Embed Size (px)
Citation preview
The right choice forENDLESS OPPORTUNITIES.
#TeamSISDLeading • Inspiring • InnovatingSocorro Independent School District
2018-19 Socorro ISD
BILINGUAL/ESLDEPARTMENT MANUAL
Socorro ISD Board of TrusteesCynthia A. Najera, President
Angelica Rodriguez, Vice PresidentAntonio ‘Tony’ Ayub, Secretary
Gary Gandara, TrusteeHector F. Gonzalez, Trustee
Paul Guerra, TrusteeMichael A. Najera, Trustee
Superintendent of SchoolsJosé Espinoza, Ed.D.
Socorro Independent School District does not discriminate on the basis of race, color, religion, gender, sex, national origin, age, disability, military status, genetic information, or any other basis prohibited by law in its employment practices or in providing education services, activities, and programs, including career and technical education (vocational programs). For additional information regarding Socorro Independent School District’s policy of nondiscrimination contact: (915) 937-0201, 12440 Rojas Dr., El Paso, TX 79928.
Socorro ISD District Service Center12440 Rojas Dr. • El Paso, TX 79928 • Phn 915.937.0000 • www.sisd.net
SOCORRO ISD
BILI
NG
UAL/ESL DEPARTMEN
T
2Version 2.0
Socorro Independent School DistrictBilingual/ ESL Department Manual
August, 2018
Acknowledgements The Bilingual/ESL Department would like to acknowledge the important contributions and support of the principals, assistant principals, teachers, and other staff members who have enabled the successful implementation and adherence to the requirements of federal, state and district guidelines and policies.
3Version 2.0
4Version 2.0
SOCORRO ISD BILINGUAL/ESL DEPARTMENT MANUAL
‘TOMORROW’S LEADERS LEARNING TODAY’
Superintendent of Schools Dr. Jose Espinoza
(915) 937-0013 Assistant Superintendent of Elementary Education
Alisa Zapata - Farmer(915) 937-0331
Assistant Superintendent for Secondary Education Carmen Crosse (915) 937-0300
Assistant Superintendent of Administrative Services Marivel Macias (915) 937-0319
Chief Academic Officer Lucia Borrego (915) 937-0305
Chief Financial Officer Antonio Reza (915) 937-0100
Chief Human Resource Officer Rodolfo Campoya
(915) 937-0201 Chief Operations Officer
Tom Eyeington (915) 937-0381
Chief Communications Officer Daniel Escobar (915) 937-0282
Chief Technology Officer Hector Reyna (915) 937-0088
5Version 2.0
Staff
Director of Bilingual/ESL EducationKarina Schulte(915) [email protected]
Coordinator of Bilingual ProgramYvonne G. Vallejo
(915) [email protected]
Instructional SpecialistsVirginia Acevedo
(915) [email protected]
Rosemary De La Rosa(915) 937-0158
Ana Marioni(915) 937-0367
Terry Saldaña(915) 937-1630
Diana Torres-Reyes(915) 937-1631
Administrative SpecialistMaribel Martinez(915) 937-0364
College Student WorkerManuel Moreno(915)937-0125
6Version 2.0
Supporting Staff
Jesus ArmasState and Federal Programs
Staff Accountant(915)937-0012
Diane LauturnerState and Federal Programs
Staff Accountant(915)937-1611
7Version 2.0
Table of Contents
District and Bilingual/ESL Department Mission & Vision …...............................9
2018-2019 SISD Calendar …..............................................................................10
Legal Rationale ………………………………………………………………………11
SISD Bilingual and ESL Programs …………........................................................14
Program Evaluation ….......................................................................................21
SISD Bilingual/ESL Expectations …………………..............................................24
Coding of Students ….......................................................................................27
Bilingual Classrooms with a 60/40 ratio (to include WIN classrooms).……..28
Departmentalization in Elementary levels ...……………………………………31
Overflow Procedures ……………......................................................................33
Language Proficiency Assessment Committee (LPAC)………………………35
Assessments, Identification and Placement of Students …..........................56
Initial Testing Guidelines …................................................................................58
Parent Denials ………………………………………………………………………..61
English Proficiency Exit Criteria Chart …..........................................................65
Reclassification (exiting) of ELs ….....................................................................66
2018-2019 LPAC Training Calendar-Year at a Glance …..............................68
LPAC Activity Form ……………………………...….............................................70
LPAC Folder Checklist ......................................................................................72
Eligibility for Students with Disabilities …..........................................................74
English Language Proficiency Standards (ELPS) …........................................79
SIOP Plan of Action ………………………………………………………………..106
Sheltered Instruction checklist .......................................................................108
Staffing and Staff Development …................................................................110
Exceptions and Waivers …………………………………………………………..112
Teacher Stipends ….........................................................................................118
Title III Part A …………………………………………………………………………120
8Version 2.0
Title III/Instructional/LPAC Aides ....................................................................127
Bilingual Funding Guidelines and Milestones ...............................................133
Request Form for Campus Technology Equipment …………………………135
Required Summer School Programs ……………………..…………..………...139
Secondary ESL Academy …….…...................................................................146
Parental Involvement …..................................................................................150
Frequently Asked Questions ……………………………………………………..153
References and Resources …........................................................................163
9Version 2.0
District Vision Tomorrow’s Leaders Learning Today
District MissionThe mission of the Socorro Independent School District is to optimize our student’s academic, artistic, athletic, and interpersonal skills.
VisionShaping strong, confident, and independent lifelong learners
MissionThe Bilingual/ESL Department will ensure that every English Learner has equal access to quality instruction that fosters second language acquisition to achieve high academic success.
Socorro Independent School District
Bilingual/ESL Department
10Version 2.0
11Version 2.0
Legal Rationale There is a substantial body of federal laws that establish the rights of the English Learner (EL) / Limited English Proficient (LEP) student and that define the legal responsibilities of school districts serving these students. These lawsinclude the following:
• 1868 Constitution of the United States, Fourteenth AmendmentNo State shall deny to any person within its jurisdiction the equal protection of the laws.
• Title VI of the Civil Rights Act of 1964 No person in the United States shall, on the grounds of race, color, or national origin be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance.
Two U.S. Supreme Court rulings, one interpreting the Fourteenth Amendment and one interpreting the Civil Rights Act of 1964, have exercised considerable influence over the educational rights of language minority students. These cases may be summarized as follows:
o 1974 Lau v. Nichols The U.S. Supreme Court ruled that a school district’s failure to provide appropriate linguistic accommodations denied equal educational opportunities on the basis of their ethnicity. The U. S. Supreme Court expanded the rights of students with limited English proficiency nationwide indicating they should be treated with equality because a person’s language is so closely intertwined with their national origin that language-based discrimination is effectively a proxy for national origin discrimination. Providing English language instruction to EL/LEP students denied them meaningful opportunity to participate in the district’s educational program in violation of Title VI of the Civil Rights Act of 1964; the court further noted that equality of opportunity is not provided by giving the EL/LEP student the same facilities, text books, teachers, and curriculum that non-EL/LEP students receive.
12Version 2.0
o 1982 Plyer v. Doe The U.S. Supreme Court ruled that the Fourteenth Amendment to the U.S. Constitution prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status. The court declared that school systems are not agents for enforcing immigration law and determined that the burden undocumented aliens mayplace on an educational system is not an accepted argument for excluding or denying educational service to any student. The Equal Protection Clause of the Fourteenth Amendment applies to aliens who, after their illegal entry into this country, are indeed physically “within the jurisdiction' of a state".
Federal Definition of an Immigrant Student The term “immigrant children and youth”, which is defined in section 3301(6) of Title III, refers to individuals who: (A) are age 3 through 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more states for more than 3 full academic years.
Texas is required to use the federal definition under Title III to determine immigrant student counts for funding and for coding in PEIMS. **Children born to military personnel (U.S. citizens) outside the “States” are not immigrant (PEIMS Handbook 2011).
Federal Definition of a Limited English Proficient StudentAn EL/LEP students who: (A) is age 3 through 21, (B) is enrolled or preparing to enroll in an elementary or secondary
school, (C)(i) was not born in the United States or whose native language is a language other than English,
13Version 2.0
(ii)(l) is Native American or Alaska Native, or a native resident of the outlying areas, (lll) comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency, or (iii) is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant.
(D)Whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual: (i) the ability to meet the State’s proficient level of achievement on
State assessments described in section 1111(b)(3), (ii) the ability to successfully achieve in classrooms where the
language of instruction is English, or (iii) the opportunity to participate fully in society.
Legal Foundation for Bilingual and ESL Programs: Commissioner’s Rules The law requires that each school district or charter school that has an enrollment of 20 or more EL/LEP students of the same language classification in the same grade level district-wide shall offer a bilingual education program for students in grades Pre-K through 5. All EL/LEP students for whom the 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. The Commissioner’s Rules concerning State Plan for Educating EL/LEP students state that all school districts that are required to provide a bilingual education/ESL program establish and operate an LPAC Committee. (19 TAC 89, Subchapter BB).
§89.1235. Facilities. Bilingual education and English as a second language (ESL) programs shall be located in the public schools of the school district with equitable access to all educational resources rather than in separate facilities. In order to provide the required bilingual education or ESL programs, school districts may concentrate the programs at a limited number of facilities within the school district. Recent immigrant English learners shall not remain enrolled in newcomer centers for longer than two years.
14Version 2.0
Program Content and Design §89.1210.
(a) Each school district required to offer a bilingual education or English as a second language program shall provide each English Learner the opportunity to be enrolled in the required program at his or her grade level. Each student's level of proficiency shall be designated by the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall modify the instruction, pacing, and materials to ensure that English Learners have a full opportunity to master the essential knowledge and skills of the required curriculum. Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their home language or in English for each content area.
(b) The bilingual education program shall be a full-time program of instruction in which both the students' home language and English shall be used for instruction. The amount of instruction in each language within the bilingual education program shall be commensurate with the students' level of proficiency in each language and their level of academic achievement. The students' level of language proficiency and academic achievement shall be designated by the language proficiency assessment committee. The Texas Education Agency (TEA) shall develop program guidelines to ensure that the programs are developmentally appropriate, that theinstruction in each language is appropriate, and that the students are challenged to perform at a level commensurate with their linguistic proficiency and academic potential.
(c) The bilingual education program shall be an integral part of the regular educational program required under Chapter 74 of this title (relating to Curriculum Requirements). In bilingual education programs using Spanish and English as languages of instruction, school districts shall use state-adopted English and Spanish instructional materials and supplementary materials as curriculum tools to enhance the learning process; in addition, school districts may use other curriculum adaptations that have been developed.
15Version 2.0
The bilingual education program shall address the affective, linguistic, and cognitive needs of English Learners as follows:
(1) Affective. English Learners shall be provided instruction in their home language to introduce basic concepts of the school environment, and instruction both in their home language 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 the students' home language and the United States.
(2) Linguistic. English Learners shall be provided instruction in the skills of listening, speaking, reading, and writing both in their home language 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 Learners 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.
(d) The bilingual education program shall be implemented with consideration for each English Learner's unique readiness level through one of the following program models.
16Version 2.0
(g) The Texas Education Agency (TEA) shall develop, in collaboration with education service centers (ESCs), bilingual education training guides for implementing bilingual education and English as a second language training programs. The materials shall provide a framework for:
(1) developmentally appropriate bilingual education programs for early childhood through the elementary grades;
(2) affectively appropriate instruction in bilingual education and English as a second language programs in accordance with §89.1210(c)(1) and (f)(1) of this title (relating to ProgramContent and Design);
(3) linguistically appropriate bilingual education and English as a second language programs in accordance with §89.1210(c)(2) and (f)(2) of this title;
(4) cognitively appropriate programs for English Learners in accordance with §89.1210(c)(3) and (f)(3) of this title; and
(5) developmentally appropriate programs for English Learners identified as gifted and talented and English Learners with disabilities.
Source: The provisions of this §89.1245 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective March 5, 1999, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822.
17Version 2.0
SISD Bilingual and ESL Programs
Transitional bilingual/early exit program model
Socorro ISD follows the Bilingual Transitional Early Exit program model.Transitional bilingual/early exit is a bilingual program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(1), for the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students' primary language along with instruction in English that targets second language development through academic content. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title (relating to Testing and Classification of Students) may continue receiving services, but the school district will not receive the bilingual education allotment for that student.
18Version 2.0
Socorro ISD follows an English as a Second Language Pull- Out/Program Model (e) English as a second language programs shall be an intensive program of instruction. Model is designed to develop proficiency in listening, speaking, reading, and writing in the English language. Instruction in English as a second language shall be commensurate with the student's level of English proficiency and his or her level of academic achievement. In prekindergarten through Grade 8, instruction in English as a second language may vary from the amount of time accorded to instruction in English language arts in the general education program for English proficient students to a full-time instructional setting using second language methods. In high school, the English as a second language program shall be consistent with graduation requirements under Chapter 74 of this title. The language proficiency assessment committee may recommend appropriate services that may include content courses provided through sheltered instructional approaches by trained teachers, enrollment in English as a second language courses, additional state elective English courses, and special assistance provided through locally determined programs.
(f) The English as a second language program shall be an integral part of the regular educational program required under Chapter 74 of this title. School districts shall use state-adopted English as a second language instructional materials and supplementary materials as curriculum tools. In addition, school districts may use other curriculum adaptations that have been developed. The school district shall provide for ongoing coordination between the English as a second language program and the regular educational program. The English as a second language program shall address the affective, linguistic, and cognitive needs of English Learners as follows.
19Version 2.0
(1) Affective. English Learners 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 the history and cultural heritage associated with both thestudents' home language and the United States.
(2) Linguistic. English Learners shall be provided intensive instruction to develop proficiency in listening, speaking, reading, and writing in 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.
(3) Cognitive. English Learners 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.
(g) The English as a second language program shall be implemented with consideration for each English Learner's unique readiness level through one of the following program models.
20Version 2.0
(2) An English as a Second Language/Pull-Out Program Model is an English program that serves only students identified as English Learners by providing a part-time teacher certified under the TEC, §29.061
(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 English as a second language teacher in a pull-out or inclusionary delivery model. Exiting of a student to an all-English program of instruction without English as a second language support will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. At the high school level, the English Learner receives sheltered instruction in all content areas. A student who has met exit criteria in accordance with §89.1225
(h), (j), and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student.
(h) Except in the courses specified in subsection
(i) of this section, English as a second language strategies, which may involve the use of the students’ home language, maybe provided in any of the courses or elective required for promotion or graduation
21Version 2.0
§89.1265. Program Evaluation. (a) All school districts required to conduct a bilingual education or English as a second language (ESL) program shall conduct an annual evaluation in accordance with Texas Education Code (TEC), §29.053, collecting a full range of data to determine program effectiveness to ensure student academic success. The annual evaluation report shall be presented to the board of trustees before November 1 of each year and the report shall be retained at the school district level in accordance with TEC, §29.062.
(b) Annual school district reports of educational performance shall reflect:
(1) the academic progress in the language(s) of instruction for English learners;
(2) the extent to which English learners are becoming proficient in English; To be effective July 15, 2018
(3) the number of students who have been exited from the bilingual education and ESL programs; and
(4) the number of teachers and aides trained and the frequency, scope, and results of the professional development in approaches and strategies that support second language acquisition.
(c) In addition, for those school districts that filed in the previous year and/or will be filing a bilingual education exception and/or ESL waiver in the current year, the annual district report of educational performance shall also reflect:
(1) the number of teachers for whom an exception or waiver was/is being filed;
(2) the number of teachers for whom an exception or waiver was filed in the previous year who successfully obtained certification; and
(3) the frequency and scope of a comprehensive professional development plan, implemented as required under §89.1207 of this title (relating to Bilingual Education Exceptions and English as a Second Language Waivers), and results of such plan if an exception and/or waiver was filed in the previous school year.
(d) School districts shall report to parents the progress of their child in acquiring English as a result of participation in the program offered to English learners.
(e) Each school year, the principal of each school campus, with the assistance of the campus level committee, shall develop, review, and revise the campus improvement plan described in the TEC, §11.253, for the purpose of improving student performance for English learners.
Source: The provisions of this §89.1265 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective July 15, 2018, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822.
22Version 2.0
District/Campus Collaboration
The Bilingual Audit task force was created for the 2016-2017 school year, consisting of cabinet members, and central office representatives from various departments. The role of this task force is to review internal bilingual audit findings and discuss corrective actions and solutions to comply and improve the SISD bilingual program from a district-wide perspective.
During the 2017-2018 school year, the bilingual audit task force invited administrators to join the meetings in order to get a better campus perspective of the SISD Bilingual/ESL program in regards to following compliance and implementing and adhering to the Bilingual/ESL program design.
For the 2018-2019 school year, the bilingual audit task force will invite bilingual/esl teachers to join the meetings in order to get a better campus perspective of the SISD Bilingual/ESL program in regards to following compliance and implementing and adhering to the Bilingual/ESL program design.
II. EL Progress to Parents
At the end of each school year, the parents of ELs receive a letter of progress in English and Spanish about their child's academic and language proficiency achievement. Campus LPAC Administrators shall maintain an LPAC binder with documentation that verifies that all letters were sent home.
Campus Administrators provide a progress report every 3 weeks and a report card every 9 weeks for elementary, middle and high school parents to review.
Academic progress is monitored every grading period through LEP failure reports and new interventions are assigned as recommended by the LPAC Committee and the teacher(s) of ELs.
23Version 2.0
EOY Evaluation- The following questions shall be answered by the campus administrator at the end of the 2018-19 school year.
1. How many of your campus teachers have been trained inEnglish Language Proficiency Standards (ELPS)? Specify who conducted the training and list dates.
2. How many of your campus teachers have been trained on Sheltered Instruction? specify who conducted the training and list dates.
3. How have Sheltered Instruction strategies been incorporated in the curriculum and classroom practices? What are the data driven outcomes?
4. What Professional Learning Opportunities are there for teachers and what types of support are available for them to serve ELs?
5. What are your campus bilingual annual expenditures?
24Version 2.0
District and Bilingual/ESL Department Expectations
Transitional Bilingual/early exit and English as a second language/pull-out program models are an integral part of the schools’ program. Therefore, the district and the Bilingual/ESL Department are committed to:
• Supporting consistency of the program models at all campuses.
• Reviewing data for EL population.• Supporting teachers and campuses by providing
professional development opportunities.• Ensuring access to resources and educational materials in
both languages.• Collaborating with professional organizations and local
universities to ensure high quality instructional staff.• Promoting a responsive infrastructure to foster positive, active
and ongoing relations with administrators, teachers, parents and staff.
• Promoting increased parental involvement.• Monitoring and auditing time and effort logs for Title III/LPAC
Instructional Aides.• Using LPAC procedures to:
o Ensure the appropriate placement of ELs with certified Bilingual /ESL teachers based on the program participation approved by parents.
o Monitor student folders to verify compliance.o Use timelines to monitor the implementation of the
program at each campus.o Monitor student progress.o Use TELPAS and other data sources to ensure ELs make
academic progress and linguistic growth, both of which are required for compliance and by state law.
25Version 2.0
Principal/LPAC Administrator Expectations • Communicate, implement, monitor, and ensure consistency to
the SISD Bilingual/ESL Program Model with all stakeholders.• Review data for EL population.• Recruit and retain highly qualified certified Bilingual
Education/ ESL teachers to support the implementation of the SISD Bilingual/ESL Program Model.
• Provide leadership for Bilingual/ESL program by being knowledgeable of the SISD Program Model and adhere to non-negotiables and state laws.
• Ensure all teachers and staff are knowledgeable on theSISD's Bilingual/ESL Program Model expectations.
• Supervise and monitor time and effort logs for Title III Instructional/LPAC Aide at their campus.
• Abide by all LPAC procedures to:
o Ensure the appropriate placement of ELs with certified bilingual /ESL teachers based on the program permission by parents.
o Monitor student folders to verify compliance.o Use timelines to monitor the implementation of the
program at each campus.
o Monitor students’ progress.
o Use TELPAS and other data sources to ensure ELsmake academic progress and linguistic growth, both of which are required for compliance and by state law.
26Version 2.0
Bilingual/ESL Teacher Expectations• Administer assessments that measure a student’s language
development and acquisition of L1 and L2.• Implement the state required curriculum.• Ensure the implementation of English Language Proficiency
Standards based on the linguistic needs of their EL students.• Ensure the ELPS are aligned to the TEKS and student tasks.• Implement quality instructional strategies to ensure ELs
achieve growth in language proficiency levels per school year.
• Use Sheltered Instructional strategies to facilitate comprehension and promote second language development.
• Monitor student folders to verify compliance.• Provide and document linguistic accommodations for EL
students and other participating students.• Engage in continuous and on-going professional
development.• Incorporate technology in the daily instruction.• Provide tiered data-driven interventions aligned and
supported by ongoing progress monitoring to meetstudents’ language and academic needs (RTI).
• Review data for EL population.• Ensure there is cultural and linguistic equity in the
classroom.
27Version 2.0
Coding of StudentsTyler SIS is a district student information system designed to ensure compliance with the LPAC process, reduce paperwork, provide checks, balances, and guidance for the completion of required documentation. Registrars must enter required Bilingual/ESL data in Tyler SIS to report to TEA for state reporting.
Strategic Framework for Coding and Placement of Students
• Review consistency with campus administrators 60/40 ratio for bilingual classrooms.
• Meet with all campus Principals to review/verify class rosters during staffing.
• Review each campus report for the number of Bilingual/ESL teachers by grade level and/or department to verify certification and 60/40 ratio.
• Pulse alerts will be sent to campuses on students that are coded other than 98/98 and need to follow compliance protocols for proper identification/coding.
• Pulse alerts will be sent to campuses with any discrepancies in regards to student coding and follow-up to verify coding is done.
• Establish an effective system for proper coding and placement of Bilingual/ESL students-schedule trainings with LPAC administrators and aides.
28Version 2.0
Bilingual Classrooms with a 60/40 ratio (to include WIN classrooms)
§89.1233. Participation of English Proficient Students. (a) School districts shall fulfill their obligation to provide required bilingual program services to English learners in accordance with Texas Education Code (TEC), §29.053. (b) School districts may enroll students who are not English learners in the bilingual education program or the English as a second language program in accordance with TEC, §29.058. (c) The number of participating students who are not English learners shall not exceed 40% of the number of students enrolled in the program district-wide inaccordance with TEC, §29.058.
• Campus registrars cannot make placement decisions, only campus administrators can make placement decisions.
• Any exceptions will need to be approved by Bilingual/ESL Director.• Bilingual classrooms shall be filled with LEP served students first.• Non-LEP students will be considered when there is no space in a
monolingual classroom or if there is a parent request, always maintaining the 60/40 ratio.
• All classrooms with a 60/40 ratio shall ensure that all students (including Non-LEP) are part of the LPAC process and parental permission is obtained yearly.
• 1st,2nd, 3rd and 4th year exit students and denials will not be placed into bilingual or 60/40 ratio classrooms.
o When placing bilingual students in a WIN classroom, they must be served by a bilingual certified teacher.
• If parental denial is requested, Principal/AP will meet with parents to discuss the benefits of Bilingual Education and document meeting.
• Parents shall not be encouraged to sign a denial form.• Denials shall not be placed back into bilingual or 60/40 classrooms.• When campuses decide to departmentalize (elementary), they must
ensure that all teachers that serve bilingual students are bilingually certified. In addition, these classes must maintain a 60/40 ratio.
• When 60/40 ratio cannot be maintained, campus Administrators(s) will work with the Bilingual Director and Administrative Services on finding an adequate solution.
• Campus Administrators will ensure that the 60/40 ratio is monitored and maintained throughout the school year.
• Classes with a 60/40 ratio must ensure that when purchasing materials, 60% of the funds must come from bilingual budget and 40% of the funds are drawn from the general account or Title I.
• Classes with a 60/40 ratio must include a class roster when requesting a purchase requisition approval by the Bilingual/ESL Director.
• Bilingual classes must ensure that materials ordered with bilingual funds are strictly used by bilingual students.
29Version 2.0
• Bilingual stipends will be given only to those teachers serving bilingual classrooms and/or those that meet the 60/40 ratio.
• All Bilingual stipends will be approved by Campus Administrator and Bilingual Director before HR can process.
30Version 2.0
31Version 2.0
32Version 2.0
33Version 2.0
34Version 2.0
35Version 2.0
Language Proficiency
AssessmentCommittee
(LPAC)
**All LPAC Forms for beginning, middle and end of year will be posted and updated for 2018-19 school year on the SISD Staffnet under bilingual
department.**https://www.sisd.net
36Version 2.0
37Version 2.0
38Version 2.0
39Version 2.0
40Version 2.0
41Version 2.0
42Version 2.0
43Version 2.0
44Version 2.0
45Version 2.0
46Version 2.0
47Version 2.0
48Version 2.0
49Version 2.0
50Version 2.0
51Version 2.0
52Version 2.0
53Version 2.0
54Version 2.0
55Version 2.0
6.7 Bilingual and ESL Education Services Your District Is Required to ProvideEach district that is required to offer bilingual and ESL education programs must offer the following for students of limited English proficiency:
1. bilingual or ESL education in PK through the elementary grades;
2. bilingual education or instruction in English as a second language in middle school; and
3. instruction according to LPAC recommendation:
a. Under the graduation requirements adopted by the State Board of Education in March 2010, ELL students who successfully complete English for Speakers of Other Languages (ESOL) I and ESOL II may satisfy the English I and English II graduation requirement(s). Students who are identified as ELL and are at the beginning or intermediate level of English language proficiency, as defined by 19 TAC §74.4(d), relating to English Language Proficiency Standards, may be enrolled in ESOL I or ESOL II.
b. For all other ELL students in grades 9 through 12, LPAC documentation must reflect appropriate services to meet the student’s needs. For example, LPAC documentation may indicate that a student will enroll in state elective English courses to strengthen his or her English skills, enroll in ESL courses for local credit, participate in tutorials, or be assigned to teachers with training in sheltered instruction.
All ELL students in grades 9 through 12 who are served according to LPAC recommendations are to be coded as ESL for funding purposes.
Important: Students not served in a state-required program must be served in a program approved by the TEA under an exception or a waiver.
56Version 2.0
Assessments Identification and Placement of Students
In accordance with Chapter 89, students will be tested for initial placement when Home Language Survey (HLS) states any other language other than English. If parent writes "inglés" in the HLS, SISD students will be tested to ensure proper educational setting. Students will be tested within four weeks of initial enrollment from the date of enrollment.
Before testing
LPAC administrator will provide the testing administrator a list of student/s that will be needing testing with the following information:
• Student name/last name• Student ID#• Student birthdate• Student grade level• LPAC administrator shall provide the testing administrator
a designated space that is conducive for testing.• LPAC administrator shall provide the testing administrator
with all materials needed for testing.• Testing administrator must ensure that he/she has already
added/created the testing session to facilitate the process prior to bringing in the student to test to eliminate idletime.
• Testing administrator must ensure that they havedesignated an uninterrupted amount of time for testing that will not be interrupted by lunch/P.E./other activities.
• Testing administrators must be proficient in the language of the assessment being administered and trained in language proficiency testing (§89.1225)(c)
57Version 2.0
During testing• Ensure room is conducive for testing.• Post “Testing Do Not Disturb” sign.• Use Test Administrator’s Manual for the test being
administered.• Student(s) must be actively monitored during testing
session.• If there are any issues with LAS testing that need immediate
attention, testing administrator will contact the Bilingual/ESLDepartment to troubleshoot and continue with testing.
• If issues occur with Terra Nova, testing administrator will contact the phone number provided on the website.
After testing
• Testing administrator will provide a copy of the results to the LPAC administrator, highlighting the results for easier view.
• Testing administrators will not report any results to parents/students. Only the LPAC Committee will determine qualification of student and will place student in proper setting.
58Version 2.0
Initial Placement Testing Guidelines2018-2019
Pre-K Kinder 1st 2nd-5th 6th-12th
Administer Pre LAS-Form C English and Spanish (Oral Language Proficiency Test {OLPT})
Administer LAS Links English Form A (Speaking & Listening). If Oral Language is 1,2, or 3 continue with Reading and Writing. Administer the LAS Links Español Form A.
Administer LAS Links English Form A (All sections).
Administer LAS Links English Form A (All sections).
Pre-Literacy Component for students 5-6 years old
If Oral Language is 4 or 5 stop and administer the LAS Links Español Form A
Administer the LAS Links Español Form A (All sections)
Administer Terra Nova (Norm Referenced test) Reading and Language Arts Portion. Only Below 40th Percentile on Reading and/or Language Arts for Identification (Limited English Proficient)
* Both LAS assessments (English and Spanish) must be administered if student has English/Spanish on HLS
Pre-LAS Proficiency Descriptors
• 1= Non-English Speaker• 2-3= Limited English
Speaker• 4-5= Proficient
LAS Proficiency Descriptors• 1= Beginning• 2= Early Intermediate• 3= Intermediate• 4= Proficient • 5= Above Proficient
LPAC Administrator will ensure the student was tested in all tests indicated on the following flow chart:
59Version 2.0
60Version 2.0
Parent Notification/Program Placement
The parents shall be notified that their child has been classified as an English Learner and recommended for placement in the required bilingual education or English as a second language program. They shall be provided information describing the bilingual education or English as a second language program recommended, its benefits to the student, and its being an integral part of the school program to ensure that the parents understand the purposes and content of the program. The entry or placement of a student in the bilingual education or English as a second language program must be approved in writing by the student's parent. The parent's approval shall be considered valid for the student's continued participation in the required bilingual education or English as a second language program until the student meets the exit criteria described in §89.1225(h) of this title (relating to Testing and Classification of Students), graduates from high school, or the parent requests a change in program placement.
Parental Approval/Rights
• After the LPAC recommends placement of the LEP student, written parental approval must be obtained.
• The parent approval form shall be in both English and the native language of the parent. 19 TAC §89.1240.
• The parent approval letter includes information regarding the English proficiency level of the student and a description of the program as well as the benefits of the program.
• Districts may enroll students who are non-LEP in the bilingual education program in accordance with TEC §29.058.
61Version 2.0
Parent Denials
• If a parent denies the placement decision, the student is then identified in PEIMS as LEP with a parent denial until the student meets exit criteria.
• The progress of any EL student with a parent denial on file will be closely monitored.
• Rate student’s listening, speaking and writing proficiency with TELPAS (beginning at Grade K through Grade 12).
• Administer the TELPAS Reading test beginning at Grade 2, until the child is no longer identified as LEP through Grade 12. (Title III, Part A, Subpart 2. Sec.3121(a)(4); TAC §89.1220(l); TEC §29.0561
• The LPAC must review student’s TELPAS and STAAR scores at the end of each year.
• Once a student meets exit criteria (19 TAC §89.1225), he/she is reclassified as non-LEP in PEIMS.
• Students with parent denials are also monitored for two additional years. (Title III, Part A, Subpart 2. Sec.3121(a)(4); TAC §89.1220(l); TEC §29.0561
62Version 2.0
LPAC Decisions about State Assessments
In the spring (middle of year) of the current school year, the LPAC meets to determine the appropriate assessment option for each EL student before the administration of the state criterion-referenced test of the current school year.
In determining the appropriate assessment option, the LPAC shall consider:
• Academic programs participation and language of instruction
• Language proficiency
• Linguistic Accommodations
• Previous testing history
• Level achieved on state English Language Proficiency Assessment
• Consecutive years of residence outside the 50 U.S. states
• Schooling outside the U.S.
63Version 2.0
Annual Review
At the end of the school year, the LPAC reviews every child identified in PEIMS as:
• LEP, being served in a bilingual or ESL program
• Identified in PEIMS as a LEP parental denial
• Has met criteria for Bilingual/ESL program exit
• No longer classified as LEP in PEIMS
• Being in his/her first (F) or second (S) year of monitoring
Annual Review
The LPAC shall also review:
• Benchmarks
• Classroom Tests
• State Criterion Test Data
• Norm-referenced English and Spanish (when applicable)Standardized Achievement Test Data
• Oral Language Proficiency Test Data
• TELPAS
• Grades
• Any input from teachers that will give a well-rounded picture of the student’s growth and progress
64Version 2.0
Reclassification (Exiting) of ELs
• A student may only be considered for reclassification, as non-LEP, at the end of the school year based on the following criteria:
• Proficiency in oral English language
• Proficiency in English reading and writing
• Consideration of subjective teacher evaluation .19 TAC §89.1225
• Students in Pre-Kindergarten and Kindergarten may not be exited from a bilingual education or English as a second language program.
• An annual review is still conducted by the LPAC for these students in order to assess and document progress. 19 TAC §89.1225 (i)
See exit criteria chart for grade-specific requirements (next Page)
65Version 2.0
66Version 2.0
Reclassification (Exiting) of ELs
• Once the LPAC reclassifies a student as Non-LEP, parents must be notified that the student has met state criteria for exit and will be monitored for two years. (four years by PEIMS)
• Parent approval of the student’s exit letter must be present in the student’s permanent record folder, and before coding is changed.
*Suggested and/or updated forms will be provided during LPAC trainings/meetings*
Reclassifying LEP Students with Disabilities
• The ARD committee, in conjunction with the LPAC, shall determine an appropriate assessment instrument and performance standard requirement for exit.
• The decision to exit a student is determined by the keymembers of the ARD in conjunction with the key members of LPAC. 19TAC§89.1225 (k)§89.1230
Evaluation of Reclassified Students
The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29.056(g) if the student earns a failing grade in a subject in the foundation curriculum under Section 29.002(a) 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 education or special language program. TEC§29.0561(a)
67Version 2.0
Reclassified Students
During the first two school years after a student is transferred out of a bilingual education or special language program under Section 29.0561, the LPAC shall review student’s performance and consider (b):
1. The total amount of time the student was enrolled in a bilingual education or special language program;
2. The student’s grades each grading period in each subject in the foundation curriculum under Section 29.002 (a) (1);
3. The student’s performance on each assessment instrument administered under Section 39.023 (a) or (c);
4. The number of credits the student has earned toward high school graduation, if applicable; and
5. Any disciplinary actions taken against the student under Subchapter A, Chapter 37. TEC §29.0561
6. After an evaluation under this section, the LPAC may require intensive instruction for the student or reenroll the student in a bilingual education or special language program. TEC §29.0561
68Version 2.0
LPAC CALENDAR 2018-2019
TASK OR EVENT DUE DATE
Beginning of Year LPAC Training 8/15/18 or 8/16/18 Full Day Training ---PRINCIPALS AND LPAC ADMINISTRATORS MANDATORY ATTENDANCE
PARENT LPAC TRAINING provided by Bilingual Department 8/10/18 or 8/13/18 AM or PM (2 sessions each day 8:30-10:30 a.m. or 1:00-3:00 p.m.)
CAMPUS LPAC TEACHER TRAINING Starting on 8/16/2018 at your campus
BOY LPAC CAMPUS MTG Starting 8/16/2018 if parent & campus are trained
BOY MINUTES DUE (INITIAL PLACEMENTS, REVIEW LEP ROSTERS, INCOMING STUDENTS) 8/31/2018 OPEN LAB FOR YEARS IN US SCHOOLS VERIFICATION, PROPER CODING, & PLACEMENT WITH CAMPUS CLERK
TBA
MONTHLY MEETING 9/19/2018 AM or PM (8:30 – 11:30 a.m. or 1:00 – 4:00 p.m.)
SEPTEMBER MINUTES DUE 9/28/2018
OCTOBER MINUTES DUE 10/19/2018
MONTHLY MEETING 10/23/2018 AM or PM (8:30 – 11:30 a.m. or 1:00 – 4:00 p.m.)
1ST 9 WEEKS MONITORING 10/26/2018
SNAPSHOT DATE 10/26/2018
MONTHLY MEETING 11/28/18 AM or PM (8:30 – 11:30 a.m. or 1:00 – 4:00 p.m.)
NOVEMBER MINUTES DUE 11/30/2018
MONTHLY MEETING 12/12/2018 AM or PM (8:30 – 11:30 a.m. or 1:00 – 4:00 p.m.)
DECEMBER MINUTES DUE 12/20/2018
2ND 9 WEEKS MONITORING 1/18/2019
MOY DECISION MAKING TRAINING 1/28/19 – Elem. /K-8 campuses (AM or PM) 1/29/19 - Middle and High Schools (AM or PM)
JANUARY MINUTES DUE 1/31/2019
MONTHLY MEETING 2/20/2019 AM or PM (8:30 – 11:30 a.m. or 1:00 – 4:00 p.m.)
FEBRUARY MINUTES DUE 2/28/2019
69Version 2.0
MONTHLY MEETING 3/13/2019 AM or PM (8:30 – 11:30 / 1:00 – 4:00)
MARCH MINUTES & DECISION-MAKING MINUTES DUE 3/29/2019
3RD 9 WEEKS MONITORING 4/5/2019
EOY MEETING
4/29/19 - Elem./K-8 Campuses (AM or PM) 4/30/19 - Middle and High Schools (AM or PM) PRINCIPALS AND LPAC ADMINISTRATORS MANDATORY ATTENDANCE
APRIL MINUTES DUE 4/30/2019
MAY MINUTES DUE 5/31/2019 END OF YEAR CLOSING AND CODING (LAB) WITH CAMPUS CLERK JUNE 2019 - TBD
EOY MINUTES DUE TBD
70Version 2.0
Month LPAC Activity Date Completed
AUGUST SEPTEMBER
Attend LPAC BOY training Establish LPAC Committee (LPAC admin provides training) Submit committee membership form to the Bilingual/ESL
Department through Title I crate LPAC Parent Training (District or Campus LPAC admin) Conduct LPAC training for all Bilingual/ESL teachers at the campus Ensure assessments for new entries is being conducted File documentation in Campus LPAC Binder Check data on Tyler, verify coding and placement match, students
are in proper classroom setting Attend open lab for verification and proper coding and placement
are double checked Finalize outstanding EOY reviews to determine progress and
placement for the current year. Conduct BOY LPAC initial meeting, at this time all identified LEP
students new to the district can be reviewed and placed in the appropriate program (4 weeks upon initial enrollment)
Follow up on pending exit letters Provide LEP rosters to all teachers (served, denials, and monitored
students)
SEPTEMBER Send out and retrieve appropriate parental program approval letters, within 10 days of program placement.
Start discussion on setting up special exit criteria for SPED/LEP students for the Fall.
ONGOING Conduct LPAC meetings to identify, code, and place new students entering within the four-week deadline of enrollment and upload documentation onto Title I crate
Review pulse alerts Recommend linguistic accommodations for all LEP students Progress monitor all LEP students (served, denials, exits within 2
years of monitoring)
Every 9 weeks Run LEP Failure Reports Monitor progress of identified LEP students Monitor 1st and 2nd year exits Develop intervention plans for struggling students Review recommendations for students experiencing difficulties in
their current instructional placement
October Review data for snapshot 1st Nine-weeks monitoring of all LEP students that failed any class
and all first and second year monitored students
December Finalize SPED/LEP special exit criteria 2nd Nine-weeks monitoring of all LEP students that failed any class
and all first and second year monitored students.
71Version 2.0
January February
Attend MOY LPAC Training Conduct MOY training to faculty Conduct MOY LPAC Make recommendations for Spanish version of STAAR for grades
3-5 Review designated supports for students taking the STAAR or EOC Establish EOC English I Provision for students that are eligible
March 3rd Nine-weeks monitoring of all LEP students that failed any class and all first and second year monitored students.
Continue MOY LPAC as needed
April Finalize MOY LPACs that may be pending or teacher recommending changes
Attend EOY training Conduct EOY training to faculty
May Administer TerraNova to 1st, 2nd, 11th, and 12th grade students that may be eligible to exit
Conduct EOY LPAC to review all students and recommend instructional placement for the following year and, if eligible, exit from the Bilingual/ESL program
Conduct first and second year monitored student reviews to monitor progress and make recommendations for the following year
Send Program reclassification Notification Letters to parents and retrieve signed copy
Provide reclassification list to the PEIMS clerk Upload all documents to the Title I crate Complete Program evaluation and upload to Title I crate
(Principal) Feeder campuses send copy of minutes to receiving campus for
incoming 6th and 9th grade students. Send Program Parental Report to all parents of LEP students
June Finalize pending LPAC meetings for students pending STAAR results
Attend EOY closing and coding LAB with PEIMS clerk Upload all pending documents to Title I crate
72Version 2.0
73Version 2.0
74Version 2.0
Eligibility for Students with Disabilities
Students with disabilities whose scores indicate limited English proficiency on the assessment determined by the key members of the ARD committee in conjunction with the key members of theLPAC are identified as EL. 19 TAC §89.1225 (f)(4), §89.1230
Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) Services
Under 19 TAC §89.1225(k)1
2016-2017 School Year Grades 1–12
Under Texas Administrative Code (TAC) §89.1225(h), districts are required to use the exit criteria represented in the chart titled 2016-2017 English Proficiency Exit Criteria Chart found at http://tea.texas.gov/bilingual/esl/education/to exit English language learners (ELLs) from bilingual or ESL programs. The exit criteria under TAC §89.1225(h) apply to the vast majority of ELLs who receive special education services. In rare cases, an ELL receiving special education services may qualify to be exited using criteria permitted under TAC §89.1225(k), which give special consideration to an ELL for whom assessments and/or standards under TAC §89.1225(h) are not appropriate because of the nature of a student’s particular disabling condition. Students considered for special exit criteria under TAC §89.1225(k) should only be only those designated to take STAAR Alternate 2, as determined by the ARD committee in conjunction with the LPAC.
This document outlines the process to follow when considering whether a student qualifies to exit using the criteria authorized by TAC §89.1225(k).
75Version 2.0
Step 1: Schedule Meeting to Evaluate Whether Student Potentially Qualifies for Exit At or near the beginning of the school year, a meeting is to be scheduled between key admission, review, and dismissal (ARD) committee and language proficiency assessment committee (LPAC) members to discuss whether the student qualifies to exit using criteria under §TAC 89.1225(k). o Through this process, a determination is made about the assessments
and/or English language proficiency assessment standards to be used in the exiting process.
o This process applies ONLY when one or more assessments and/or English language proficiency assessment standards under TAC §89.1225(h) are not appropriate for the student in a particular language domain for reasons directly associated with the student’s disability. In following this process, refer also to the document titled Guidance Related to ARD Committee and LPAC Collaboration found at http://tea.texas.gov/index2.aspx?id=2147496923.
o This process is to be used to address the needs of an individual student, not groups of students. Very few students qualify to exit using the TAC §89.1225(k) criteria.
o This process must be conducted by key admission, review, and dismissal (ARD) committee members (including a diagnostician when applicable) and key language proficiency assessment committee (LPAC) members who are familiar with the student’s current progress and needs, including one or more teachers with in-depth knowledge of the student’s second language acquisition and academic achievement.
Step 2: Discuss Evidence of Need for Use of §89.1225(k) Exit Criteria At the meeting, the participants discuss the second language acquisition of the student within the context of the individual student’s disability to consider whether the TAC §89.1225(k) exit criteria are warranted. o Consideration must be IEP-based and must include documented
evidence that, because of the nature of the student’s disability, the student is not expected to be able to attain English language proficiency in one or more domains and no longer appears to benefit from second language acquisition support in English to address second language acquisition cognitive, linguistic, and affective needs (or is expected to reach that point during the school year).
o Evidence must include both historical formal and informal assessment data and direct teacher input. Ongoing informal assessment data may come from checklists, inventories, and other formative
76Version 2.0
evaluations designed to identify the levels of academic functioning and English language proficiency of the student. The input of a diagnostician may be requested, as necessary, to help determine whether the TAC §89.1225(k) exit criteria are warranted. Direct teacher input should provide further insight into the student’s classroom performance and needs, and should include, if applicable, documentation of response to intervention, anecdotal notes, and other evidence drawn from sources such as classroom-based observations and classroom activities.
Step 3: Specify Assessments and English Language Proficiency Test Standards
If, after reviewing the evidence, the meeting participants conclude that the student no longer benefits from second language acquisition support in English (or is expected to reach that point during the school year), the participants review the assessmentinformation in the IEP and make exit criteria recommendations based on the information below.
Caution should be exercised when considering exit of students in Grades 1-2. It may be premature in these grades to consider program exit due to developmental factors related to emergent language and literacy. Additionally, in early grades it is often difficult to know the effect of the student’s disability on long-termprospects for second language acquisition.
ACADEMIC CONTENT ASSESSMENTS OF READING AND WRITING IN GRADES 1-2
o Norm-referenced standardized achievement tests are not required for students in grades 1-2 eligible under TAC §89.1225(k).
ACADEMIC CONTENT ASSESSMENTS OF READING AND WRITING IN GRADES 3-12
o Selection of appropriate academic content assessments Students considered for exit criteria under TAC §89.1225(k) should be only those designated to STAAR Alternate 2, as determined by the ARD committee in conjunction with the LPAC. Reminder: State-established standards must be used for all state assessments.
o Modification of performance standards on academic content assessments not permitted
77Version 2.0
STAAR Alternate 2 is an assessment based on alternate academic achievement standards. Further modification of performance standards on academic content assessments is not permitted.
State-established standards must be used for all state assessments.
ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS IN GRADES 1-12
o Modification of English language proficiency assessment standards on adomain-by-domain basis Any modified standards must be supported by historical data and evidence that the student is not expected to be able to attain English language proficiency because of factors directly related to the student’sdisability and that the student no longer appears to benefit from second language acquisition support in English to address second language acquisition cognitive, linguistic, and affective needs (or is expected to reach that point during the school year).
o Selection of appropriate English language proficiency assessments − Listening: TELPAS listening or other OLPT from state-approved list − Speaking: TELPAS speaking or other OLPT from state-approved list − Reading: TELPAS reading or other English language reading proficiency
test from state-approved list − Writing: TELPAS writing or other English language writing proficiency
test from state-approved list
Step 4: Prepare Documentation Key members of the ARD committee and LPAC document the evidence, recommendation, assessments, and any modified English language proficiency test standards.
Step 5: Discuss Recommended Exit Criteria in Formal ARD Committee Meeting Key members of the ARD committee and LPAC present the documentation at a formal ARD committee meeting.
78Version 2.0
Step 6: Determine and Document Whether Student Has Met Modified Exit CriteriaAt the end of the year, the ARD committee, with key LPAC members, meets to review the assessment results and subjective teacher evaluation required under TAC §89.1225(h) to determine whether the student has met the modified exit criteria. o The subjective teacher evaluation must reflect the status of the student
following the administration of the assessments. o This meeting is to be held at the end of the school year, as required by TAC
Section 89.1220(g). This means that an additional ARD committee meeting is necessary for students whose annual ARD committee meeting is held at a different time.
o If the decision is made to exit the student based on the assessment results and subjective teacher evaluation, the ARD committee finalizes and documents the change in placement or program and delineates instructional services including the monitoring period for exited students. Furthermore, as required under TAC §89.1220(l)(1)(H) relating to exit from bilingual education or ESL services, the LPAC also documents the exit decision in the student’s permanent record file.
79Version 2.0
English Language Proficiency
Standards (ELPS)
80Version 2.0
English Language Proficiency Standards (ELPS)
The ELPS outline instruction that school districts must provide to ELstudents in order for them to receive the opportunity to learn English and to succeed academically. The ELPS are to be implemented as an integral part of the required curriculum in each of the core subjects and enrichment areas. The ELPS were adopted in November of 2007 and are listed below:
§74.4. English Language Proficiency Standards.
(a) Introduction.
(1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English Learners (EL). 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.
(2) In order for ELs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.
(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELsacquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.
(4) Effective instruction in second language acquisition involves giving ELs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.
81Version 2.0
(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELs in Kindergarten-Grade 12.
(6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELs commensurate with students' linguistic needs.
(b) School district responsibilities. In fulfilling the requirements of this section, school districts shall:
(1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section;
(2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum;
(3) provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of this section in a manner that is linguistically accommodated to help the student acquire English language proficiency; and
(4) provide intensive and ongoing foundational second languageacquisition instruction to ELs 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 ELsrequire focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English
82Version 2.0
language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(1) Cross-curricular second language acquisition/learning strategies. The EL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the EL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English;
(B) monitor oral and written language production and employ self-corrective techniques or other resources;
(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known);
(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
(F) use accessible language and learn new and essential language in the process;
(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations; and
83Version 2.0
(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
(2) Cross-curricular second language acquisition/listening. The EL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the EL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) distinguish sounds and intonation patterns of English with increasing ease;
(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;
(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD
ROM to build and reinforce concept and language attainment;
(G) understand the general meaning, main points, and important details of spoken language ranging from situations
84Version 2.0
in which topics, language, and contexts are familiar to unfamiliar;
(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and
(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
(3) Cross-curricular second language acquisition/speaking. The EL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in languagearts and all content areas. ELs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the EL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;
(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;
(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;
85Version 2.0
(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
(E) share information in cooperative learning interactions;
(F) ask and give information ranging from using a very limited bank of high-frequency, high need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;
(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases toparticipating in extended discussions on a variety of social and grade-appropriate academic topics;
(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;
(I) adapt spoken language appropriately for formal and informal purposes; and
(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
(4) Cross-curricular second language acquisition/reading. The ELreads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the EL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
86Version 2.0
(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;
(B) recognize directionality of English reading such as left to right and top to bottom;
(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;
(D) use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text;
(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;
(F) use visual and contextual support and support from peers and teachers to read grade appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;
(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;
(H) read silently with increasing ease and comprehension for longer periods;
(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;
(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and
87Version 2.0
conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and
(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
(5) Cross-curricular second language acquisition/writing. The ELwrites in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the EL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English;
(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired;
(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired;
(E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
88Version 2.0
(i) using correct verbs, tenses, and pronouns/antecedents;
(ii) using possessive case (apostrophe s) correctly; and
(iii) using negatives and contractions correctly;
(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
(d) Proficiency level descriptors.
89Version 2.0
(1) Listening, Kindergarten-Grade 12.
ELs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELs in this language domain in order to linguistically accommodate their instruction.
(A) Beginning. Beginning ELs have little or no ability to understand spoken English in academic and social settings. These students:
(i) struggle to understand simple conversations and simple discussions even when the topics are familiar and the speaker uses linguistic supports such as visuals, slower speech and other verbal cues, and gestures;
(ii) struggle to identify and distinguish individual words and phrases during social and instructional interactions that have not been intentionally modified for ELs; and
(iii) may not seek clarification in English when failing to comprehend the English they hear; frequently remain silent, watching others for cues.
(B) Intermediate. Intermediate ELs have the ability to understand simple, high-frequency spoken English used in routine academic and social settings. These students:
(i) usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and pre-teaching to preview or build topic-related vocabulary;
(ii) often identify and distinguish key words and phrases necessary to understand the general meaning during social and basic instructional interactions that have not been intentionally modified for ELs; and
(iii) have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech.
90Version 2.0
(C) Advanced. Advanced ELs have the ability to understand, with second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students:
(i) usually understand longer, more elaborated directions, conversations, and discussions on familiar and some unfamiliar topics, but sometimes need processing time and sometimes depend on visuals, verbal cues, and gestures to support understanding;
(ii) understand most main points, most important details, and some implicit information during social and basic instructional interactions that have not been intentionally modified for ELs; and
(iii) occasionally require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear.
(D) Advanced high. Advanced high ELs have the ability to understand, with minimal second language acquisition support, grade-appropriate spoken English used in academic and social settings. These students:
(i) understand longer, elaborated directions, conversations, and discussions on familiar and unfamiliar topics with occasional need for processing time and with little dependence on visuals, verbal cues, and gestures; some exceptions when complex academic or highly specialized language is used;
91Version 2.0
(ii) understand main points, important details, and implicit information at a level nearly comparable to native English-speaking peers during social and instructional interactions; and
(iii) rarely require/request the speaker to repeat, slow down, or rephrase to clarify the meaning of the English they hear.
(2) Speaking, Kindergarten-Grade 12. ELs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. The following proficiency level descriptors for speaking are sufficient to describe the overall English language proficiency levels of ELs in this language domain in order to linguistically accommodate their instruction.
(A) Beginning. Beginning ELs have little or no ability to speak English in academic and social settings. These students:
(i) mainly speak using single words and short phrases consisting of recently practiced, memorized, or highly familiar material to get immediate needs met; may be hesitant to speak and often give up in their attempts to communicate;
(ii) speak using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts;
(iii) lack the knowledge of English grammar necessary to connect ideas and speak in sentences; can sometimes produce sentences using recently practiced, memorized, or highly familiar material;
(iv) exhibit second language acquisition errors that may hinder overall communication, particularly when trying to convey information beyond memorized, practiced, or highly familiar material; and
(v) typically use pronunciation that significantly inhibits communication.
(B) Intermediate. Intermediate ELs have the ability to speak in a simple manner using English commonly heard in routine academic and social settings. These students:
92Version 2.0
(i) are able to express simple, original messages, speak using sentences, and participate in short conversations and classroom interactions; may hesitate frequently and for long periods to think about how to communicate desired meaning;
(ii) speak simply using basic vocabulary needed in everyday social interactions and routine academic contexts; rarely have vocabulary to speak in detail;
(iii) exhibit an emerging awareness of English grammar and speak using mostly simple sentence structures and simple tenses; are most comfortable speaking in present tense;
(iv) exhibit second language acquisition errors that may hinder overall communication when trying to use complex or less familiar English; and
(v) use pronunciation that can usually be understood by people accustomed to interacting with ELs.
(C) Advanced. Advanced ELs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students:
(i) are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning;
(ii) discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics;
(iii) have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features;
(iv) make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and
(v) may mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELs.
93Version 2.0
(D) Advanced high. Advanced high ELs have the ability to speak using grade-appropriate English, with minimal second language acquisition support, in academic and social settings. These students:
(i) are able to participate in extended discussions on a variety of social and grade-appropriate academic topics with only occasional disruptions, hesitations, or pauses;
(ii) communicate effectively using abstract and content-based vocabulary during classroom instructional tasks, with some exceptions when low-frequency or academically demanding vocabulary is needed; use many of the same idioms and colloquialisms as their native English speaking peers;
(iii) can use English grammar structures and complex sentences to narrate and describe at a level nearly comparable to native English-speaking peers;
(iv) make few second language acquisition errors that interfere with overall communication; and
(v) may mispronounce words, but rarely use pronunciation that interferes with overall communication.
94Version 2.0
(3) Reading, Kindergarten-Grade 1.
ELs in Kindergarten and Grade 1 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. The following proficiency level descriptors for reading are sufficient to describe the overall English language proficiency levels of ELs in this language domain in order to linguistically accommodate their instruction and should take into account developmental stages of emergent readers.
(A) Beginning. Beginning ELs have little or no ability to use the English language to build foundational reading skills. These students:
(i) derive little or no meaning from grade-appropriate stories read aloud in English, unless the stories are:
(I) read in short "chunks;"
(II) controlled to include the little English they know such as language that is high frequency, concrete, and recently practiced; and
(III)accompanied by ample visual supports such as illustrations, gestures, pantomime, and objects and by linguistic supports such as careful enunciation and slower speech;
(ii) begin to recognize and understand environmental print in English such as signs, labeled items, names of peers, and logos; and
(iii) have difficulty decoding most grade-appropriate English text because they:
(I) understand the meaning of very few words in English; and
(II) struggle significantly with sounds in spoken English words and with sound-symbol relationships due to differences between their primary language and English.
95Version 2.0
(B) Intermediate. Intermediate ELs have a limited ability to use the English language to build foundational reading skills. These students:
(i) demonstrate limited comprehension (key words and general meaning) of grade-appropriate stories read aloud in English, unless the stories include:
(I) predictable story lines;
(II) highly familiar topics;
(III) primarily high-frequency, concrete vocabulary;
(IV) short, simple sentences; and
(V) visual and linguistic supports;
(ii) regularly recognize and understand common environmental print in English such as signs, labeled items, names of peers, logos; and
(iii) have difficulty decoding grade-appropriate English text because they:
(I) understand the meaning of only those English words they hear frequently; and
(II) struggle with some sounds in English words and some sound-symbol relationships due to differences between their primary language and English.
(C) Advanced. Advanced ELs have the ability to use the English language, with second language acquisition support, to build foundational reading skills. These students:
(i) demonstrate comprehension of most main points and most supporting ideas in grade appropriate stories read aloud in English, although they may still depend on visual and linguistic supports to gain or confirm meaning;
(ii) recognize some basic English vocabulary and high-frequency words in isolated print; and
(iii) with second language acquisition support, are able to decode most grade-appropriate English text because they:
96Version 2.0
(I) understand the meaning of most grade-appropriate English words; and
(II) have little difficulty with English sounds and sound-symbol relationships that result from differences between their primary language and English.
(D) Advanced high. Advanced high ELs have the ability to use the English language, with minimal second language acquisition support, to build foundational reading skills. These students:
(i) demonstrate, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, comprehension of main points and supporting ideas (explicit and implicit) in grade-appropriate stories read aloud in English;
(ii) with some exceptions, recognize sight vocabulary and high-frequency words to a degree nearly comparable to that of native English-speaking peers; and
(iii) with minimal second language acquisition support, have an ability to decode and understand grade-appropriate English text at a level nearly comparable to native English speaking peers.
(4) Reading, Grades 2-12. ELs in Grades 2-12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. The following proficiency level descriptors for reading are sufficient to describe the overall English language proficiency levels of ELs in this language domain in order to linguistically accommodate their instruction.
(A) Beginning. Beginning ELs have little or no ability to read and understand English used in academic and social contexts. These students:
(i) read and understand the very limited recently practiced, memorized, or highly familiar English they have learned; vocabulary predominantly includes:
(I) environmental print;
(II) some very high-frequency words; and
(III) concrete words that can be represented by pictures;
97Version 2.0
(ii) read slowly, word by word;
(iii) have a very limited sense of English language structures;
(iv) comprehend predominantly isolated familiar words and phrases; comprehend some sentences in highly routine contexts or recently practiced, highly familiar text;
(v) are highly dependent on visuals and prior knowledge to derive meaning from text in English; and
(vi) are able to apply reading comprehension skills in English only when reading texts written for this level.
(B) Intermediate. Intermediate ELs have the ability to read and understand simple, high frequency English used in routine academic and social contexts. These students:
(i) read and understand English vocabulary on a somewhat wider range of topics and with increased depth; vocabulary predominantly includes:
(I) everyday oral language;
(II) literal meanings of common words;
(III) routine academic language and terms; and
(IV) commonly used abstract language such as terms used to describe basic feelings;
(ii) often read slowly and in short phrases; may re-read to clarify meaning;
(iii) have a growing understanding of basic, routinely used English language structures;
(iv) understand simple sentences in short, connected texts, but are dependent on visual cues, topic familiarity, prior knowledge, pre-taught topic-related vocabulary, story predictability, and teacher/peer assistance to sustain comprehension;
(v) struggle to independently read and understand grade-level texts; and
98Version 2.0
(vi) are able to apply basic and some higher-order comprehension skills when reading texts that are linguistically accommodated and/or simplified for this level.
(C) Advanced. Advanced ELs have the ability to read and understand, with second language acquisition support, grade-appropriate English used in academic and social contexts. These students:
(i) read and understand, with second language acquisition support, a variety of grade appropriate English vocabulary used in social and academic contexts:
(I) with second language acquisition support, read and understand grade-appropriate concrete and abstract vocabulary, but have difficulty with less commonly encountered words;
(II) demonstrate an emerging ability to understand words and phrases beyond their literal meaning; and
(III) understand multiple meanings of commonly used words;
(ii) read longer phrases and simple sentences from familiar text with appropriate rate and speed;
(iii) are developing skill in using their growing familiarity with English language structures to construct meaning of grade-appropriate text; and
(iv) are able to apply basic and higher-order comprehension skills when reading grade appropriate text, but are still occasionally dependent on visuals, teacher/peer assistance, and other linguistically accommodated text features to determine or clarify meaning, particularly with unfamiliar topics.
(D) Advanced high. Advanced high ELs have the ability to read and understand, with minimal second language acquisition support, grade-appropriate English used in academic and social contexts. These students:
(i) read and understand vocabulary at a level nearly comparable to that of their native English speaking peers, with some exceptions when low-frequency or specialized vocabulary is used;
99Version 2.0
(ii) generally read grade-appropriate, familiar text with appropriate rate, speed, intonation, and expression;
(iii) are able to, at a level nearly comparable to native English-speaking peers, use their familiarity with English language structures to construct meaning of grade-appropriate text; and
(iv) are able to apply, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, basic and higher-order comprehension skills when reading grade-appropriate text.
100Version 2.0
(5) Writing, Kindergarten-Grade 1. ELs in Kindergarten and Grade 1 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELs in this language domain in order to linguistically accommodate their instruction and should take into account developmental stages of emergent writers.
(A) Beginning. Beginning ELs have little or no ability to use the English language to build foundational writing skills. These students:
(i) are unable to use English to explain self-generated writing such as stories they have created or other personal expressions, including emergent forms of writing (pictures, letter-like forms, mock words, scribbling, etc.);
(ii) know too little English to participate meaningfully in grade-appropriate shared writing activities using the English language;
(iii) cannot express themselves meaningfully in self-generated, connected written text in English beyond the level of high-frequency, concrete words, phrases, or short sentences that have been recently practiced and/or memorized; and
(iv) may demonstrate little or no awareness of English print conventions.
(B) Intermediate. Intermediate ELs have a limited ability to use the English language to build foundational writing skills. These students:
(i) know enough English to explain briefly and simply self-generated writing, including emergent forms of writing, as long as the topic is highly familiar and concrete and requires very high-frequency English;
101Version 2.0
(ii) can participate meaningfully in grade-appropriate shared writing activities using the English language only when the writing topic is highly familiar and concrete and requires very high frequency English;
(iii) express themselves meaningfully in self-generated, connected written text in English when their writing is limited to short sentences featuring simple, concrete English used frequently in class; and
(iv) frequently exhibit features of their primary language when writing in English such as primary language words, spelling patterns, word order, and literal translating.
(C) Advanced. Advanced ELs have the ability to use the English language to build, with second language acquisition support, foundational writing skills. These students:
(i) use predominantly grade-appropriate English to explain, in some detail, most self-generated writing, including emergent forms of writing;
(ii) can participate meaningfully, with second language acquisition support, in most grade appropriate shared writing activities using the English language;
(iii) although second language acquisition support is needed, have an emerging ability to express themselves in self-generated, connected written text in English in a grade-appropriate manner; and
(iv) occasionally exhibit second language acquisition errors when writing in English.
(D) Advanced high. Advanced high ELs have the ability to use the English language to build, with minimal second language acquisition support, foundational writing skills. These students:
(i) use English at a level of complexity and detail nearly comparable to that of native English speaking peers when explaining self-generated writing, including emergent forms of writing;
(ii) can participate meaningfully in most grade-appropriate shared writing activities using the English language; and
102Version 2.0
(iii) although minimal second language acquisition support may be needed, express themselves in self-generated, connected written text in English in a manner nearly comparable to their native English-speaking peers.
(6) Writing, Grades 2-12.
ELs in Grades 2-12 may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. The following proficiency level descriptors for writing are sufficient to describe the overall English language proficiency levels of ELs in this language domain in order to linguistically accommodate their instruction.
(A) Beginning. Beginning ELs lack the English vocabulary and grasp of English language structures necessary to address grade-appropriate writing tasks meaningfully. These students:
(i) have little or no ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
(ii) lack the English necessary to develop or demonstrate elements of grade-appropriate writing such as focus and coherence, conventions, organization, voice, and development of ideas in English; and
(iii) exhibit writing features typical at this level, including:
(I) ability to label, list, and copy;
(II) high-frequency words/phrases and short, simple sentences (or even short paragraphs) based primarily on recently practiced, memorized, or highly familiar material; this type of writing may be quite accurate;
(III) present tense used primarily; and
(IV) frequent primary language features (spelling patterns, word order, literal translations, and words from the student's primary language) and other errors associated with second language acquisition may significantly hinder or prevent understanding, even for individuals accustomed to the writing of ELs.
103Version 2.0
(B) Intermediate. Intermediate ELs have enough English vocabulary and enough grasp of English language structures to address grade-appropriate writing tasks in a limited way. These students:
(i) have a limited ability to use the English language to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
(ii) are limited in their ability to develop or demonstrate elements of grade-appropriate writing in English; communicate best when topics are highly familiar and concrete, and require simple, high-frequency English; and
(iii) exhibit writing features typical at this level, including:
(I) simple, original messages consisting of short, simple sentences; frequent inaccuracies occur when creating or taking risks beyond familiar English;
(II) high-frequency vocabulary; academic writing often has an oral tone;
(III) loosely connected text with limited use of cohesive devices or repetitive use, which may cause gaps in meaning;
(IV) repetition of ideas due to lack of vocabulary and language structures;
(V) present tense used most accurately; simple future and past tenses, if attempted, are used inconsistently or with frequent inaccuracies;
(VI) undetailed descriptions, explanations, and narrations; difficulty expressing abstract ideas;
(VII) primary language features and errors associated with second language acquisition may be frequent; and
(VIII) some writing may be understood only by individuals accustomed to the writing of ELs; parts of the writing may be hard to understand even for individuals accustomed to EL writing.
(C) Advanced. Advanced ELs have enough English vocabulary and command of English language structures to address grade-
104Version 2.0
appropriate writing tasks, although second language acquisition support is needed. These students:
(i) are able to use the English language, with second language acquisition support, to express ideas in writing and engage meaningfully in grade-appropriate writing assignments in content area instruction;
(ii) know enough English to be able to develop or demonstrate elements of grade-appropriate writing in English, although second language acquisition support is particularly needed when topics are abstract, academically challenging, or unfamiliar; and
(iii) exhibit writing features typical at this level, including:
(I) grasp of basic verbs, tenses, grammar features, and sentence patterns; partial grasp of more complex verbs, tenses, grammar features, and sentence patterns;
(II) emerging grade-appropriate vocabulary; academic writing has a more academic tone;
(III) use of a variety of common cohesive devices, although some redundancy may occur;
(IV) narrations, explanations, and descriptions developed in some detail with emerging clarity; quality or quantity declines when abstract ideas are expressed, academic demands are high, or low-frequency vocabulary is required;
(V) occasional second language acquisition errors; and
(VI) communications are usually understood by individuals not accustomed to the writing of ELs.
(D) Advanced high. Advanced high ELs have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support. These students:
(i) are able to use the English language, with minimal second language acquisition support, to express ideas in writing and
105Version 2.0
engage meaningfully in grade-appropriate writing assignments in content area instruction;
(ii) know enough English to be able to develop or demonstrate, with minimal second language acquisition support, elements of grade-appropriate writing in English; and
(iii) exhibit writing features typical at this level, including:
(I) nearly comparable to writing of native English-speaking peers in clarity and precision with regard to English vocabulary and language structures, with occasional exceptions when writing about academically complex ideas, abstract ideas, or topics requiring low-frequency vocabulary;
(II) occasional difficulty with naturalness of phrasing and expression; and
(III) errors associated with second language acquisition are minor and usually limited to low frequency words and structures; errors rarely interfere with communication.
(e) Effective date. The provisions of this section supersede the ESL standards specified in Chapter 128 of this title (relating to Texas Essential Knowledge and Skills for Spanish Language Arts and English as a Second Language) upon the effective date of this section.
Source: The provisions of this §74.4 adopted to be effective December 25, 2007, 32 TexReg 9615.
106Version 2.0
107Version 2.0
Sheltered Instruction
Sheltered Instruction is an approach for teaching content to ELs in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development (Echevarria, Vogt & Short, 2016). Content material is presented in ways that amplify the content and language objectives by incorporating strategies to promote listening, speaking, reading and writing in English. Such strategies might include: modeling, demonstrations, graphic organizers, vocabulary previews, adapted texts, cooperative learning, peer tutoring and native language support. Students in these courses have daily opportunities to talk and write in English about what they read and learn each day.
At the high school level, the EL students receive sheltered instruction in all content areas. §89.1210. Program Content and Design.
G (2) An English as a second language/pull program model. At the high school level, the English Learner received sheltered instruction in all content areas.
SISD has been proactive in training administrators, district personnel, State Comp. Ed. Instructional Coaches (SCEI) and teachers in Sheltered Instruction in order to support students, particularly ELs in all content areas.
Sheltered Instruction best practices will be implemented at the campuses and monitored by administrators and by the Bilingual/ESL department.
108Version 2.0
Sheltered Instruction Classroom Checklist
109Version 2.0
110Version 2.0
§89.1245. Staffing and Staff Development.
(a) School districts shall take all reasonable affirmative steps to assign appropriately certified teachers to the required bilingual education and English as a second language (ESL) programs in accordance with the Texas Education Code (TEC), §29.061, concerning bilingual education and special language program teachers. School districts that are unable to secure a sufficient number of appropriately certified bilingual education and/or ESL teachers to provide the required programs shall request activation of the appropriate permits in accordance with Chapter 230 of this title (relating to Professional Educator Preparation and Certification).
(b) School districts that are unable to employ a sufficient number of teachers, including part-time teachers, who meet the requirements of subsection (a) of this section for the bilingual education and ESL programs shall apply on or before November 1 for an exception to the bilingual education program as provided in §89.1207(a) of this title (relating to Bilingual Education Exceptions and English as a Second Language Waivers) or a waiver of the certification requirements in the ESL program as provided in §89.1207(b) of this title as needed.
(c) Teachers assigned to the bilingual education program and/or ESL program may receive salary supplements as authorized by the TEC, §42.153.
(d) School districts may compensate teachers and aides assigned to bilingual education and ESL programs for participation in professional development designed to increase their skills or lead to bilingual education or ESL certification.
(e) The commissioner of education shall encourage school districts to cooperate with colleges and universities to provide training for teachers assigned to the bilingual education and/or ESL programs.
111Version 2.0
(f) The Texas Education Agency shall develop, in collaboration with education service centers, resources for implementing bilingual education and ESL training programs. The materials shall provide a framework for:
(1) developmentally appropriate bilingual education programs for early childhood through the elementary grades;
(2) affectively, linguistically, and cognitively appropriate instruction in bilingual education and ESL programs in accordance with §89.1210(b)(1)-(3) of this title (relating to Program Content and Design); and
(3) developmentally appropriate programs for English learners identified as gifted and talented and English learners with disabilities.
Source: The provisions of this §89.1245 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective july 15, 2018, 24 TexReg 1383; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822
112Version 2.0
§89.1207. Bilingual Education Exceptions and English as a Second Language Waivers.
(a) Bilingual education program.
(1) Exceptions. A school district that is unable to provide a bilingual education program as required by §89.1205(a) of this title (relating to Required Bilingual Education and English as a Second Language Programs) because of an insufficient number of appropriately certified teachers 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 was granted. A request for a bilingual education program exception must be submitted by November 1 and shall include:
(A) a statement of the reasons the school district is unable to provide a sufficient number of appropriately certified teachers to offer the bilingual education program with supporting documentation;
(B) a description of the alternative instructional program and methods to meet the affective, linguistic, and cognitive needs of the English learners, including the manner through which the students will be given opportunity to master the essential knowledge and skills required by Chapter 74 of this title (relating to Curriculum Requirements) to include foundation and enrichment areas, English language proficiency standards (ELPS), and college and career readiness standards (CCRS);
(C) an assurance that appropriately certified teachers available in the school district will be assigned to grade levels beginning at prekindergarten followed successively by subsequent grade levels to ensure that the linguistic and academic needs of the English learners with beginning levels of English proficiency are served on a priority basis;
(D) an assurance that the school district will implement a comprehensive professional development plan that:
(i) is ongoing and targets the development of the knowledge, skills, and competencies needed to serve the needs of English learners; (ii) includes the teachers who are not certified or not appropriately certified who are assigned to implement the proposed alternative program; and
(iii) may include additional teachers who work with English learners;
113Version 2.0
(E) an assurance that at least 10% of the bilingual education allotment shall be used to fund the comprehensive professional development plan required under subparagraph (D) of this paragraph;
(F) an assurance that the school district will take actions to ensure that the program required under §89.1205(a) of this title will be provided the subsequent year, including its plans for recruiting an adequate number of appropriately certified teachers to eliminate the need for subsequent exceptions and measurable targets for the subsequent year; and
(G) an assurance that the school district shall satisfy the additional reporting requirements described in §89.1265(c) of this title (relating to Evaluation).
(2) Documentation. A school district submitting a bilingual education exception shall maintain written records of all documents supporting the submission and assurances listed in paragraph (1) of this subsection, including:
(A) a description of the proposed alternative instructional program designed to meet the affective, linguistic, and cognitive needs of the English learners;
(B) the number of teachers for whom a bilingual education exception is needed by grade level and per campus;
(C) a copy of the school district's comprehensive professional development plan; and
(D) a copy of the bilingual allotment budget documenting that a minimum of 10% of the funds were used to fund the comprehensive professional development plan.
(3) Approval of exceptions. Bilingual education program exceptions will be granted by the commissioner if the requesting school district:
(A) meets or exceeds the state average for English learner performance on the required state assessments;
(B) meets the requirements and measurable targets of the action plan described in paragraph (1)(F) of this subsection submitted the previous year and approved by the Texas Education Agency (TEA); or
114Version 2.0
(C) reduces by 25% the number of teachers under exception for bilingual programs when compared to the number of exceptions granted the previous year.
(4) Denial of exceptions. A school district denied a bilingual education program exception must submit to the commissioner a detailed action plan for complying with required regulations for the following school year.
(5) Appeals. A school district denied a bilingual education program exception may appeal to the commissioner or the commissioner's designee. The decision of the commissioner or commissioner's designee is final and may not be appealed further.
(6) Special accreditation investigation. The commissioner may authorize a special accreditation investigation under the Texas Education Code (TEC), §39.057, if a school district
is denied a bilingual education program exception for more than three consecutive years.
(7) Sanctions. Based on the results of a special accreditation investigation, the commissioner may take appropriate action under the TEC, §39.102.
115Version 2.0
(b) English as a second language (ESL) program.
(1) Waivers. A school district that is unable to provide an ESL program as required by §89.1205(c) of this title because of an insufficient number of appropriately certified teachers shall request from the commissioner a waiver of the certification requirements for each teacher who will provide instruction in ESL for English learners. The approval of a waiver of certification requirements shall be valid only during the school year for which it was granted. A request for an ESL program waiver must be submitted by November 1 and shall include:
(A) a statement of the reasons the school district is unable to provide a sufficient number of appropriately certified teachers to offer the ESL program;
(B) a description of the alternative instructional program, including the manner in which the teachers in the ESL program will meet the affective, linguistic, and cognitive needs of the English learners, including the manner through which the students will be given opportunity to master the essential knowledge and skills required by Chapter 74 of this title to include foundation and enrichment areas, ELPS, and CCRS;
(C) an assurance that appropriately certified teachers available in the school district will be assigned to grade levels beginning at prekindergarten followed successively by subsequent grade levels in the elementary school campus and, if needed, secondary campuses, to ensure that the linguistic and academic needs of the English learners with the lower levels of English proficiency are served on a priority basis;
(D) an assurance that the school district shall implement a comprehensive professional development plan that:
(i) is ongoing and targets the development of the knowledge, skills, and competencies needed to serve the needs of English learners;
(ii) includes the teachers who are not certified or not appropriately certified who are assigned to implement the proposed alternative program; and
(iii) may include additional teachers who work with English learners; (E) an assurance that at least 10% of the bilingual education allotment shall be used to fund the comprehensive professional development plan required under subparagraph (D) of this paragraph;
116Version 2.0
(F) an assurance that the school district will take actions to ensure that the program required under §89.1205(c) of this title will be provided the subsequent year, including its plans for recruiting an adequate number of appropriately certified teachers to eliminate the need for subsequent waivers; and
(G) an assurance that the school district shall satisfy the additional reporting requirements described in §89.1265(c) of this title.
(2) Documentation. A school district submitting an ESL waiver shall maintain written records of all documents supporting the submission and assurances listed in paragraph (1) of this subsection, including:
(A) a description of the proposed alternative instructional program designed to meet the affective, linguistic, and cognitive needs of the English learners;
(B) the name and teaching assignment, per campus, of each teacher who is assigned to implement the ESL program and is under a waiver and the estimated date for the completion of the ESL supplemental certification, which must be completed by the end of the school year for which the waiver was requested;
(C) a copy of the school district's comprehensive professional development plan;
(D) a copy of the bilingual allotment budget documenting that a minimum of 10% of the funds were used to fund the comprehensive professional development plan; and
(E) a description of the actions taken to recruit an adequate number of appropriately certified teachers.
117Version 2.0
(3) Approval of waivers. ESL waivers will be granted by the commissioner if the requesting school district:
(A) meets or exceeds the state average for English learner performance on the required state assessments; or
(B) meets the requirements and measurable targets of the action plan described in paragraph (1)(G) of this subsection submitted the previous year and approved by the TEA.
(4) Denial of waivers. A school district denied an ESL program waiver must submit to the commissioner a detailed action plan for complying with required regulations for the following school year.
(5) Appeals. A school district denied an ESL waiver may appeal to thecommissioner or the commissioner's designee. The decision of the commissioner or commissioner's designee is final and may not be appealed further.
(6) Special accreditation investigation. The commissioner may authorize a special accreditation investigation under the TEC, §39.057, if a school district is denied an ESL waiver for more than three consecutive years.
(7) Sanctions. Based on the results of a special accreditation investigation, the commissioner may take appropriate action under the TEC, §39.102.
Source: The provisions of this §89.1207 adopted to be effective September 17, 2007, 32 TexReg 6311; amended to be effective July 15, 2018, 37 TexReg 3822.
118Version 2.0
Teacher Stipends
I. Stipends for Bilingual Teachers and Bilingual TSA's can be found on Regulation DEAA
II. Any teacher that will be recommended by their campus Principal to receive a Bilingual stipend will be approved by the Bilingual/ESL Director. Once all approvals are received, compensation will then proceed to set up the stipend for the employee for payment.
a. Stipends may be paid in full if the teacher starts as of the first day for teachers and has a full class load of Bilingual courses.
b. Stipends may be prorated if the teacher does not start as of the first day for teachers or if the teacher does not have a full load of Bilingual courses. The stipend will be prorated accordingly based on hire date and/or course loads.
III. Depending on the subject(s) being taught, the teacher may qualify for multiple stipends,
i.e: Special Education, Math, Science, etc... There are specific qualifications that will have to be met, such as: certification, verification of the course matter, number of course(s) to be taught and verification with the program Director.
119Version 2.0
Bilingual/ESL Stipend Guidelines
• Only teachers that are currently Bilingual/ESL certified will receive a bilingual stipend if they are the Bilingual/ESL teacher of record.
• WIN teachers who are serving bilingual students must beBilingual/ESL certified in order to receive a stipend.
• Teachers that are serving a 60/40 ratio classrooms must be Bilingual/ESL certified.
• If campuses at the elementary level decide to departmentalize, only the teacher of record for teaching the language arts component to ELs will receive a stipend.
• Secondary teachers (to include WIN) will receive bilingual stipend if they are ELA teachers and have ESL certification.
• Secondary teachers will receive a bilingual stipend that will be prorated depending on the amount of ESL/ESOL classes that they teach.
For more specific information regarding teacher stipends, please refer to Socorro ISD Regulation DEAA:
http://www.sisd.net/sms/lib/TX01001452/Centricity/Domain/93/DEAA%20REGULATION%202-3-16%20Posted%202-24-16.pdf
120Version 2.0
Title III Part A
General Information
The district has established fiscal procedures that apply to all financial transactions regardless of the funding source.
In accordance with School Board Policy, BP Local, the Superintendent and administrative staff shall be responsible for developing and enforcing procedures for the operation of the District. These procedures shall constitute the administrative regulations of the District and shall consist of guidelines, handbooks, manuals, forms, and any other documents defining standard operating procedures. The Superintendent shall approve this State and Federal Grants Manual on an annual basis, or as appropriate, if federal, state or local changes in regulations or policy warrant immediate changes. Administrative regulations [procedures] are subject to Board review but shall not be adopted by the Board.
Purpose
1. To help ensure that children who are English learners, attain English proficiency and develop high levels of academic achievement in English, and meet the same challenging State academic standards that all children are expected to meet;
2. To assist all English learners in being able to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic standards as all children are expected to meet, consistent with section 1111(b)(1);
3. To develop effectively language instruction educational programs designed to assist State educational agencies, local educational agencies, and schools in teaching Englishlearners.
121Version 2.0
Title III, Part A funds are to be used to provide language instructional programs defined as courses in which EL students are placed for the purpose of attaining English proficiency, while simultaneously meeting challenging academic content and academic achievement standards.Title III, Part A funds are designed to supplement district general funds in the effort to assist English learners in attaining English proficiency and academic achievement. These programs may make use of both English and the child’s native language to enable the child to develop and attain English proficiency, but school districts are required to use approaches and methodologies based on scientific research. Each school or district using Title III funds must implement an effective outreach program to parents of EL children. They must inform parents about being active participants in assisting their children to in learning English, achieving at high academic levels in core subjects and to meet state standards.
122Version 2.0
Job Description for Grant/Federal Funded Staff Members
The Department of Human Resources distributes job descriptions to all District staff who are grant/federal funded. The job description includes/indicates the funding source and includes their qualifications and job duties for the position. The employee signs for their job description when they are first hired, reassigned, or promoted (any time there is a job change). In addition to the job description the employee receives a Notice of Assignment Letter that indicates that the position/assignment that the employee is currently serving in is grant/federal funded and that their position/assignment is not guarantee and is contingent on the availability of funds.
Time and Effort Documentation
District staff funded in any part with federal Grant/Program funds shall comply with federal guidelines related to time and effort. The Grant/Program funded staff, their immediate supervisors, Grant/Program manager, Human Resources, and the Special Revenue Accountant shall be aware of the federal guidelines related to time and effort documentation. All impacted staff shall be trained by the Grant/Programs manager and/or attend appropriate training from an outside source on an annual basis.
The District shall collect and monitor time and effort documentation for District employees only. Time and effort documentation does not apply to Independent Contractors.
The District shall comply with all federal time and effort documentation guidelines. The following requirements shall apply to all District staff funded in any part from federal Grant/Program funds, including staff funded through non‐federal Grant/Program funds as part of a cost sharing or matching
123Version 2.0
Time and effort requirements for staff members split funded (funded from more than one (1) cost objective and/or Grant/Programs)
Time and effort applies to employees who do one of the following:
• Work less than 100% for a single Grant/Program• Work under multiple Grant/Programs• Work under multiple cost objectives
These employees are required to maintain a Time and Effort. Employees must submit time and effort reports at least monthly to coincide with the District pay periods. Such reports must reflect an after‐the‐fact distribution of 100 percent of the actual time spent on each activity and must be signed by the employee and their immediate supervisor. Charges to payroll must be adjusted to coincide with preparation and submittal of the interim expenditure report required for TEA discretionary Grant/Programs.
Grant/Program funded staff members under this category shall complete a Time and Effort Worksheet to include the date, Grant/Program source, percentage worked in the Grant/Program source per day, and the summary for the month (or pay cycle). The staff member and his/her immediate supervisor shall sign the time and effort report. The timeline for time and effort reports shall be due by the 10th day of the following month.
The immediate supervisor shall submit all signed time and effort reports to the Grant/Program Manager. The Grant/Program Manager review shall consist of the following:
• A review of the time and effort reports to compare the summary percentage of Grant/Program‐related work per funding source to the budgeted percentage utilized to charge the monthly (or semi‐monthly) payroll charges.
• A test sampling of staff assignments, e.g. master schedule, duty schedule, to verify the percentage of Grant/Program‐related work per funding source.
• If the time and effort report reflects the same percentage, the report may be filed for audit purposes.
124Version 2.0
1. To assist State educational agencies, local educational agencies, teachers, and principals to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners to enter all-English instruction settings;
2. To assist State educational agencies, local educational agencies, schools, teachers and principals to establish, implement, and sustain effective language instruction educational programs designed to assist in teaching English learners.
3. To promote parental, family and community participation in language instruction educational programs for parents,families and communities of English learners.
4. To streamline language instruction educational programs into a program carried out through formula grants to State educational agencies and local educational agencies to help English learners develop proficiency in English, while meeting challenging State academic standards;
5. To hold State educational agencies, local educational agencies, and schools accountable for increases in English proficiency and core academic content knowledge of Englishlearners by requiring:
(A) Demonstrated improvements in the English proficiency of English learners each fiscal year; and
(B) Adequate yearly progress for English learners children as described in section 1111(b)(2)(B); and
6. To provide State educational agencies and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching English that the agencies believe to be the most effective for teaching English.
125Version 2.0
State education agencies, school districts and schools must: • Ensure that EL/LEP students, including immigrant children
and youth, develop English proficiency based on state standards, and meet the same rigorous academic content and master standards that all children are expected to meet.
• Provide parental notification explaining why their child is in need of placement in a specialized language instructional program.
• Administer reading assessments using state approved tests written in English to any student who has attended school in the U.S. for 3 or more consecutive years, unless it is determined by the school district, on a case-by-case basis, that native-language tests will yield more accurate results.
• Test at least 95% of students identified as EL inreading/language arts, math and science, required of all public school students in the state. The assessment should be designed to provide information on the proficiency of EL students to master English.
• Assess the language and format most likely to elicit the above information and which would allow the state and local school district to make testing accommodations such as developing an assessment in a student’s native language, providing translation help and/or conducting an oral test.
• Report the test scores of EL students as one of the subgroups to be disaggregated, and as part of the state, district and school test scores.
• Involve all EL parents in the decision-making process of Title III programs and activities at both the state and local levels.
126Version 2.0
127Version 2.0
Title III /Instructional LPAC Aide
The following campuses will have 1 full time Title III Instructional/LPAC Aide position for the 2017-18 school year. This position will be funded 50% by Title III funds (Instructional Aide) and 50 % Bilingual Funds (LPAC Aide). The PAF for this position will be created by campus Administrators and approved by the Bilingual/ESL Director and Human Resources for the participating campuses:
ElementaryPreK –
8th GradeCampuses
MiddleSchool
High Schools
Benito Martinez
James P. Butler
Bill SybertCapt. Walter
E. ClarkeAmericas HS
Campestre Loma Verde Desert WindCol. John O.
EnsorEastlake HS
Chester E. Jordan
Lujan-Chavez
Ernesto Serna
Montwood MS
El Dorado HS
Sgt. Jose Carrasco
Hurshel Antwine
Jane A. Hambric
Salvador H. Sanchez
Montwood HS
Dr. Sue Shook Mission Ridge John Drugan Socorro MS Pebble Hills HS
Elfida P. Chavez
Myrtle Cooper
Paso Del Norte
Spec. Rafael Hernando
Socorro HS
Escontrias ECC
O'Shea Keleher
SSG Manuel R. Puentes
Escontrias Purple Heart Sun Ridge
H.D. Hilley Robert R.
RojasWilliam D.
Slider
Helen Ball Sgt. Roberto
Ituarte Horizon Heights
Sierra Vista
Hueco Vista Del Sol
128Version 2.0
SOCORRO INDEPENDENT SCHOOL DISTRICT
Department of Human Resources
JOB DESCRIPTION
Job Title: Title III Instructional / LPAC Aide Salary Block: 304
Reports To: Campus Principal Terms of Employment: 183
Exemption Status: Non-Exempt
Primary Purpose:
The primary purpose of the Title III Instructional/LPAC Aide is to perform any combination of the following instructional tasks to assist teachers in providing instructional services for Bilingual/ESL students.
Qualifications:
Education/Certification:• High school diploma or equivalent• NCLB Highly Qualified-48 college credit hours• Must qualify for required paraprofessional certificate• Teacher certification preferred
Special Knowledge/Skills:
• Demonstrate ability to effectively communicate with district employees, parents, and students
Experience:
• Experience working with students or parents as approved by the employing superintendent.
Major Responsibilities and Duties:
1. Performs tasks and assumes responsibilities under general supervision of a certified teacher or teaching team.
129Version 2.0
2. Demonstrates a breadth of subject matter knowledge that enables students to approach and to interrelate topics from a variety of perspectives, interests, and points of view.
3. Assists teacher in devising special strategies and instructional activities for reinforcing material or skills based on a sympathetic understanding of students, their needs, interest, and abilities.
4. Works with individuals or groups of students in a variety of educational experiences.
5. Guides independent study, enrichment work, and remedial work for students set up and assigned by the teacher.
6. Participates in selecting, planning, organizing and evaluating instructional activities.
7. Assists teacher with the implementation of methodology and use of instructional media to yield an educational environment for all students.
8. Uses the current references, materials, and technologies of the subject field in a manner appropriate to the developmental stage of the learner.
9. Demonstrates the ability to check student comprehension of subject matter and provides accurate feedback to students.
10. Assists the teacher with the design of the academic program based on the assessed needs of students.
11. Assists the teacher with preparation and implementation of lesson plans for students based on assessed needs and in accordance with the district’s philosophy and curriculum system.
12. Provides academic assistance and support for individual and/or small groups of students as directed by and under the supervision of the teacher.
13. Assists the teacher with effective utilization of media and technology in the classroom.
14. Assists the teacher by providing home language assistance in basic subject area tutorials.
15. Assists the teacher with ensuring that each student in the program has the necessary records in his/her permanent record and/or portfolio.
130Version 2.0
16. Maintains professional growth by attending Bilingual/ESL in-service and meetings as requested/required.
17. Follows processes in accordance with the LPAC manual for identification, placement, and review of all EL students, within PEIMS and District timelines.
18. Assists in upholding and enforcing school rules, administration regulations, and state and local board policy and Bilingual/ESL grant requirements.
19. Tests LEP students and assists teachers with materials pertaining to Bilingual/ESL program as time allows.
20. Follows prescribed procedures in interpreting student Oral Language Proficiency Test (OLPT) and norm-referenced test data, and is efficient in processing Bilingual/ESL student records.
21. Performs date entry and verification for Bilingual/ESL students.22. Organizes and prepares Bilingual/ESL students forms and
records to forward to campuses in a timely manner.23. Recognizes errors or deficiencies in source documents and
takes steps to have them corrected.
24. Checks students’ special program folders to verify LPAC documentation and placement.
25. Assists the Bilingual/ESL teacher in keeping administrative records and preparing required reports.
26. Maintains confidentiality.27. Maintains a high level of ethical behavior as is expected of all
District employees.28. Provides clerical support to EL Compliance Facilitators.29. Follows processes in accordance with the LPAC manual for
identification, placement, and review of all EL students, within PEIMS and District timelines.
30. Attends mandatory staff development activities, as needed, to perform job functions and improve performance.
31. Provides optimal customer service to all students, employees, parents, community, members and any other stakeholders of the district.
32. Performs any other Bilingual/ESL duties as assigned.33. Performs any other duties as assigned by the appropriate
supervisor.
131Version 2.0
Mental Demands: Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate district functions; maintain emotional control under stress.
Physical Demands/Environmental Factors: Moderate standing, stooping, bending and lifting.
This job description describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Evaluation: Performance of this job will be evaluated in accordance with the provisions of Board policy.
132Version 2.0
Title 3 Instructional/LPAC Aides Monthly Trainings
2018-2019 Date Time
07/26/2018 8:00am - 4:15pm08/09/2018 8:00am - 4:15pm09/13/2018 8:00am - 4:15pm10/01/2018 12:00pm- 4:15pm11/08/2018 8:00am - 4:15pm12/19/2018 8:00am - 4:15pm01/17/2019 8:00am - 4:15pm02/13/2019 8:00am - 4:15pm03/07/2019 8:00am - 4:15pm 04/17/2019 8:00am - 4:15pm 05/23/2019 8:00am - 4:15pm
133Version 2.0
Bilingual/ESL Funding Guidelines
The Bilingual and ESL program must adhere to state law, Texas Education Code (TEC) 29.053 and TEC 42.153. Chapter 29 addresses the programmatic guidelines related to eligibility, identification, and program services. Chapter 42 addresses the funding weight(s) and allowable costs. Specifically, each school District shall identify students eligible for the Bilingual or ESL program and serve the students in an appropriate manner to obtain state funds. All student identification and enrollment shall meet the special program guidelines in the Student Attendance Accounting Handbook (SAAH). Student enrollment data shall be submitted to TEA through the PEIMS Fall Submission as of the snapshot date. The attendance and/or contact hour data for funding purposes shall be submitted to TEA through the PEIMS Summer Submission. The Director of Bilingual/ESL and the Chief Academic Officer shall be responsible for oversight to certify the Bilingual and ESL special program data prior to submission to TEA.
Costs incurred relating to: • Services intended to make students proficient in English• Provision of a bilingual program• Provision of ESL instruction• Instruction in primary language• Increase in cognitive academic language proficiencies• Bilingual services to immigrant students• Program and student evaluation• Instructional materials and equipment• Staff development• Supplemental staff expenses• Salary supplements for teachers• Supplies required for quality instruction and smaller class
size
134Version 2.0
Milestones for Expenditures of
Bilingual Funds
Month %
July 20%
August 35%
September 45%
October 55%
November 65%
December 75%
January 85%
February 95%
March 100%
135Version 2.0
Request forTechnology Equipment
Bilingual
Requisition Number: Date: _____________
Campus requesting: _____________
Equipment requested: _________________________________
Number of Units (quantity being ordered):
Location(s) where units will be placed: ___________
Bilingual Teacher’s Name: ________________
Number of Bilingual Students in Classroom (attach class roster) _______
You should be able to respond appropriately to and maintain documentation for each of the following questions to determine whether an expenditure would be allowable:
1. How is the expenditure reasonable and necessary to carry out the intent and purpose of the program?
2. How does the expenditure address a need previously identified in the campus comprehensive needs assessment?
3. How is the program, activity, or strategy to be funded described in the campus or district improvement plan before the decision of whether to pay the expenditure from Bilingual Funds?
4. How will the expenditure be evaluated to measure a positive impact on student achievement?
5. How will the expenditure upgrade the bilingual educational program on the campus?
6. How is the expenditure supplemental to other nonfederal programs?
136Version 2.0
Summer School for PK-Kinder for Limited English Proficient Students §89.1250. Required Summer School Programs.
Summer school programs that are provided under the Texas Education Code (TEC), §29.060, for English Learners who will be eligible for admission to kindergarten or Grade 1 at the beginning of the next school year shall be implemented in accordance with this section.
(1) Purpose of summer school programs.
(A) English Learners shall have an opportunity to receive special instruction designed to prepare them to be successful in kindergarten and Grade 1.
(B) Instruction shall focus on language development and essential knowledge and skills appropriate to the level of the student.
(C) The program shall address the affective, linguistic, and cognitive needs of the English Learners in accordance with §89.1210(c) and (f) of this title (relating to Program Content and Design).
(2) Establishment of, and eligibility for, the program.
(A) Each school district required to offer a bilingual or English as a second language (ESL) program in accordance with the TEC, §29.053, shall offer the summer program.
(B) To be eligible for enrollment: (i) a student must be eligible for admission to kindergarten or to Grade 1 at the beginning of the next school year and must be an English Learner; and (ii) a parent or guardian must have approved placement of the English Learner in the required bilingual or ESL program following the procedures described in §89.1220(g) of this title (relating to Language Proficiency Assessment Committee) and §89.1225(a)-(f) of this title (relating to Testing and Classification of Students).
(C) Limited English proficiency shall be determined by evaluating students using an oral language proficiency test approved by the Texas Education Agency.
(3) Operation of the program.
137Version 2.0
(A) Enrollment is optional.
(B) The program shall be operated on a one-half day basis, a minimum of three hours each day, for eight weeks or the equivalent of 120 hours of instruction.
(C) The student/teacher ratio for the program district-wide shall not exceed 18 to one.
(D) A school district is not required to provide transportation for the summer program.
(E) Teachers shall possess certification or endorsement as required in the TEC, §29.061, and §89.1245 of this title (relating to Staffing and Staff Development).
(F) Reporting of student progress shall be determined by the board of trustees. A summary of student progress shall be provided to parents at the conclusion of the program. This summary shall be provided to the student's teacher at the beginning of the next regular school term.
(G) A school district may join with other school districts in cooperative efforts to plan and implement programs.
(H) The summer school program shall not substitute for any other program required to be provided during the regular school term,including those required in the TEC, §29.153.
(4) Funding and records for programs.
(A) A school district shall use state and local funds for program purposes. School districts may use federal funds, consistent with requirements for the expenditure of federal funds, for the program.
(i) Available funds appropriated by the legislature for the support of summer school programs provided under the TEC, §29.060, shall be allocated to school districts in accordance with this subsection.
(ii) Funding for the summer school program shall be on a unit basis in such an allocation system to ensure a pupil/teacher ratio of not more than 18 to one. The numbers of students required to earn units shall be established by the commissioner. The allotment per unit shall be determined by the commissioner based on funds available.
138Version 2.0
(iii) Any school district required to offer the program under paragraph (2)(A) of this subsection that has less than ten students district-wide desiring to participate is not required to operate the program. However, those school districts must demonstrate that they have aggressively attempted to encourage student participation.
(iv) Payment to school districts for summer school programs shall be based on units employed. This information must be submitted in a manner and according to a schedule established by the commissioner in order for a school district to be eligible for funding.
(B) A school district shall maintain records of eligibility, attendance, and progress of students.
Source: The provisions of this §89.1250 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective February 17, 2005, 30 TexReg 709; amended to be effective September 17, 2007, 32 TexReg 6311; amended to be effective May 28, 2012, 37 TexReg 3822.
139Version 2.0
Pre-K/Kinder ESL Academy
§89.1250. Required Summer School Programs.
Summer school programs that are provided under the Texas Education Code (TEC), §29.060, for English learners who will be eligible for admission to kindergarten or Grade 1 at the beginning of the next school year shall be implemented in accordance with this section. (1) Purpose of summer school programs.
(A) English learners shall have an opportunity to receive special instruction designed to prepare them to be successful in kindergarten and Grade 1.
(B) Instruction shall focus on language development and essential knowledge and skills appropriate to the level of the student.
(C) The program shall address the affective, linguistic, and cognitive needs of the English learners in accordance with §89.1210(b) of this title (relating to Program Content and Design).
(2) Establishment of, and eligibility for, the program.
(A) Each school district required to offer a bilingual or English as a second language (ESL) program in accordance with the TEC, §29.053, shall offer the summer program.
(B) To be eligible for enrollment:
(i) a student must be eligible for admission to kindergarten or to Grade 1 at the beginning of the next school year and must be an English learner; and
(ii) a parent or guardian must have approved placement of the English learner in the required bilingual or ESL program following the procedures described in §89.1220(g) of this title (relating to Language Proficiency Assessment Committee) and §89.1225(b)-(f) of this title (relating to Testing and Classification of Students) or §89.1226(b)-(f) of this title (relating to Testing and Classification of Students, Beginning with School Year 2019-2020).
(3) Operation of the program.
(A) Enrollment is optional.
(B) The program shall be operated on a one-half day basis, a minimum of three hours each day, for eight weeks or the equivalent of 120 hours of instruction.
140Version 2.0
(C) The student/teacher ratio for the program district-wide shall not exceed 18 to one.
(D) A school district is not required to provide transportation for the summer program.
(E) Teachers shall possess certification as required in the TEC, §29.061, and §89.1245 of this title (relating to Staffing and Staff Development).
(F) Reporting of student progress shall be determined by the board of trustees. A summary of student progress shall be provided to parents at the conclusion of the program. This summary shall be provided to the student's teacher at the beginning of the next regular school term.
(G) A school district may join with other school districts in cooperative efforts to plan and implement programs.
(H) The summer school program shall not substitute for any other program required to be provided during the regular school term, including those required in the TEC, §29.153.
(4) Funding and records for programs.
(A) A school district shall use state and local funds for program purposes.
(i) Available funds appropriated by the legislature for the support of summer school programs provided under the TEC, §29.060, shall be allocated to school districts in accordance with this subsection.
(ii) Funding for the summer school program shall be on a unit basis in such an allocation system to ensure a pupil/teacher ratio of not more than 18 to one. The numbers of students required to earn units shall be established by the commissioner. The allotment per unit shall be determined by the commissioner based on funds available.
(iii) Any school district required to offer the program under paragraph (2)(A) of this subsection that has fewer than 10 students district-wide desiring to participate is not required to operate the program. However, those school districts must document that they have encouraged students' participation in multiple ways. (iv) Payment to school districts for summer school programs shall be based on units employed. This information must be submitted in a manner and according to a schedule established by the commissioner in order for a school district to be eligible for funding.
141Version 2.0
(B) A school district shall maintain records of eligibility, attendance, and progress of students.
The Socorro Independent School District shall offer children an innovative opportunity to participate in its Pre-K/Kinder ESL Academy. The purpose of the program is to provide Pre-Kindergarten andKindergarten English Learners with targeted instruction in English to help them in their development of English language proficiency in the areas of language development, academic and social skills. This will help accelerate learning skills in reading, writing and math.
Instruction
Program instruction will be intense, targeted and accelerated. Teachers must go through an interviewing process to be hired and will receive training to provide students with engaging activities in listening, speaking, reading and writing in order to develop English proficiency. Teachers will provide instruction in whole group, small group and one-to-one based on individual needs.
Attendance Expectations
It is a program expectation that all students will arrive to school on time and attend every day. Each day of instruction is important. Parent must contact teacher if student is or will be absent.
Lunch /Transportation
Students will need to bring their own lunch and a small snack. Parents are responsible for providing transportation for their child.
Uniform
All students are expected to follow their campus uniform policy.
142Version 2.0
Teachers
Teachers interested in participating:
• Must submit a letter of interest to Bilingual/ESL Dept.• Must go through an interview process• Must be willing to commit to working Fall, Spring and Summer
intersessions (120 hrs.)• Must be Bilingual/ESL Certified• Early Childhood certified preferred but not required• Principal approval required
As a participating teacher of the ESL Academy for Socorro ISD Bilingual Department, teachers commit to 120 hours (20 Days) of support for English Learners to receive special instruction in preparation for a successful transition to the next grade level in accordance to policy Chapter 89.1250 by:
• Providing students opportunities in English oral language development and literacy skills.
• Engaging students in multiple authentic reading and writing activities that involve listening, speaking, reading, writing, vocabulary development and sentence structure skills in English.
• Providing students with extra support by dramatically increasing academic English vocabulary knowledge through daily listening and speaking activities taught in English.
• Providing shared and/or independent writing as an ongoing, integral part of the students’ daily routine in English.
• Structuring center time to foster the development of fine motor, art, technology, dramatic play, and math, science, and language arts skills in English. Engaging students in physical activity such as music, movement and free play in English.
• Demonstrating student growth (through the use of designated assessments & data collection) in English language acquisition in listening, speaking, reading & writing domains.
Teachers are responsible for submitting the following documents:
143Version 2.0
• Lesson Plans • Student Attendance Roster • Parent Contact Phone Log• Teacher Extra Duty Time Sheet • Skills Observation Checklist (Eduphoria)
Listed items must be turned in to the Bilingual Department no later than 4:00 p.m. on the last day of each ESL Academy session. Teachers will be paid a stipend for the school year and must adhere to the district intersession schedule with a maximum of 18 students a daily basis. The minimum number of students maybe 12 on a daily basis. Teachers agree to be available for duty during dates of implementation and shall avoid making personal appointments or travel arrangements during these dates.
Operation of program:
• Parent permission forms must be sent in English and Spanish to all eligible bilingual served Pre-kindergarten and Kindergarten students.
• Students with denials are not eligible.• Non-LEP students in bilingual program with parent permission
are not eligible.• Non-LEP students are not eligible.• ESL Academies cannot be used to make up ADA days (19 TAC
Ch. 89.1250(2)(B)• All permission slips should be returned by parents to respective
campus and will remain at campus. No permission forms should be accepted after the due date.
• Submit a count of students who will be participating by designated date.
• Counts submitted by each campus are final. This is to ensure that we plan accordingly for appropriate number of teachers needed.
• All ESL Academy information and forms are accessible on Bilingual / ESL Dept. staffnet website.
144Version 2.0
145Version 2.0
146Version 2.0
Secondary ESL Academy for Limited English Proficient Students
The Socorro Independent School District will offer students an innovative opportunity to participate in its Secondary ESL Academy if/when funding is available. The purpose of the program is to provide English Learners with targeted instruction in English to help them in their development of English language proficiency in the areas of language development, academic and social skills in an enrichment setting.
The Purpose of Secondary ESL Academies are to:
• Provide English Learners an opportunity to receive special instruction designed to prepare them to be successful in an English Language setting.
• Instruction shall focus on language development skills appropriate to the level of the student.
• The program shall address the affective, linguistic, and cognitive needs of the English Learners in accordance with §89.1210(c) and (f) of this title (relating to Program Content and Design).
To be eligible for enrollment:
• A student must be an English Learner, preferably a year 1 or 2 recent immigrant.
• A parent or guardian must have approved placement of the English Learner in the required ESL program.
• A student shall have written permission to attend
147Version 2.0
Additional Information:
• Enrollment is optional. • A school district is not required to provide transportation for
the ESL program. • Teachers shall possess certification or endorsement as required
in the TEC, §29.061, and §89.1245 of this title (relating to Staffing and Staff Development) and/or proof of sheltered instruction training.
• The ESL Academy shall not substitute for any other program required to be provided during the regular school term, such as Loss of Credit (LOC), Credit Recovery, Student Success Initiative (SSI).
• SISD will maintain records of eligibility, attendance, and progress of students.
• Transportation expenses for teachers traveling during the academy is not available.
Instruction
Program instruction will be intense, targeted and accelerated. Teachers must write a letter of interest to the Bilingual/ESL department in order to be considered for hire. Selected teachers and substitutes will receive training to provide students with engaging activities in listening, speaking, reading and writing in order to develop English proficiency. Teachers will provide instruction in whole group, small group and one-to-one based on individual needs.
Attendance Expectations
It is a program expectation that all students will arrive to school on timeand attend every day. Each day of instruction is important. Parent shall contact teacher if student is or will be absent.
Lunch /Transportation If available, SISD will provide students with lunch and transportation.
UniformAll students are expected to follow their campus dress code policy.
148Version 2.0
TeachersTeachers interested in participating:
• Must submit a letter of interest to Bilingual/ESL Dept.• Must be willing to commit to working the full duration of the ESL
Academy• Must be Bilingual/ESL Certified • Campus administrators may be contacted as a reference
As a participating teacher of the ESL Academy for Socorro ISD Bilingual Department, teachers commit to support English Learners to receive special instruction in preparation for a successful transition to the next grade level by:
• Providing students opportunities in English oral language development and literacy skills.
• Engaging students in multiple authentic reading and writing activities that involve listening, speaking, reading, writing, vocabulary development and sentence structure skills in English.
• Providing students with extra support by dramatically increasing academic English vocabulary knowledge through daily listening and speaking activities taught in English.
• Providing shared and/or independent writing as an ongoing, integral part of the students’ daily routine in English.
• Structuring time to foster the development of art, technology, social studies and language arts skills in English.
• Demonstrating student growth through the use of designated assessments & data collection in English language acquisition.
Teachers are responsible for submitting the following documents to the Bilingual/ESL department no later than 4:00 pm on the last day of each ESL Academy session:
• Student Attendance Roster • Parent Contact Phone Log• Teacher Extra Duty Time Sheet • Pre/Post Student Assessment
149Version 2.0
Teachers will be paid a stipend for ESL Academy planning and duty days. Classroom sections are subject to close if classrooms have a low student ratio (as determined by Bilingual/ESL department). Teachers agree to be available for duty during dates of implementation and shall avoid making personal appointments or travel arrangements during these dates.
Operation of program:
• Parent permission forms must be sent in English and Spanish to all eligible ESL students.
• Students with denials are not eligible to participate.• Non-LEP students in ESL program with parent permission are not
eligible to participate.• Non-LEP students are not eligible to participate.• All permission slips shall be returned by parents to respective
campus and will remain at campus. No permission forms should be accepted after the due date.
• Campus administrators shall submit a count of students who will be participating by designated date and submit documentation to the Bilingual/ESL department.
• Counts submitted by each campus are final. This is to ensure that we plan accordingly for appropriate number of teachers needed.
• All ESL Academy information, forms and assessments are accessible on Bilingual / ESL Dept. staffnet website.
150Version 2.0
PARENTAL INVOLVEMENT
§89.1210. Program Content and Design.(c) The bilingual education program shall be an integral part of the regular educational program required under Chapter 74 of this title (relating to Curriculum Requirements). In bilingual education programs using Spanish and English as languages of instruction, school districts shall use state-adopted English and Spanish instructional materials and supplementary materials as curriculum tools to enhance the learning process; in addition, school districts may use other curriculum adaptations that have been developed. The bilingual education program shall address the affective, linguistic, and cognitive needs of English Learners as follows.
(1) Affective. English Learners shall be provided instruction in their home language to introduce basic concepts of the school environment, and instruction both in their home language 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 the students' home language and the United States.
151Version 2.0
Title I, Part A and Parent InvolvementE-4. Schools and local education agencies (LEAs) must provide materials and training to help parents work with their children to improve their children’s achievement such as literacy training for parents, if necessary, and using technology to foster parental involvement. Other examples of activities that might be provided include:
• literacy programs that bond families around reading and using the public library
• providing information about the essential components of reading instruction to enable parents to support the instructional practices used by the teacher E-10. To the extent feasible and appropriate, schools and LEAs must coordinate and integrate parental involvement programs and activities with the following programs:
• Head Start • Reading First • Early Reading First • Even Start Family Literacy Programs • Home Instruction Programs for Preschool Youngsters • Parents as Teachers • Public preschools • Other relevant programs such as Title III language instructional
programs.
[Sections 1112(b) (1), and (E), 1118(a)(D), ESEA.] In addition, to the extent feasible, schools and LEAs must conduct other activities, such as forming parent resource centers, that encourage and support parents in becoming more involved in their children’s education.[Section 1118(e)(4), ESEA.]
152Version 2.0
The Latino Family Literacy Project
The Latino Family Literacy Project is a parental involvement literacy program that is intended to provide reading and vocabulary strategies for our Socorro ISD Parents to strengthen their reading routines at home with their children. Parents who participate attend classes during the school year developing reading and vocabulary skills shared by teacher facilitators at their campuses. Parents of middle and high school students also gain college awareness about courses their children need for college and career preparation; in addition, these parents and students learn about the college application process.
Each of the programs encourages parents to develop new skills and newcommunication:
Pre-school and Elementary Programs: (10 week program)
• Establish and support a family reading routine• Improve English language skills• Improve Spanish literacy skills• Strengthen parent/child interaction
Middle and High School Programs: (6 week program)
• Show parents and students how they can participate in the educational process
• Build college awareness• Develop English language vocabulary• Introduce participants to key steps of the college going process
A recognition ceremony for all parents who participate is held in May at the District Service Center. Parents are given certificates and books to share with their families and are encouraged to continue practicing the reading strategies they learned to help their children at home. Also, the top 3 campuses with the highest parent participation receive a plaque from the Bilingual/ESL Department.
153Version 2.0
FrequentlyAsked
Questions
154Version 2.0
Bilingual/ESL DepartmentFrequently Asked Questions
Can elementary campuses departmentalize?Elementary campuses can departmentalize as long as all teachers that serve ELs are bilingual certified.
Is it allowable to purchase supplemental bilingual materials for all students in a 60/40 ratio classroom? Bilingual funds are to be used to purchase bilingual materials for ELsonly.
Can students that are bilingual denials be placed in a bilingual setting? Students that are bilingual denials need to be in a monolingual classroom setting.
What if a campus doesn’t have enough students to balance a 60/40 ratio classroom? Any time that a 60/40 ratio classroom is out of compliance, approval must be obtained by the Bilingual/ESL Director.
What if a WIN classroom does not balance a 60/40 ratio?Any approvals for WIN classes that are not at a 60/40 ratio balance must be approved.
What steps need to be taken before exiting a special needs student from the Bilingual/ESL program?Please refer to pages 74-78 of the manual to follow the steps in the Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) Services.
155Version 2.0
LPACFrequently Asked Questions
Is parent permission required for language proficiency testing?Parent permission for language proficiency testing is notrequired.
Are parents notified if their child has been classified as Limited English Proficient (LEP) and recommended for placement in the required Bilingual/ESL program?
Yes, the LPAC Committee shall give written notice of the classification of the student. The notice shall be in English and the parent's primary language.
Can a parent deny Bilingual/ESL services for their child if they wereclassified as LEP?
Yes, although a district may be required to provide bilingual or ESL services, parents have the option to accept or deny the services offered by the district. However, the student will still be considered LEP and will participate in the same assessment, such as Texas English Language Proficiency Assessment System (TELPAS), like other LEP students, until the student meets exit criteria for re-classification as Non-LEP.
What are the steps and responsibilities of a campus administrator if a parent requests to deny Bilingual/ESL services for their child?
• Conference with parent and explain the benefits of Bilingual/ESL Program.
• If parent decides to continue with denial process, the parent must sign a parent denial form and the campus administrator shall document the conference date and sign the appropriate form.
• Ensure that the student is placed in a monolingual class.
Can a teacher or staff member recommend to parents that their child be exited from the Bilingual/ESL program by denying Bilingual/ESL services?
Only the LPAC committee has the authority to make exit recommendations to parents based on specific criteria §89.1225 (H)(1)(2)(3).
156Version 2.0
Do parents get notification of their child's progress in a Bilingual/ESL program?
Yes, districts shall report to parents the progress of their child as a result of participation in the program offered to Limited English Proficient students. This notification is sent at the end of every school year.
Does the LPAC Committee evaluate the student's progress after exiting the Bilingual/ESL program?
The LPAC Committee shall evaluate a student who is transferred out of a Bilingual/ESL program during the first fouryears after a student is exited. If the student earns a failing grade in any subject during any grading period and isstruggling, the student may be considered to be reenrolled in a Bilingual/ESL program. This decision will be made by the LPAC Committee and parents will be notified of any LPAC recommendations.
When do we start counting TELPAS years in US Schools?We start counting TELPAS years in US schools beginning in1st grade.
What are Linguistic Accommodations?Linguistic Accommodations are English language supports that help make content area instruction accessible for EL's. The proficiency level descriptors, which describe the English that EL's are able to understand and use at each proficiency level, guide teachers in providing appropriate linguistic support and accommodations.
What are Proficiency Level Descriptors (PLD's)?• These descriptors define four stages of second language
acquisition called English Language Proficiency Levels (PLD’s).The four proficiency levels are beginning, intermediate,advanced, and advanced high. The PLD's describe how well EL's at each proficiency level are able to understand and use English to engage in grade-appropriate academic instruction.
• There are separate PLD's for listening, speaking, reading and writing.
For more information on the PLD's, please visit: http://www.elltx.org/docs/TELPAS
157Version 2.0
Assessment Identification and Placement of StudentsFrequently Asked Questions
Who do we test?• Students entering the U.S. and Texas for the 1st time shall be
tested according to Chapter 89/District guidelines.• SISD will honor placement from students entering from within
Texas, another district or another school within the district who were served in Bilingual Education. The LPAC committee will request and review records for proper placement.
What tests do we administer?• Oral Language Proficiency Test (OLPT): Pre-LAS/LAS.• Norm Referenced: Terra Nova.• Pre-K and Kinder: Test is an Excel Document and can be
administered on any computer.• 1st-12th grades - Test is done online and requires a
computer with testing icon found on all student desktops.• State requires an OLPT for Pre-K-1st.• State requires an OLPT and Norm Referenced test for grades
2nd-12th grades.• All students from Pre-K-5th grade will take the English test, if
student qualifies for Bilingual Education they will also take the Spanish test if Spanish is their native language.
• If HLS states any language other than English or Spanish, those students will only take the English test/s.
Who can administer test?• Testing administrator must be proficient in the testing language.• Testing administrator shall not be funded by Title I or III funds.• All test administrators must be trained by designated district
personnel.• Once the testing administrator is trained, credentials/testing
documents needed will be given by district personnel in order to proceed with testing.
158Version 2.0
Title III Part A
A. Supplement not Supplant A-1. What is meant by “Supplement not Supplant?”Title III requires that funds available under a sub grant be used to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient (LEP) students and immigrant students and in no case to supplant such federal, state, and local public funds. For example, if a particular activity last year was paid with non-federal funds, the same activity this year cannot be paid with federal funds. State-mandated activities must be paid with state funds first. In this section, supplement means an addition; supplant means to take the place of.
Title III Instructional/LPAC Aide
Can the Title III Instructional/LPAC Aides be used solely for Instruction or LPAC? This position is split funded and the Title III Instructional/LPAC Aides must split their time equally between Instruction and LPAC Aide duties.
Can the Title III Instructional/ LPAC Aide test ELs?Yes, as long as they are administering the assessments during their LPAC Aide portion of the day.
Can the Title III Instructional/LPAC Aides work overtime?Yes, as long as the campus has monies allotted to cover this expense and that it is within the Aides 183 working days.
159Version 2.0
160Version 2.0
161Version 2.0
162Version 2.0
163Version 2.0
Courses, References and Resources
• https://www.texascourses.org
• https://www.texasgateway.org
• http://elltx.org/index.html
• http://tea.texas.gov/
• http://tea.texas.gov/index2.aspx?id=25769817607
• http://tea.texas.gov/bilingual/esl/education/
• http://tea.texas.gov/student.assessment/staar/
• http://tea.texas.gov/student.assessment/ell/lpac/
• http://programs.esc20.net/default.aspx?name=elps.home
• http://www.elltx.org/docs/TELPAS_PLDs.pdf
• http://ritter.tea.state.tx.us/rules/tac/chapter101/index.html
• http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.11.htm
• http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html
• http://elltx.org/parents.html - Parent Resources
Echevarria, J., Vogt. M.E., & Short, D. (2000). Making Content Comprehensible to English Language Learners: The SIOP Model. Seidlitz, J., Base, M., Lara, M. (2015). ELLs in Texas: What Administrators Need to Know.
All LPAC Forms for beginning, middle and end of year will be posted and updated for 2018- 2019 school year on the SISD staffnet under Bilingual/ESLDepartment.https://www.sisd.net
The right choice forENDLESS OPPORTUNITIES.
#TeamSISDLeading • Inspiring • InnovatingSocorro Independent School District
2018-19 Socorro ISD
BILINGUAL/ESLDEPARTMENT MANUAL
Socorro ISD Board of TrusteesCynthia A. Najera, President
Angelica Rodriguez, Vice PresidentAntonio ‘Tony’ Ayub, Secretary
Gary Gandara, TrusteeHector F. Gonzalez, Trustee
Paul Guerra, TrusteeMichael A. Najera, Trustee
Superintendent of SchoolsJosé Espinoza, Ed.D.
Socorro Independent School District does not discriminate on the basis of race, color, religion, gender, sex, national origin, age, disability, military status, genetic information, or any other basis prohibited by law in its employment practices or in providing education services, activities, and programs, including career and technical education (vocational programs). For additional information regarding Socorro Independent School District’s policy of nondiscrimination contact: (915) 937-0201, 12440 Rojas Dr., El Paso, TX 79928.
Socorro ISD District Service Center12440 Rojas Dr. • El Paso, TX 79928 • Phn 915.937.0000 • www.sisd.net
SOCORRO ISD
BILI
NG
UAL/ESL DEPARTMEN
T
