Medina Valley ISD Program for English Language Learners. Bilingual/ESL Program Procedures Guide

Transcription

1 Medina Valley ISD Program for English Language Learners Bilingual/ESL Program Procedures Guide i

2 Table of Contents Annual Critical Events Calendar Page iii Rationale.. Page 1 Philosophy... Page 1 Mission Statement and Goals Page 1 Program Procedures.. Page 3 Participant Identification Page 3 Assessment and Placement Page 3 Assessment for Identification of LEP Students Table. Page 4 Parental Permission. Page 5 Exit Criteria.. Page 6 Program Requirements and Design Page 6 Program Requirements... Page 6 Program Design.. Page 7 Special Considerations Page 7 STAAR Assessments. Page 7 Administering STAAR in English or Spanish Page 8 Assessment for Students with Disabilities Page 8 Language Proficiency Assessment Committee (LPAC) Information Page 9 Composition of the LPAC. Page 9 Role of the LPAC. Page 10 Student Folders and Records.. Page 11 Summer School Page 12 Annual Evaluation Report.. Page 12 Appendix A (Suggested Forms) Appendix B (Chapter 89, Subchapter BB) Appendix C (Suggested Bilingual Program Time and Treatment Guidelines) ii

3 ANNUAL CRITICAL EVENTS CALENDAR August/September: Conduct initial meeting to establish, reactivate, and/or train LPAC(s) Verify placement of students who were enrolled in the program during the previous year Identify, test and place students new to the district in the appropriate program (within four weeks of student enrollment) Upon classification, send and retrieve appropriate parental notification letter(s) Conduct initial Fall LPAC meeting to update the Limited English Proficient (LEP) Roster Submit LEP status (xeroxed copies of LPAC forms and PEIMS sheets) to Curriculum Department as students begin participation in the program. Attend ARD/IEP meetings for LEP students as convened October May: Monitor progress of identified LEP students throughout the year Re-evaluate students who are transferred out/exited of the bilingual/esl program if the student earns a failing grade in a subject in the foundation curriculum. If a student receives a failing grade on a progress report, the LPAC should meet to reevaluate the student and determine whether the student needs intensive instruction or reenrollment in the bilingual education or special language program in the first two years after the student has exited. Conduct LPAC meetings to classify newly enrolled students as LEP or Non-LEP and place those classified as LEP in an appropriate program within four weeks of enrollment Attend ARD/IEP meetings for LEP students as convened Continually submit change in status to Curriculum Department as they occur. February April: Prepare and submit documentation for any LEP students state assessment linguistic accommodations as needed and deemed appropriate by LPAC committee. Administer Grades K-12 TELPAS Reading, Listening, Speaking and Writing during state designated testing window. TELPAS reading is administered online through the Texas Assessment Management System iii

4 April/May: Administer end-of-year IPT tests Conduct LPAC meetings to review program placement for LEP students for the subsequent year Reclassify LEP students as Non-LEP if they meet exit criteria Send and retrieve exit notification letters Update information on the LEP roster and prepare to update PEIMS system effective with the new school year. Prepare the end-of-year report iv

5 Medina Valley Independent School District Bilingual Education and English as a Second Language Procedures Guide Rationale: MVISD believes that each person deserves to reach his/her fullest potential and that every graduate should be an effective communicator who comprehends and uses more than one language. One purpose of the Bilingual/English as a Second Language (ESL) Education Program in Medina Valley Independent School District is to assist students whose proficiency in English is limited because another language is spoken in the home or because students are foreign born. Providing English Language Learners intensive instruction in English (listening, speaking, reading, writing and cultural awareness) in a supportive and non-threatening environment enables them to learn English and make the necessary academic and social adjustments to school. Opportunities for additional language development are provided through the foreign language, fine arts and sign language courses and programs. Philosophy: Education is a lifelong process shared by the school, home and the community. The Program for English Language Learners at Medina Valley Independent School District is designed to respond to the needs of students of limited English proficiency. The program provides a specialized approach in instruction to prepare students to participate fully in the curriculum of the school system. It is also designed to develop the students abilities to listen, read, write, speak, and understand English while valuing their native language. Mission Statement and Goals: The Medina Valley Independent School District s overall mission is to challenge its students with an educational environment designed to inspire excellence, promote creative thought, achieve maximum potential, and instill responsible behavior and attitudes. Linguistic, cognitive, and affective in nature, the Medina Valley Program for English Language Learners promotes respect for people of diverse languages and cultures, recognizes that knowledge of more than one language or culture is advantageous for everyone. Transitional in nature, the overall purpose of the Medina Valley Program for English Language Learners is to enable LEP students to become competent in the comprehension, speaking, 1

6 reading, and composition of English using the native language as a bridge for building literacy skills and academic concepts. In an effort to accomplish the overall purpose, the Medina Valley Program for English Language Learners begins with three broad goals that include personal, social, academic, and lifelong use of English. Each goal is explained, as follows: GOAL 1: To Use English and Spanish to Communicate Effectively and Fluently while valuing the students native language. A primary goal of Bilingual/ESL Instruction is to assist LEP students in communicating effectively in English, both in and out of school. MVISD will ensure that all students achieve the English language competence needed for academic success and for life in a literate culture. GOAL 2: To Use English and Spanish to Achieve Academically in all Content Areas The expectations for LEP students in our schools are high. They are expected to be able to learn academic content through the English language and to achieve academically as well as native English-speaking students. This requires that the Program for English Language Learners in MVISD provide a solid, systematic, late exit approach to instruction for these students. GOAL 3: To Use English to Pursue Post-Secondary Options and Lifelong Learning All students need to leave high school prepared for the next steps they will take in life. They also need to understand that the world they are entering will require that they continue to learn and develop skills for the rest of their lives. Our schools need to ensure that all students can use English to explore possibilities, set goals for their future, and maximize options as well as have broader opportunities by possessing knowledge and fluency of a second language. 2

7 Program Procedures: A. Participant Identification: Potential participants are identified through the enrollment process. Each student enrolling in the district is asked to complete a Home Language Survey, unless an original home language survey is available from the previous school. The survey includes questions designed to determine if English is not the primary language spoken in the home. The survey is required to be signed by the student s parent or guardian for students in grades pre-kindergarten through grade 12, unless the student is 18 years old. The original copy of the survey is kept in the student s permanent record and is administered only once to each student. When a student transfers into MVISD, the district makes every effort to obtain the original home language survey from the sending campus. Students may also be identified through the use of the Language Observation Report, part I or II. This form is used when the Home Language Survey indicates English but there are other indications of another language influencing the child s home environment and further information or documentation is needed. (See appendix A for forms) B. Assessment and Placement: Within four weeks of their initial enrollment in the District, English Language Learners (LEP) students are identified and enrolled into the required Bilingual or ESL education program. In meeting this guideline, the Principal and/or designee reviews the Home Language Survey and initiates the process of assessment. The IPT is the assessment tool selected from the TEA-approved list to be used for assessing the oral language proficiency of students in Medina Valley Schools. The table on page 4 presents the guidelines that are used in determining whether a student will be classified as LEP using this instrument. The English reading and English language arts sections of a TEA-approved norm referenced measure are also used to identify limited proficiencies in these areas for students in grades As soon as these assessments are complete and all the necessary documentation has been collected, the LPAC convenes and reviews all of the pertinent information on the student and determines if the student fits the criteria to be considered LEP. If the LPAC determines that the student is LEP, the LPAC: (1) Designates the language proficiency level of the LEP student, (2) Designates the level of academic achievement of the LEP student, (3) Designates, subject to parent approval, the initial instructional placement of each LEP student in the required Bilingual or ESL program, and 3

8 (4) Facilitates the participation of LEP students in other special programs for which they may be eligible. If a student is determined to be a fluent English speaker, then the committee so designates the student and the student is placed in a regular classroom. Assessment for Identification of LEP Students GRADE SCORES INDICATING LIMITED ENGLISH PROFICIENCY ENGLISH ORAL LANGUAGE PROFICIENCY TEST LEVELS (OLPT) SPANISH ORAL LANGUAGE PROFICIENCY TEST LEVELS (OLPT) PK (Pre-IPT: Listening and Speaking) Scores below Level D on the Pre-IPT, Oral A: NES B, C: LES D, E: FES A: NSS B, C: LSS D, E: FSS K (IPT I: Listening and Speaking) Scores below Level C on the Oral IPT I in the Fall Scores below Level D on the Oral IPT I in the Spring FALL A: NES B: LES C, D, E, F: FES SPRING A: NES B, C: LES D, E, F: FES FALL A: NSS B: LSS C, D, E, F: FSS SPRING A: NSS B, C: LSS D, E, F: FSS 1 (IPT I: Listening and Speaking) Scores below Level E on the Oral IPT I A: NES B, C, D: LES E, F: FES A: NSS B, C, D: LSS E, F: FSS 2-6 (IPT I: Listening and Speaking) Scores below Level F on the Oral IPT I and/or is rated Non-English Writer/Limited English Writer A, B: NES C, D, E: LES F: FES A, B: NSS C, D, E: LSS F: FSS 7 12 (IPT II) Scores below F on the Oral IPT II or the student scores and/or is rated Non-English Writer/Limited English Writer A: NES B, C, D, E: LES F: FES A: NSS B, C, D, E: LSS F: FSS 4

9 NES: Non-English Speaker LES: Limited English Speaker FES: Fluent English Speaker NSS: Non-Spanish Speaker LSS: Limited Spanish Speaker FSS: Fluent Spanish Speaker These Pre-IPT, IPT I and IPT II are based on the List of Approved Tests for Assessment of Limited English Proficient Students. *In addition to the English Pre-IPT, IPT I and IPT II, the students are strongly advised to administered the Spanish version, too. For grades PK-1, only the Oral Pre-IPT or IPT I is administered. For grades 2-12, the Oral IPT I or IPT II in conjunction with the English Reading and English language arts section from TEA-approved norm-referenced measure or another test approved by TEA. [Framework for the Language Proficiency Assessment Committee (LPAC Process, Section (2), p. 27] C. Parental Permission: After the LPAC recommends an appropriate Bilingual/ESL Education Program placement for the LEP student, the committee gives written notice to the student s parent advising that the student has been classified as an English Language Learner and requesting approval to place the student in the required Bilingual/ESL Education Program. The parent is given information describing the benefits of the program and a form to sign and grant approval or denial of program placement. The approval/denial of program placement documentation is kept in the student s permanent record folder. If the parent disapproves of the recommended placement, a member or members of the LPAC communicate with him/her either by phone or in a meeting to further explain the program and to try to obtain placement approval. If the parent still refuses approval, then his/her wishes must be followed, and it is considered a parent denial. LEP students with a parent denial on file are still monitored and reviewed for academic progress. If the LPAC determines that the student is not making adequate yearly progress, the Bilingual/ESL Education program is offered to the parent once again, and the student may be referred to the intervention committee. These students take the English STAAR and are monitored by the LPAC until they pass the reading portion of the STAAR with the state minimum requirement for passing or better (4 th and 7 th grade must also pass the writing portion). If a student with a denial passes the reading/writing portion on the STAAR, monitoring is no longer necessary. 5

10 D. Exit Criteria Students may be transferred out of the bilingual/esl program for the first time or subsequent time if the student is able to participate equally in a regular all-english instructional program. Parent permission is required for student exit. (See Appendix A for forms.) If the LPAC places a student that meets exit criteria into the bilingual/esl program, the student may not be counted as LEP and listed on the LEP roster. For Exit purposes of LEP students in a bilingual program up to grade 5 (Chapter H1), the following criteria must be met: Oral IPT must reflect Fluent English Speaker In grades 1 and 2, the student must successfully pass the agency approved Norm Referenced Standardized test in Reading and Language Arts at the 40 th percentile or above. In grades 3-5, the student must successfully pass the STAAR reading and writing (State Performance Standards). In grades where the writing STAAR is not administered, the TELPAS writing should be used and must be rated Advanced High. Must have passing grades (70% or above) in all subjects and courses taken For Exit purposes in an ESL program (6 12 grade), the following criteria must be met: Oral IPT must reflect Fluent English Speaker The student must successfully pass the STAAR in reading and writing (State Performance Standards) In grades 6-12, the student must successfully pass the STAAR reading and writing (State Performance Standards). In grades where the writing STAAR is not administered, the TELPAS writing should be used and must be rated Advanced High. Must have passing grades (70% or above) in all subjects and courses taken E. Evaluation of Transferred Student The LPAC must evaluate students that are transferred/exited out of the bilingual/esl program if the student earns a failing grade in a subject in the foundation curriculum during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual/esl program or whether to required intensive instruction. The LPAC must consider: 1. The total amount of time the student was enrolled in a bilingual/esl program. 2. The student s grades each grading period in each subject in the foundation curriculum. 3. The student s performance on the STAAR/Norm Referenced Standardized Achievement Test. 6

11 4. The number of credits the student has earned toward high school graduation. 5. Any disciplinary actions taken against the student. Program Requirements and Design: A. Program Requirements According to the Commissioner s Rules Concerning a State Plan for Educating Limited English Proficient Students Subchapter 89.BB, each school district with an enrollment of 20 or more limited English proficient students in any language classification in the same grade level district-wide shall offer a full-time bilingual education program in prekindergarten through the elementary grades which addresses the affective, linguistic and cognitive needs of the limited English students. In addition, the school district must provide an ESL program for all LEP students for whom a bilingual education program is not required. B. Program Design With all program requirements in mind, the Medina Valley School District provides a Transitional Bilingual Education program for grades Pre-K through 5 and an ESL program for LEP Students in grade The amount of instruction in each language within the Bilingual/ESL Education program is commensurate with the model of instruction according to the program design in Appendix A. The Bilingual/ESL Education Program is an integral part of the regular educational program. It provides LEP students with the opportunity to participate fully in the state approved curriculum and equal access to the same challenging standards for mastery of the Texas Essential Knowledge and Skills (TEKS). In the Bilingual Program, the students use state adopted English and Spanish texts and supplementary materials. C. Special Considerations The role LPACs have in making assessment decisions for ELLs supports appropriate implementation of both the content area Texas Essential Knowledge and Skills (TEKS) and the Texas English Language Proficiency Standards (ELPS). In Section 74.4 of the TAC, the ELPS require all teachers of ELLs to incorporate the teaching of English in daily content area instruction and to linguistically accommodate (communicate, sequence, and scaffold) the instruction according to the English language proficiency levels of their ELLs. These requirements help ELLs learn English and engage more meaningfully in the learning of subject matter. The ELPS go a step further for ELLs who are at the beginning or intermediate level of English language proficiency. Students who do not proceed quickly through these levels are at particular risk of falling behind academically and having difficulty catching up once they reach higher proficiency levels. The ELPS require districts to provide intensive, focused, and 7

12 systematic second language acquisition instruction designed specifically to build the foundation of English vocabulary, grammar, and syntax that these students vitally need to get beyond the intermediate level. Test Participation Decisions The STAAR program encompasses STAAR, STAAR Spanish, STAAR L, STAAR A, and STAAR Alternate. The STAAR program for grades 3 8 includes assessments of mathematics, reading, writing, science, and social studies. STAAR end- of-course (EOC) assessments are available for Algebra I, biology, English I, English II, and U.S. history. More information about the STAAR program may be accessed at Administering STAAR in English or Spanish: LEP students are required to take STAAR. The Spanish version of STAAR at Grades 3 5 assesses the academic progress of Spanish-speaking LEP students who receive academic instruction in Spanish while they learn English. LPAC members are responsible for deciding whether a nonexempt Spanish-speaking LEP student in Grades 3 5 should be assessed with STAAR in English or STAAR in Spanish. This decision is based on the following: the language of instruction and the language in which the student is best able to demonstrate his or her academic skills. Generally, the appropriate assessment, English or Spanish, is the one in the language in which they are receiving most of their instruction whether the student has already taken STAAR in Spanish Assessment for Students with Disabilities: The admission, review, and dismissal (ARD) committee is responsible for determining the appropriate participation in state assessments for every student in special education, including LEP students who receive special education services. When a student served through special education is limited English proficient, the ARD committee must include a school representative who is a member of the student s LPAC to ensure that issues related to both the student s special education needs and language proficiency are carefully considered. Guidelines for assessing LEP students with special education needs differ somewhat from the guidelines for assessing other LEP students. Assessment decisions for these students concern not only STAAR and TELPAS but also Special Education specific state assessments. 8

13 STAAR 1. LEP participants in special education programs take STAAR in English or Spanish when the student s individual educational plan (IEP) indicates that TEKS instruction is provided on grade level, and testing accommodations documented in the IEP are allowable on STAAR. STAAR-Accommodated 2. STAAR-A may be the appropriate assessment for LEP students enrolled in Grades 3-12 who receive special education services and have an IEP indicating TEKS instruction is provided on or near grade level. This test allows for bundled accommodations along with other accommodations as outlined by TEA. STAAR-Alternate 3. STAAR Alt is an assessment designed for students with significant cognitive disabilities. Students with significant cognitive disabilities may be assessed with alternate standards using an assessment that is linked to the grade-level curriculum through prerequisite skills. Standards for STAAR Alt are set by the state. Language Proficiency Assessment Committee (LPAC) Information: A. Composition of the LPAC LPAC Framework Manual states that the LPAC includes, but is not limited to, the following individuals for a campus implementing a bilingual education program: a campus administrator a professional bilingual educator a professional transitional language educator (a bilingual teacher or ESL teacher) a parent of a LEP student (not employed by the school district) (See sample of LPAC invitation letter in Appendix A) The LPAC includes, but is not limited to, the following individuals for a campus implementing ESL program: one or more professional personnel, including an ESL teacher a parent of a LEP student (not employed by the district) B. Role of the LPAC All members of the LPAC, including parents, shall be acting for the school district and shall observe all laws and rules governing confidentiality of information concerning individual students. The District Bilingual Coordinator, acting for the district, is responsible for providing for the orientation and training of all members, including the parents, of the LPAC. Members sign an Oath of Confidentiality after this training. 9

14 Upon their initial enrollment and at the end of each school year, the LPAC reviews all pertinent information on all LEP students and: (1) Designates the language proficiency level of each LEP student (2) Designates the level of academic achievement of each LEP student (3) Designates, subject to parent approval, the initial instructional placement of each LEP student in the required program (4) Facilitates the participation of LEP students in other special programs for which they are eligible provided by the district with either state or federal funds and (5) Classifies students as LEP and recommends their exit from the bilingual education or ESL program. (6) Documents minutes of the LPAC meeting using the LEP Roster, the LPAC Meeting Minutes form and the LPAC Report and forwards a copy to the District Bilingual/ESL Coordinator. Updates the PEIMS database. (See Appendix A for forms) For LEP students referred to an ARD committee an LPAC member must collaborate with the Annual Review and Diagnostic (ARD) committee when each LEP student is discussed. After appropriate testing is completed, the ARD committee meeting may recommend one of the following three options: (1) Student has learning and language difficulty and should be served in both programs, special education AND bilingual education/english as a second language program (2) Student has a language difficulty and NOT a learning difficulty and therefore should be served by bilingual education/english as a second language program and NOT in special education (3) Student has a learning difficulty and not a language difficulty and therefore should be served in special education and NOT in bilingual education/english as a second language program. (The ARD committee may not exit students from the Bilingual/ESL Program). (See the section Assessment for Students with Disabilities on page 8 for assessment information). C. Student Folders and Records 10

15 Summer School: All student folders for LEP students must be reviewed yearly by the LPAC committee. The student s permanent record shall contain documentation of all actions impacting the LEP student. This documentation shall include: (1) the identification of the student as LEP (2) the designation of the student s level of language proficiency (3) the recommendation of program placement (4) parental approval of entry or placement into the program (5) the dates of entry into, and placement within, the program (6) the dates of exemptions from the criterion-referenced test, criteria used for this determination, and additional instructional interventions provided to students to ensure adequate yearly progress (7) the date of exit from the program and parent notification and (8) the results of monitoring for academic success, including students formerly classified as LEP, as required under the Texas Education Code. Each district required to offer a bilingual or ESL program is required to offer the LEP summer school program for LEP students eligible for admission to Kindergarten or first grade at the beginning of the next school year. If less than 10 students district-wide desire to participate, the district is not required to operate the program. However, the district must demonstrate that they have aggressively attempted to encourage student participation. Medina Valley ISD promotes the program through registration, campus handbooks, letters to parents, flyers, and newspaper advertisements. Annual Evaluation Report: Medina Valley ISD conducts an annual evaluation of their Bilingual/ESL program. The evaluation report includes, but is not limited to the following: Academic progress in either language of the LEP students The extent of English proficiency The number of students who have exited the bilingual education and ESL program 11

16 The number of teachers and aides trained, including the frequency, scope and results of the training. The report is used to modify and improve the Bilingual/ESL Education Program for subsequent years; therefore, must be comprehensive and contain recommendations for improvements in program implementation. At Medina Valley ISD, the District Bilingual Coordinator oversees and has the final responsibility for the preparation of the Annual Evaluation Report. (See Appendix A for a sample of the Annual Evaluation Report Form). Each school year, the principal of each school campus, with the assistance of the campus level committee, develops, reviews, and revises the campus improvement plan for the purpose of improving student performance for LEP students. 12