Bilingual and ESL Programs:End of the Year Activities

May 14, 2012

Closing out 2011-12 and Beginning 2012-13

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Exit Criteria ELL Provision for English I EOC LPAC Summaries Annual Program Evaluation Needs Assessment Required Summer School Summer PD Teacher Certification

Ending 2011-2012

Before school starts When school starts Placement and Enrollment Program Types Coding/Snapshot Local policies and procedures Instructional Plan ELPS implementation Fall PD Exception and Waiver Student Follow Ups

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Beginning 2012-2013

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Ending the 2011-2012 Year

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Exit Criteria TEA Bilingual Website – Under Curriculum

http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720

See exit criteria chart, list of approved tests and the 2011-2012 exit criteria FAQ document

Exiting for this year only!

Special provision for recent immigrant ELLS in English I or ESOL I

TEA Student Assessment Website – LPAC Resources http://www.tea.state.tx.us/student.assessment/ell/lpac/

See ELL assessment documentation forms

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English I EOC Special Provision

LPAC Meeting Roster Form - from LPAC Framework Forms

Local Transition Document Determine who needs this information –

campus admin, district admin Graduation Plans (4 year plans) in place for

incoming 9th graders – Statutory requirement for all at risk students

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Documenting Decisions to pass on

Chapter 89 Reference Sample board reporting PPT Should reflect how students progressed, exited

and performed Can also include graduation rates, retentions,

# monitored yr. 1 and 2, # of denials Use this as a source for needs assessments

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Annual Program Evaluation

Use Program Evaluation data Teacher committees Campus and District Advisory Committees LPAC input Student needs, Instructional Staff, Staff

Development, Graduation Plans Write it down!!

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Needs Assessment

TEA letter posted 4-27-2012 120 Hours per statute Breaks, recess, lunch may not be included in

instructional time

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Required Summer School

Based on needs assessment Should have a staff development plan that builds

capacity Teacher leaders ESC Staff Development Project Share via ELL Portal - www.elltx.org State or national conferences, symposiums, etc… After attending, what are the expectations?

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Summer Professional Development

Bilingual Generalist or Supplemental ESL Generalist or Supplemental Foreign Language Teachers Recruitment vs. Replacement Allow time to build capacity and knowledge Certification + Best Practice = Effective

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Teacher Certification

Beginning and Planning the 2012-2013 Year

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August/September LPAC members receive training and schedule meetings Meet to identify students and follow up on any reenrollees Schedule students in appropriate classrooms and ensure

interventions recommended for any students are provided for teachers

Training for teachers/administrators on ELPS/meeting ELL needs

Training on other identified needs Determine where teacher needs are and plan for alternatives Hand schedule high school courses to ensure sheltered

instruction trained teachers Do you offer ESOL I and/or II?

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Before School Starts

September/October Secure documentation in student folders – signed and

dated parent permission forms Correct any placement errors and check for parent

denials Double check to ensure PEIMS coding is accurate prior to

snapshot (last Friday in October) Follow up on Monitored students after each grading

period Ensure that high school students are enrolled in classes

according to their 4 year plan

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When School Starts

Reenrollment/Placing Returning Students What happened to that form from last May? Enrolling/Identifying/placing new students Testing/LPAC Process/Documentation within 20

days of enrollment PEIMS coding

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Placement/Enrollment

Bilingual – Transitional, One way, Two Way ESL – Content, Pull-Out Understand what you want to offer vs. what

you actually offer

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Program Type Codes

Ensure that PEIMS codes describe the actual service

A system of data accuracy checks in place LEP code, Program Type code, Parent

Permission code, Immigrant code (with the first 3 years)

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Coding/Snapshot

Whose job is this? Write things down What local assessments, work flow, paperwork

responsibilities, data exchange This is your system! Systemic issues and instructional practices are

the main focal points of any PBM intervention Re-evaluate procedures annually to adjust to

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Local Policies and Procedures

What will you do with the resources you have? What is optimal for students vs. easier to do? Do we have to do what we’ve always done? What did our program evaluation tell us? What is in our campus plan? What do teachers need?

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Instructional Plan

Chapter 74.4 Curriculum Requirement ELPS Academies Navigating the ELPS ELPS for Administrators *new* ELPS overviews vs. ELPS implementation Project Share courses

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ELPS implementation

TELPAS overviews ELPS Academies TELLit courses online ELL Portal ESC trainings

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Fall PD

Due by November 1st

Application for bilingual exception when there are not enough bilingual teachers to serve students as required

Application for ESL waiver when there are not enough ESL teachers to serve students as required

Not a bad thing but necessary when you don’t have sufficient teachers – be sure you have a plan to serve students!

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Exception/Waiver

Create a means of communication for teachers to document concerns and intervention strategies

Don’t forget about monitored students

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Student Follow Ups

ESC 6 ELL TEAMSandy Garcia Cristina Woodssgarcia@esc6.netcwoods@esc6.net936.435.8235 936.435.8237

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