Snyder ISD Implementation of Bilingual and English as a Second Language Programs

Transcription

1 Snyder ISD Implementation of Bilingual and English as a Second Language Programs Revised 2012 Snyder Independent School District th Street Snyder, TX This school district and its Career and Technology Education Program does not discriminate on the basis of sex, disability, race, color, age or national origin in its educational programs, activities, or employment as required by Title IX, Section 504 and Title VI. Este distrito escolar y su Programa Educacional de Carerre y Technologia no discriminan en base a sexo, disabilidad, raza, color, edad u origen nacional en sus programas educativos, actividades, o empleo como lo equiere el Titulo IX, Se 1

2 Snyder Independent School District Implementation of Bilingual and English as a Second Language Programs Plan of Action This Plan of Action supports requirements for language programs as specified in 19 TAC Chapter 89, Subchapter BB, Commissioner s Rules concerning State Plan for Educating English Language Learners (ELL), and parental notification requirements found in Title III of No Child Left Behind Act of 2001 (NCLB) as they pertain to the function of the Language Proficiency Assessment Committee (LPAC). Identification/Program Entry/Testing 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. Snyder ISD s LPACs follow the more stringent Texas requirements and have student identification and placement occur within the first 4 weeks (20 days) of student enrollment. 1. Upon initial enrollment, all Snyder ISD students have a Home Language Survey (HLS) completed in their student record (only one: The original or a copy of original). The HLS is administered to each student new to Snyder ISD and to students previously enrolled who were not surveyed in the past. For students who attended a Texas school previously, the previous school is petitioned for the original HLS. If the HLS indicates a language other than English, testing is initiated to determine English proficiency. Snyder ISD uses only tests from TEA s List of Approved Tests for Assessment of ELLs. 2. For Snyder ISD students in grades PK-1: Trained Snyder ISD personnel administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for Assessment of ELLs. Additionally, if a student indicates Spanish on the HLS, an OLPT in Spanish is also administered by trained personnel who are fluent Spanish speakers. Parental permission does not have to be obtained prior to oral language proficiency testing. PK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL pending authorization by Snyder ISD s LPACs. 2

3 3. For Snyder ISD students in grades 2-12: Trained Snyder ISD personnel administer an OLPT and the reading and language arts portions of an English norm-referenced standardized achievement test (NRT) from the TEA List of Approved Tests [19 TAC (a)] unless the OLPT indicates a negligible level of English. [Chapter (f)(2)(c)]. Additionally, if a student indicates Spanish on the HLS in grades 2-5, an OLPT in Spanish is also administered by trained personnel who are fluent Spanish speakers. Parental permission does not have to be obtained prior to oral language proficiency testing. Snyder ISD students in grades 2-12 are classified as LEP, pending LPAC authorization, in the following cases: Snyder ISD students who score below the cut-off for English proficiency on the OLPT Snyder ISD students who score above the cut-off for English proficiency on the OLPT and also score below the 40th percentile on the English reading and English language arts sections of the NRT, even if their OLPT score reflects English proficiency 4. Snyder ISD s Language Proficiency Assessment Committees (LPACs), using testing data and any other available student information, will determine whether the student is an ELL, recommend the appropriate educational program for each ELL, notify the parent of each ELL about classification and recommendation (Bilingual or ESL and/or Title III Special Language Program), and facilitate the participation of ELLs in other special programs provided Snyder ISD with either state or federal funds for which they are eligible. Snyder ISD s LPACs also meet prior to state testing for ELLs in grades 3-12 to determine the appropriate state exam as well as applicable linguistic accommodations during state assessment. Additionally, key members of Snyder ISD s LPACs attend Annual Review and Dismissal (ARD) meetings for ELLs who are also served through Special Education. 5. Identified English language learning students will be served in the required program recommended by the LPAC. From the date of enrollment, Snyder ISD LPACs complete all paperwork including written parent permission within 20 school days. Once written parental permission is obtained, the appropriate PEIMS codes are entered to reflect ELL status, program placement, and parent permission. The parent approval or denial date is the date used for the preceding PEIMS code data. 6. Snyder ISD s bilingual program LPAC membership consists of a campus administrator, a professional bilingual teacher, a professional transitional language educator, and a parent of a limited-english proficient student who is not employed by the school district [TEC (b)]. Snyder ISD s ESL program LPAC consists of a campus administrator, one or more professional staff members, and a parent of an ELL participating in the program who is not employed by the school district [Chapter (c)]. 3

4 7. All LPAC members in Snyder ISD receive training and certification to serve on committees. If one of the members does not understand English (parent), Snyder ISD provides LPAC training in the member s primary language. 8. For students referred to special education, placement in a bilingual or ESL program in Snyder ISD may not be refused solely because the student has a disability. However, if the student has a disability and language is not a factor, then the student is not ELL, even though the family may speak other languages. 9. For ELLs, the LPAC and ARD committees in Snyder ISD may recommend that A student is limited English proficient and has an identified disability; therefore, he/she should be served jointly through special education and Bilingual/ESL programs. A student 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. Snyder ISD Instructional Program Design Snyder ISD s Bilingual and ESL programs address the affective, linguistic and cognitive needs of ELL students. (19 TAC ). Snyder ISD s Bilingual Program (Grades PK-5) (1) Affective. English Language Learners (ELLs) whose first language is Spanish in Snyder ISD grades PK-5 are provided instruction in Spanish basic concepts of the school environment and instruction both in Spanish 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 Spanish and the United States. (2) Linguistic. English Language Learners (ELL) shall be provided instruction in the skills of listening, speaking, reading, and writing both in Spanish 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. (3) Cognitive. English Language Learners (ELL) shall be provided instruction in language arts, mathematics, science, 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. Snyder ISD s ESL Program (Grades PK-12) 4

5 (1) Affective. English Language Learners (ELL) shall be provided instruction using second language methods in English to introduce basic concepts of the school environment which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall address history and cultural heritage associated with both the students home language and the United States. (2) Linguistic. English Language Learners (ELL) shall be provided intensive instruction to develop proficiency in the listening, speaking, reading, and writing of the English language. The instruction in academic content areas shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills. Snyder ISD teachers of ELLs implement the English Language Proficiency Standards (ELPS) to assist students proficiency in listening, speaking, reading, and writing English. (3) Cognitive. English Language Learners (ELL) shall be provided instruction in English in language arts, mathematics, science, and social studies using second language methods. The instruction in academic content areas shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills. A summer program is offered when a minimum of ten (10) ELLs entering Kindergarten and Grade 1 the following school year in Snyder ISD desire a summer program. Snyder ISD s summer program follows the requirements found in 19 TAC regarding program purpose, establishment, eligibility, operation, funding and records. Snyder High School Students enrolled in grades 9-12 attend Snyder High School. ESL students are provided the opportunity to enroll in both ESL classes and English classes. ESOL I and ESOL II classes are taught by an ESL certified teacher. The ESL class provides support and strategies for the students in ESL as well as other academic and elective courses. ESL instruction is designed to support the individual needs of each student. In other courses, the English Language Proficiency Standards (ELPS) are used for a content-based approach to teach course content and support acquisition of academic English. Snyder Academy Snyder Academy is served through the ESL program at Snyder High School. Snyder Junior High School Sixth, seventh, and eighth grade students attend Snyder Junior High School. SJHS provides services to students in a Language Arts block. ESL students are provided learning opportunities in the general education block and are given additional support in a regularly scheduled 45 minute ESL class that is taught by an ESL certified teacher; plus ELL students may receive assistance daily in a 20 minute Tiger Period. Content area teachers are provided accommodation strategies and support to promote student success. 5

6 Snyder Primary School Students in Kindergarten through second grade attend Snyder Primary School. The English language learning students whose first language is Spanish at each grade level are served in a content-based, self-contained classroom that is taught by a certified bilingual teacher. Kindergarten is also served with aide assistant. ESL students who are not in the bilingual program are served in a self-contained, content based classroom by an ESL certified teacher. Snyder Intermediate School Students in third through fifth grades attend Snyder Intermediate School. The third grade English language learning students whose first language is Spanish students are in a selfcontained classroom that is taught by a certified bilingual teacher. The fourth and fifth grade students are served in a pull-out ESL model by program certified teachers. Fourth grade English language learning students whose first language is Spanish are instructed in writing by a certified bilingual teacher, in math by a certified ESL teacher, and fifth grade students receive instruction in ELA by a certified bilingual teacher. Realizing that bilingual education cannot be a part time program, SISD has applied for an exception and is making progress toward not needing the exception in the future. Student accommodations are followed as outlined in the annual LPAC. Stanfield Elementary Prekindergarten students attend Stanfield Elementary. English language learning students whose first language is Spanish are served in a self-contained classroom which is taught by a certified bilingual teacher with the assistance of a bilingual aide. The state-adopted, researchbased curriculum is in both English and Spanish. An academic language assessment is administered in English and/or Spanish every six weeks. The students also receive instruction through the Waterford Early Childhood Learning program, a supplemental computer program, for twenty minutes daily in both English and Spanish. Assessment: Requirements and Considerations 1. Snyder ISD follows the procedures as outlined and explained in the LPAC Decision-Making Process for the Texas Assessment Program (Grades 3-12). Snyder ISD LPAC leaders and testing coordinators attend yearly trainings conducted by Region 14 Education Service Center for information needed to make correct assessment decisions for ELLs. 2. The TELPAS is administered to all ELLs in Grades K-12, including ELLs with parental denial until they are reclassified as non-lep in PEIMS. 6

7 Annual Review 1. At the end of each year, Snyder ISD s LPACs 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. 2. The following exit criteria must be met in order to change an identified ELL to a non-lep 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 an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA-approved normreferenced assessment instrument for a student who is enrolled in Grade 1 or 2; and c. TEA-approved criterion-referenced written tests when available, other TEA-approved tests when criterion-referenced written test is not available, and the results of a subjective teacher evaluation [TEC, (g)]. 3. Norm-referenced standardized achievement tests are required only for entry of students in grades They may be used for program exit only if the student is enrolled in first or second grade. Snyder ISD does not require the administration of norm-referenced standardized achievement tests to ELLs each year after initial placement. 4. Students in Pre-Kindergarten and Kindergarten are not exited from Snyder ISD s Bilingual or English as second language programs. Snyder ISD LPACs conduct an annual review for PreK and Kindergarten students, but students cannot be reclassified as English proficient at these grade levels. 5. Snyder ISD 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 (k), TEC (a)]. 6. Snyder ISD students exited from the program are 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); 7

8 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 Snyder ISD s LPACs may require intensive instruction for the student or reenroll the student in a bilingual or ESL program. 7. Snyder ISD LPACs work in conjunction with students, parents, counselors, administrators and teachers to guarantee that ELLs have equal opportunity to participate in special programs offered by Snyder ISD (i.e. athletics, CTE, GT, music, student leadership). Program Evaluation (TAC ) 1. Snyder ISD conducts an annual evaluation of the bilingual and ESL program at the end of the school year. This report is used to modify, improve the program, and reflect on the academic progress of English Language Learners (ELLs). Other evaluation data required for the Title III program is reported as directed by TEA. 2. Snyder ISD s LPACs are informed of the progress of ELLs enrolled in each campus served. Parents receive progress of their child as a result of participation in the program offered. 8