BILINGUAL/ESL PROGRAM LPAC COMMITTEE

Transcription

1 BILINGUAL/ESL PROGRAM LPAC COMMITTEE

2 2 Bilingual GCCISD Programs ESL Early Exit Model Elementary PK-5 th ESL Pull-Out 7 th + 8 th JH Elementary campuses ESL Content-Based Elementary + HS School districts shall seek certified teachers to ensure ELLs are afforded full opportunity to master essential knowledge and skills and provide professional development. School districts which are unable to employ a sufficient number of teachers shall apply for an exception to the bilingual education program as provided in of this title or a waiver of the certification requirements in the English as a Second Language program as provided in of this title as needed.

3 3 ESL TExES Certification Training/Reimbursement (Section XIV of GCCISD LPAC Operating Guidelines) Teachers are reimbursed their ESL TExES 154 test fees if they pass. Contact: Nancy Hernandez, Administrative Secretary

4 4 Bilingual Education Program The law requires that each school district or charter school which has an enrollment of 20 or more ELLs of the same language classification in the same grade level district-wide shall offer a bilingual education program for ELLs in Grades Pre-K through TAC ,

5 5 Bilingual Education Program Content area instruction is provided in both the student s primary language and English. Literacy development in the primary language facilitates the transfer from primary language (L1) to second language (L2). Oral language testing requirements in both the primary language and English must be reviewed for placement. ESL is a component of the bilingual program.

6 6 ESL Program The law requires that all ELLs for whom a district is not required to offer a bilingual education program shall be provided an ESL program, regardless of the students grade levels and home language, and regardless of the number of students. 19 TAC (d)

7 7 Bilingual/ESL Program Brochures What is the process of identifying students for the Bilingual/ESL program? Bilingual & ESL Education Program What is the process of identifying students for the Bilingual/ESL program? ALL STUDENTS Home Language Survey (HLS) What language is spoken at home most of the time? What language does the student speak most of the time? G o o s e C r e e k C o n s o l i d a t e d I n d e p e n d e n t S c h o o l D i s t r i c t Secondary ESL Program English only English & another language Languages other than English Success through Language Non-LEP (Non-Limited English Proficient) General Education TEST PK 1 st Grade: Oral Language Proficiency Test 2 nd - 12 th Grade: Oral Language Proficiency Test & Norm Referenced Standardized Test LPAC MEETING Success through Language Non-LEP (Non-Limited English Proficient) Goose Creek Bilingual/ESL Department Non-LEP LEP (Non-Limited English Proficient) (Limited English Proficient) Parental Notification General Education Placement: Bilingual Program Placement: ESL Program Bilingual/ESL Department TO BE AN LPAC REPRESENTATIVE: Contact your child s teacher, school principal or Bilingual/ESL Office about becoming a member of the Language Proficiency Assessment Committee (LPAC). Yes Non-LEP (Non-Limited English Proficient) 4544 Interstate 10 East Baytown, Texas Telephone: (281) Fax: (281) LPAC PARENT REPRESENTATIVE: Contact your child s teacher, school principal or Bilingual/ESL Department about becoming a member of the Language Proficiency Assessment Committee (LPAC). Parental Permission Yes No Enter Bilingual or ESL Parent Conference LEP Denial Meets Exit or Reclassification Criteria Non-LEP (Non-Limited English Proficient) 4544 Interstate 10 East Baytown, Texas Telephone: (281) Fax: (281) PURPOSE OF NEWCOMER ACADEMY Improve the competency in listening, speaking, reading and writing in their native language as well as English. Accelerate instruction according to ELPS requirements. Integrate the use of second language acquisition methodology including sheltered instruction strategies. Ensure the mastery of content knowledge in mathematics, science and social studies. Ensure that bilingual students participate in the school program equally. TAC (c) Escuela Elemental Alamo BENEFITS OF NEWCOMER ACADEMY The teachers are bilingual certified and trained in best practices including sheltered instruction. The academy has a smaller setting when this is possible. English and Spanish reading and writing program for bilingual students. Director of Bilingual/ESL Education Pilar Moreno-Recio Vision Today s Students, Tomorrow s Future Mission Goose Creek CISD develops and enhances each learner s intellectual, social, and emotional wellbeing facilitated by a highly qualified team committed to Growth, Community, Collaboration, Innovation, Success and Determination Core Values Graduate every child Children first, in a safe and nurturing educational environment Collaborative community and parental involvement Newcomer Academy Elementary for Recent Arrivals Grades 3 rd -5 th Newcomer Academies for Secondary Recent Arrivals Integrity, Respect, Humility and Transparency 2 Service before self Diversity respected Goose Creek Consolidated ISD 4544 Interstate 10 East Baytown, Texas Telephone: (281) Fax: (281) Alamo Elementary 6100 North Main St. Baytown, TX

8 -LPAC COMMITTEE- RESPONSIBILITIES

9 LPAC Responsibilities 9 Identification of ELLs Assessment and documentation review Placement Scheduling-Secondary Instructional methodologies and/or interventions Linguistics accommodations for assessment Coordination Parental Approval Annual Review (linguistic and academic progress)

10 10 Additional Services The LPAC is also responsible for facilitating and recommending ELL student participation in other special programs ( AVID, Advanced Academics, Special Education, Career and Technical Education and Gifted and Talented).

11 Composition of the Bilingual LPAC Elementary The Bilingual LPAC is composed of: 11 A campus administrator* A professional bilingual educator* A professional transitional language educator/esl teacher A parent of a current English language learner participating in the required bilingual program (this parent may not be an employee of the school district)* *All members must be trained and be present! 19 TAC TEC

12 Composition of the ESL LPAC Elementary and Secondary 12 A campus administrator An ESL teacher A parent of an English language learner participating in the program designated by the school district* No parent serving on the LPAC shall be an employee of the school district. *All members must be present! 19 TAC TEC

13 Membership Guidelines 13 All LPAC members shall be trained. If one of the members does not understand English (parent), the training should be developed in the member s primary language. At the LPAC meeting, an interpreter should be available if the parent representative is not proficient in English. The parent representative volunteers his/her participation in the LPAC. The student s parents are not required to attend the LPAC meeting.

14 Membership Guidelines 14 The trained LPAC parent serves as the representative parent for all ELLs. Anyone that is a designated LPAC member at these meetings must be trained in order to follow the process accordingly. Each trained member shall also sign an oath of confidentiality (sample included in the manual) because test and other information that is shared and analyzed for all students must be considered with respect to each student and his/her family s right to confidentiality.

15 LPAC Guidelines 15 All required members are given prior notification of meeting. All required members meet and a chair is selected for the meeting. The goal is for the campuses to conduct their own meeting. Roles are assigned. Members review and discuss all student data and information. Members arrive at appropriate decisions. Members sign and date all documentation/lpac forms.

16 LPAC Guidelines 16 Decisions are included in LPAC minutes, which are electronically signed and kept on the estar online system. The committee meeting is adjourned. Documentation for each student is filed in the student s record folder or on the estar online system.

17 Required LPAC Meetings Throughout the Year Upon initial enrollment- within the student s first 20 school days As needed to discuss student progress (ex: M1s, M2s, Parent Denials; Bilingual/ESL students failing, Setting Special Criteria for SPED/LEP students) In winter (January-February) to determine appropriate assessments, immediately prior to state assessments At the end of the year for annual review and for the following year s placement decisions, which may include the use of linguistic accommodations, as appropriate 17