program Content; Method of Instruction ACISD s bilingual or second language program shall: Consider the students learning experiences and shall incorporate the cultural aspects of the students backgrounds; All students to participate fully with English-speaking student in regular classes provided in subjects such as art, music, and physical education; Provide opportunities for students to participate fully with other student in extracurricular activities; 2

3 ACISD s will utilize an ESL program and will address the: Affective needs: introduce basic concepts of the school environment which instills confidence, self-assurance, and a positive identity with their cultural heritages Linguistic needs: develop social and academic vocabulary too ensure the students master the required knowledge and skills and higher order thinking skills Cognitive needs: Instruction in English in math, science, health, and social studies using second language methods. Staffing and Certification of Special Language Program Teachers ACISD will ensure that teachers assigned to bilingual and second language programs are appropriately certified by the board. A 5yr Plan recruitment plan will be developed and the district will make every effort to recruit highly qualified ELL teachers which includes bilingual teachers. Identification, Assessment and Classification 1. Home language surveys (HLS), given in English and the native language, will be conducted within 20 days of the student s enrollment to determine the language used in the home. The HLS must be signed by the student s parent if the student in is kindergarten through grade 8 or by the student if the student is in grades 9 through 12. This will be kept in the students permanent folder by the LPAC chair person. 2. If a student is identified by the survey as speaking a language other than English, the ESL (English as a second language) teacher will administer an oral language proficiency test (OLPT) from a TEA approved list. ACISD utilizes the Woodcock-Munoz Language Survey Form A. The ESL teacher may also administer the OLPT in the native language of the student if available. 3. The LPAC convenes and may classify a student as limited English proficiency if: the student's ability in English is so limited or the student's disabilities are so severe that assessment procedures cannot be administered; the student's score or relative degree of achievement on the agency-approved English proficiency test is below the levels established by the agency as indicative of reasonable proficiency; the student's primary language proficiency score as measured by an agency-approved test is greater than the student's proficiency in English; or the LPAC determines, based on other information, including a teacher evaluation, parental viewpoint, or student interview, that the student's primary language proficiency is greater than the student's proficiency in English or that the student is not reasonably proficient in English. 4. No later than 10 days after the date of the student s classification as a student of limited English proficiency, the LPAC chair shall give written notice of the classification to the student s parent in both 3

4 English and the primary language. The parent should then be notified of the benefits of the language program. Documentation will be maintained by the LPAC chair. If an ELL is transferring from another district, make every effort to obtain as much original documentation as possible, especially the HLS, and document efforts to contact the sending district. Exiting Students may only be exited per criteria outlined by TEA s English Proficiency Exit Criteria Chart. Oral (Listening and Speaking) o Grades 1-12 score fluent on OLPT (Woodcock-Munoz Form B) English Reading o Grades 1-2 ITBS 40 th percentile or above o Grades 3-8 pass STAAR Reading o Grades 9-10 pass end-of-course English I and II o Grade 11 scores in 40 th percentile or above of a Norm-referenced standardized achievement test. English Writing o Grades 1, 2, 3, 5, 6, 8, 11 pass an agency-approved writing test o Grades 4, 7 pass STAAR Writing o Grades 9 and 10 pass end-of-course English I and II A LEP student may not be considered for exit if the LPAC recommended linguistic accommodations on STAAR reading or writing. Upon exiting, the LPAC sends parent notification that student has met state criteria for exit and will be monitored for 2 years. Documentation must be filed in the student s folder. Students may be considered for exit until 1 st grade. PEIMS coding will be changed immediately by the special programs facilitator. Reenrollment The LPAC shall reevaluate a student who was transferred out of a bilingual or special language program if the student earns a failing grade in a subject in the foundation curriculum if during a grading period in the first two school years after exiting to determine if the student should be reenrolled. The following factors will be considered: the total amount of time the student was enrolled in a bilingual education or special language program; the student's grades each grading period in each subject in the foundation curriculum; the student's performance on each assessment instrument administered the number of credits the student has earned toward high school graduation, if applicable; and any disciplinary actions taken against the student 4

5 Summer School Requirements As required by state law, ACISD will offer an optional 120 hours of instruction during the period when school is recessed for the summer for all students eligible for admission to kindergarten or first grade for the next school year. Language Proficiency Assessment Committees (LPAC) Each committee will include a professional bilingual/esl educator, a parent of a limited English proficiency student, and a campus administrator. The LPAC will: Review all pertinent information on LEP students, including the home language survey, the language proficiency tests in English and the primary language, each student's achievement in content areas, and each student's emotional and social attainment; Make recommendations concerning the most appropriate placement for the educational advancement of the limited English proficiency student after the elementary grades; Review each limited English proficiency student's progress at the end of the school year in order to determine future appropriate placement; Monitor the progress of students formerly classified as limited English proficiency who have transferred out of the bilingual education or special language program and, based on the information, designate the most appropriate placement for such students; and Determine the appropriateness of a program that extends beyond the regular school year based on the needs of each limited English proficiency student. Responsible for facilitating student participation in other special programs; advanced academics, G/T, CTE, or special education All documentation is maintained in the student s record folder which is purple in ACISD. This stays in the student s permanent file. The record folder must contain the following: o Home Language Survey o OLPT in English and Spanish (Woodcock-Munoz) o Program benefits/parent Permission/Parent Denial o LPAC Initial Placement/Recommendation o State Assessment Results o TELPAS student results o LPAC Mid-Year Review including assessment accommodation decisions o LPAC Annual Review o Parental Report on Student Progress o Monitoring of Exited/Reclassified students o Notification of Exit o Student History 5

6 Appeals A parent of a student enrolled in a school district offering bilingual education or special language programs may appeal to the commissioner if the district fails to comply with the requirements established by law or by the agency. If the parent disagrees with the placement of the student in the program, the parent may appeal that decision to the board of trustees. Appeals shall be conducted in accordance with procedures adopted by the commissioner. Participation of Students Attending Private, Nonprofit Schools The private school provisions in Title IX, Section 9501 apply to title III, Part A and require that (after consultation with appropriate private nonprofit school officials) a district that receives Title III, Part A funds provide services for eligible children attending a private school within its boundaries and assure equitable participation in services, materials and equipment, and in training programs for teachers of such children. ACISD does not serve PNP with Title III, Part A funds. PEIMS Reporting Requirements ACISD will submit the following information to be included in our PEIMS report: Demographic information on students enrolled The number and percentages of students enrolled in each instructional model o ACISD currently reports to PEIMS as an English as a Second Language program. There are two program models for this: 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 in the content and ESL. Pull-out: An English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas. ACISD currently utilizes the pull-out instructional method in all grades. Staff Development ELL training and updates for all teachers/administrators/counselors TEKS/ELPS training for all teachers/administrators TELPAS Holistic Rater training for specified teachers Annual LPAC training Sheltered Instruction Training (begin at High School) Parent engagement 6

7 TELPAS General Information: TELPAS fulfills federal requirements for assessing the English language proficiency of English language learners (ELLs) in kindergarten through 12 th grade in four language domains: listening, speaking, reading, and writing. TELPAS reports student performance in terms of four English language proficiency levels: beginning, intermediate, advanced, and advanced high. TELPAS results are used to meet state and federal reporting and accountability requirements. District must annually assess all LEP students for English language proficiency in the language domains of speaking, listening, reading, and writing including parent denials until student is no longer identified as LEP. TELPAS is a two segment assessment: Grades K-1 holistically rated listening, speaking, reading, based on on-going classroom observations and student interactions. Grades 2-12 listening, speaking, reading and writing o Includes multiple-choice online reading tests o Holistically rated student writing collections o Holistically rated listening and speaking based on classroom observations and student interactions. TELPAS Training: All raters and writing collection verifiers are required to be trained annually in the TELPAS holistic rating process. First time raters and returning raters need the online course in the spring and certificates of completion must be provided to the district testing coordinator. All raters will have TELPAS assessment administration training. TIMELINE August - September: Initial proficiency testing of newly enrolled students Parent Notification letters of proficiency assessment District LPAC Training OLPT Training Campus LPAC meeting for newly enrolled students to determine placement ESL Instruction schedules submitted to district coordinator October November: Training for LPAC Assessment Decision-Making for fall assessments ELPS training for teachers January - March: Training for LPAC Assessment Decision Making for spring assessments TELPAS: training, calibration, writing window, testing window 7

8 Campus Spring LPACs May/June: Program Evaluation District End of year student review and placement for the following year Summer School Note: Campus LPAC meetings are also held as needed to monitor student progress. Program Evaluation Design Conduct ESL classroom curriculum walk through at specific intervals and document with district walk through form. The district will conduct an annual evaluation of the ELL program and services and report findings to the Board of Trustees. Grades Pre-K 12 will send a campus report biannually to the Coordinator of Curriculum and Assessment. A Comprehensive Needs Assessment will be done annually to determine trends and identified needs. Multiple data sources may include but not limited to: Summative Evaluation of DIP/CIPs Expenditures tied to needs Discipline Data Graduation Rates Dropout Rates Retention Rates Survey Results Parents Staff Students as appropriate Number of monitored students Number of exited students Number of LEP coded as Economically Disadvantaged, CTE, G/T, and Special Education Number of parent denials Number of LEP Dyslexia students Number of ESL/Bilingual certified teachers RTI Level 3 LEP results AMAO Results STAAR Results ELL Progress Measures from STAAR TELPAS Results PBMAS LEP Indicator results 8

9 Parent Outreach LEP student/parents activity nights to showcase student products/projects. Bilingual/ESL program brochures are available in English and Spanish through TEA at: Adult ESL Classes day/evening Send an ESL report card home each six weeks Summer information packets containing information in about what parents can do with ELLs over the summer Parental Rights: Follow policies and procedures consistent with FERPA (Family Education Rights & Privacy Act) Notify no later than 30 days (4 weeks) after the beginning of school year First 2 weeks for students newly enrolled to test and parents notified Inform parents of LEP students if district did not meet AMAOs. Accountability AEIS The Academic Excellence Indicator System (AEIS) pulls together a wide range of information on the performance of students in each school and district in Texas every year. This information is put into the annual AEIS reports, which are available each year in the fall. PBMAS The Division of Performance-Based Monitoring is responsible for developing the Performance-Based Monitoring Analysis System (PBMAS) which is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas (bilingual education/english as a second language, career and technical education, special education, and certain Title programs under the No Child Left Behind Act). Annual Measurable Achievement Objectives (AMAO): AMAO I: Progress - ELL s progress with English language proficiency AMAO II: Attainment Measures the ELL s attainment of English language proficiency. AMAO III: ELL Accountability (System Safeguards) - Measures the ELL s performance and participation in the State s federally approved annual measurable objectives. Title III, Part A, meet Annual Measurable Achievement Objectives (AMAOs) K-2 & 3-12 Texas Language Proficiency Assessment System (TELPAS) results will determine whether a district has met the AMAOs. Funding The district is committed to allocating sufficient funds to fully implement the English Language Learner Program. Funds are allocated following the mandates prescribed by the Education Code, federal and state regulations, and the district policies. Funds are used to supplement the base educational program and not to supplant general fund monies. Expenditures are audited annually by the district s Business Office and by external auditors. The Director of Federal and Special Programs allocates funds based on the Federal 9

10 Consolidated application and comprehensive needs assessments, meets with school principals to ensure compliance, presents campus and district plans to the Board for approval, and monitors expenditures throughout the year. The Site-Based Decision Making teams and the District Education Improvement Council develops the plans and annually review and updates them. Appropriate Use of Supplemental Funds: Title I, Part A Extended day/week/year for targeted students Supplemental instructional materials that support standards and core program Specialized and targeted interventions Primary language instruction/support Primary language materials Academic interventions Staff Development Parent Involvement Activities Instructional Assistant Reading/Math EL Coaches Provide technical support (AMAOs, compliance, and NCLB) State Bilingual/English Second Language (ESL) Support for language assessments Support for monitoring academic progress of all students Language Acquisition Field Trips Supplemental materials to help ELLs meet state standards and core program standards Staff Development Staffing and Certification Tutors Mentors Newcomer Center Instructional Assistant Parent Involvement Activities Training on TELPAS and materials Stipends Food Reasonable cost Title III, Part A Language instruction educational programs Instructional materials, software and assessment procedures Parent Involvement Activities High Quality Staff Development Conferences, Institutes, and Symposium TExES ESL Supplemental Exam training and Exam Bilingual certification/supplemental certification 10

11 Glossary of Terms Annual Measurable Achievement Objectives (AMAOs) Annual measurable achievement objectives are used in holding Title III-funded local education agencies accountable for their English language learners development and attainment of English proficiency while meeting state academic content and achievement standards. Bilingual Education Program A bilingual education program established by a school district shall be a full-time program of dual language instruction that provides for learning basic skills in the primary language of the students enrolled in the program and for carefully structured and sequenced mastery of English language skills. Bilingual Education Program Exceptions A district that is unable to provide a bilingual education program shall request from the commissioner of education an exception to the bilingual education program and the approval of an alternative program. The approval of an exception to the bilingual education program shall be valid only during the school year for which it is granted. Dual Language Immersion Bilingual Education Program/One Way A biliteracy instruction program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction not earlier than six or later than seven years after the student enrolls in school. English as a Second Language (ESL) Program The goal of ESL 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 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. English as a Second Language Program/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 Section (c) to provide supplementary instruction for all content area instruction. English as a Second Language Program/Pull-out An English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher certified under Section (c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas. English Language Proficiency Standards (ELPS) The ELPS outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum. 11

12 English Speakers of Other Languages (ESOL) English speakers who also speak/are acquiring other languages. English Language Learner (ELL) Students with a home language other than English who have not yet developed sufficient fluency in English to participate fully in an English mainstream class. Other terms are sometimes used to describe ELLs, including LEP (Limited English Proficient), a term still used in federal legislation. Language Objectives The lesson s language objective explain how the student will demonstrate knowledge of the academic content using language skills of listening, speaking, reading and or writing. Home Language Language(s) spoken in the home by significant others (e.g., family members, caregivers) who reside in the child s home; sometimes used as a synonym for the first language, primary language or native language. Home Language Survey (HLS) 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 education 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 tested in accordance with , relating to Testing and Classification of Students. Language Objectives The lesson s language objective explain how the student will demonstrate knowledge of the academic content using language skills of listening, speaking, reading and or writing. Language Proficiency Assessment Committee (LPAC) The LPAC is charged with reviewing all pertinent information on all identified limited English proficient (LEP) students upon their initial enrollment and at the end of each school year. Districts are required to have on file policy and procedures for the selection, appointment, and training of members of the LPAC. Limited English proficiency student A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English. The term LEP and English language learners (ELLs) are used interchangeably. Performance Based Monitoring Analysis System (PBMAS) The PBMAS is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas (bilingual education/english as a second language, career and technical education, special education, and certain Title programs under the No Child Left Behind Act). Public Education Information Management System (PEIMS) The PEIMS encompasses all data requested and received by TEA about public education, including student demographic and academic performance, personnel, financial, and organizational information. 12

13 Response to Intervention (RtI) RtI is the practice of meeting the academic and behavioral needs of all students through high quality instruction and scientific research-based tiered interventions, frequent monitoring of student progress, and application of student response data. Sheltered English Instruction 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 teachers (e.g., demonstrations, visuals, graphic organizers or cooperative work) to make academic instruction more accessible to students of different English proficiency levels (TESOL, 1997). Texas English Language Proficiency Assessment System (TELPAS) TELPAS assesses the English language proficiency of K 12 ELLs in four language domains listening, speaking, reading, and writing. English language proficiency assessments in grades K 12 are federally required to evaluate the progress that ELLs make in becoming proficient in the use of academic English. The assessment components for grades K 1 and 2 12 differ in the following ways: Grades K 1: TELPAS includes holistically rated listening, speaking, reading, and writing assessments based on ongoing classroom observations and student interactions. Grades 2 12: TELPAS includes multiple-choice reading tests, holistically rated student writing collections, and holistically rated listening and speaking assessments. The listening and speaking assessments are based on ongoing classroom observations and student interactions. 13

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