The purpose of the Bilingual Education Program and English as a Second Language (ESL) Program in Keller ISD is to enable limited English proficient students to develop fluency in oral language, reading comprehension and writing skills in the English language. The programs focus on the development of literacy and academic skills in the primary language and English through the use of second language learning methods. KISD’s Bilingual/ESL Program strives to meet the educational needs of each linguistically diverse student by recognizing the affective, linguistic and the cognitive domains to enable students’ successful and equitable participation in regular instructional programs.
Assurance of Nondiscrimination Section 1: KISD Program Purpose, Mission and Philosophy Section 2: State and local codes and regulations Section 3: LPAC rules and regulations Section 4: KISD LEP program models: Bilingual and ESL Section 5: PEIMS coding for LEP students Section 6: Special programs and services for LEP students Section 7: Appendices and forms
Assurance of Nondiscrimination
Keller ISD Program Purpose and Mission
PURPOSE OF THE PROGRAM The purpose of the Bilingual Education Program and English as a Second Language (ESL) Program in Keller ISD is to enable limited English proficient students to develop fluency in oral language, reading comprehension and writing skills in the English language. The programs focus on the development of literacy and academic skills in the primary language and English through the use of second language learning methods. KISD’s Bilingual/ESL Program strives to meet the educational needs of each linguistically diverse student by recognizing the affective, linguistic and the cognitive domains to enable students’ successful and equitable participation in regular instructional programs.
KISD BILINGUAL PROGRAM MISSION STATEMENT Keller ISD is committed to providing an effective Bilingual program which supports academic achievement, the development of bilingualism, biliteracy and cross-cultural awareness. It is Keller’s mission to achieve the highest standards of performance by providing exceptional educational opportunities for all students. KISD ESL PROGRAM MISSION STATEMENT Keller ISD is committed to providing an effective ESL program which supports the development of the cognitive, affective and linguistic domains of the Limited English proficient student. It is Keller’s mission to achieve the highest standards of performance by providing exceptional educational opportunities for all students.
Section 1-1
Keller ISD Bilingual/ ESL Philosophy
We believe that every Keller ISD student has an inherent right to an education that enhances the development of each student's maximum potential, regardless of race, gender, ethnicity, socio-economic level or language ability. Every child has the capacity to learn, and it is our task to fully develop this capacity. We believe that every child has an inalienable right to the tools which facilitate the achievement of personal goals as well as the fulfillment of obligations to society. Keller ISD is committed to provide a comprehensive Bilingual and ESL Program in an atmosphere that is open, concerned, and responsive to the needs of both the students and the community. Keller ISD’s Bilingual Education and English as a Second Language (ESL) programs strive to facilitate English Language Learners’ (ELL’s) opportunities to become successful and proficient both academically and linguistically. We believe that English Language Learners will perform better in an environment that respects their native language, culture and prior knowledge. Our programs, recognize that the native language of students serve as a platform for English language acquisition. In Keller ISD, it is our belief that English language learners come to school with varying academic, affective and linguistic needs and that each student’s needs in all three areas must be met for the English language learner to be successful. These programs emphasize core curriculum content as well as the mastery of English language skills. We believe that the Bilingual education and ESL programs must provide an environment in which all students are afforded the opportunity to obtain the knowledge and skills that will enable them to succeed both as productive individuals and as members of a global society.
Section 1-2
State and Local Codes and Regulations: Texas Codes Texas Administrative Code: Chapter 89. Adaptations for Special Populations; Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html Texas Administration Code: Chapter 74. Curriculum Requirements Subchapter A. Required Curriculum; §74.4. English Language Proficiency Standards. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Texas Education Code: TEC 29.051 - 29.064 Subchapter B. Bilingual Education and Special Language Programs http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.29.htm#29.051
Section 2-1
State and Local Codes and Regulations: KISD Administrative Regulations Administrative Regulations- E: Instruction • Bilingual Program Denial • Bilingual Program Model- One-way Dual language • English Language Learners (ELLs) Assignment and Assessment Policy • ESL Program Model • Identification and Placement of Limited English Proficient (LEP) Students
Administrative Regulations- F: Students • GT and ESL Cluster Grouping Administrative Regulations- D: Personnel • Specialist - Dyslexia, GT, ESL and IST
Section 2-2
LPAC Rules and Regulations
LPAC Rules and Regulations: Language Proficiency Assessment Committee The Language Proficiency Assessment Committee (LPAC) serves as the foundation for the LPAC process. At the time a student with a language other than English enters the school system, the committee responsibilities are set in motion. This activity is triggered by the Home Language Survey which is completed by a parent or guardian for students in Grades Pre-K through 8, or by the student in Grades 9-12. It is important for that school to be ready to perform its responsibilities as required by law in the 19 TAC, Chapter 89, Subchapter BB, Commissioner’s Rules concerning State Plan for Educating Limited English Proficient Students, Section 89.1220.
The LPAC serves as the student’s advocate and reviews all relevant information for appropriate placement.
Every school district that implements a Bilingual or ESL program is required to establish and operate an LPAC Committee and must have on file policy and procedures for the selection, appointment, and the training
of its members.
Section 3-1
LPAC Rules and Regulations: LPAC Membership
Bilingual LPAC committee membership* as written in TEC 29.063, includes:
• A professional bilingual educator • An ESL educator or general education educator if student is a parental denial or is in the two year monitoring phase after exit • A parent of a limited English proficient (LEP) student participating in the program designated by the district (No parent serving on the committee shall be an employee of the school district) • A campus administrator UESL committee membership* as written in TEC 29.063, includes: • One or more professional personnel (it is recommended that this include a campus administrator and a certified ESL teacher) • A parent of a limited English proficient (LEP) student participating in the program designated by the district (no parent serving on the committee shall be an employee of the school district)
*A professional LPAC member is required by law (Chapter 89.1230) to
serve on the Admission, Review, and Dismissal (ARD) committee of each LEP student who qualifies for special education services.
Section 3-2
LPAC Rules and Regulations: LPAC Training LPAC TRAINING A district shall establish and operate a sufficient number of language proficiency assessment committees to enable them to discharge their duties within four weeks of the enrollment o f limited English proficient students. All members of the language proficiency assessment committee, including parents, shall be acting for the school district and shall observe all laws and rules governing confidentiality of information concerning individual students. The district shall be responsible for the orientation and training of all members, including the parents, of the language assessment committee. Chapter 89.1220 (e),(f)
Keller ISD LPAC Procedures Keller ISD Administrators and LPAC Participants are trained at the beginning of each school year. LPAC Oaths are kept on file at the campuses and maintained electronically by the Language Acquisition Department. Initial Entry LPAC’s are held on designated dates arranged through the Language Acquisition Department at the district level .
LPAC Training Resources • • •
LPAC Committee Membership Forms LPAC Parent Membership Requests LPAC Training Materials
Section 3-3
LPAC Rules and Regulations: Responsibilities RESPONSIBILITES OF SCHOOL ADMINISTRATORS • •
• • •
School administrators will attend training yearly to keep current on policies regarding English Language Learners A school administrator (principal or assistant principal) is required to be in attendance at every LPAC meeting. School administrators are responsible for identifying ESL certified classroom teachers on each campus. Administrators should meet regularly with ESL teachers to discuss compliances issues. The administrator and ESL teacher will work together to conduct the LPAC training for all involved campus staff at the beginning of the year.
PARENTAL AUTHORITY AND RESPONSIBILITIES • • •
Within 4 weeks (20 school days) after the student enrolls in KISD, the LPAC is to place the LEP student in appropriate services and attain parent permission. A parent must give permission for services. Parents must be provided with information describing the benefits of Bilingual services or ESL services. Parents must be notified in writing when students are entered and exited from the Bilingual/ESL programs.
Section 3-4
LPAC Rules and Regulations: Denials Keller ISD PARENT DENIAL OF SERVICES A parent may deny permission for their child to be enrolled in the State-required Bilingual or ESL program. When the parent denies program services every effort must be made to ensure that the parent understands the purpose and content of the Bilingual or ESL program offered. The parent must state their denial of services in writing and the original signed letter must be retained in the student’s cumulative record. Parent denial of services does not change the student’s status from LEP to non-LEP. Parent denial of services does not exempt the student from participating in TELPAS. The actions and recommendations of the LPAC are to be documented on the appropriate LPAC forms. Services will be offered annually until the student no longer qualifies. LPAC student denials at the end of each year to review test scores. Once the students meet exit criteria (TAC Chapter 89.1225) they are classified as non-LEP in PEIMS. Denial students are also monitored for two additional year (Title III, Part A, Subpart 2.Sec.312(a)(4)).
Section 3-5
KISD LEP Program Models: Bilingual and ESL
Bilingual Program Model: G贸mez and G贸mez 50/50 One-way Dual Language Enrichment Model These are the key elements of the G贸mez & G贸mez DLE Model PK-5th grade for both One-Way & Two-Way DLE Classrooms. A commitment to enriched education for all requires fidelity of implementation that includes challenging, interactive and authentic instruction for all participating students. To support short and longterm academic success of all students, the goal is to achieve grade-level bilingualism & biliteracy by the end of 5th grade.
Section 4-1
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: continued…
Key Features of the Gómez & Gómez Dual Language Enrichment Model The model is divided into six major components across seven grade levels. The model is followed by a thorough explanation of each component. Although these components are not presented in any particular order of importance, each component is described relative to its unique importance and contribution to the overall effectiveness of the model. Collectively, the components described below contribute to the overall success of the model. a) Grade Level b) Heterogeneous Instructional Grouping c) Separation of Languages for Content-Area Instruction
d) Computer Support e) Vocabulary Enrichment f) Conceptual Refinement & Academic Rigor
Section 4-2
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued… The Gómez & Gómez DLE Model is both comprehensive and detailed with a number
of activities that take into account the academic and linguistic developmental growth of children developing their first language and adding a second language. For English dominant learners, language arts and mathematics supports their native language development PK-5th, while science and social studies is learned in the L2. Similarly, for Spanish dominant learners, science and social studies supports their native language development, while mathematics is learned in the L2. Note that there is a major change in the model as students move from first grade to second grade (indicated with dark black line) based on the need for addressing the greater academic demands of the upper grades and the ongoing biliteracy development of all learners. This line symbolizes that student’s level of bilingualism has matured and the need for second language instructional support is less critical. Of course, this does not imply that instruction should not continue to be meaningful and contextually supported, but rather that students are now bilingual, more confident and more readily follow directions and content area instruction in the L2. At this point, the model suggests that greater emphasis be placed on challenging students to use their second language, because they now have the capacity to do so. The model contains several key components designed to support the full development of content-area biliteracy.
The model is unique in that: 1) it provides instruction of subject areas in only one of the two languages with ongoing "vocabulary enrichment" in the opposite language of instruction, 2) it calls for conceptual refinement activities that supports the learning
of content in the L2 in respective subject area and promotes academic rigor PK-5th grade, 3) it promotes the development of content-area biliteracy by the end of 5th grade, 4) it uses the concept of bilingual pairs for increased student engagement in all classroom learning activities, 5) it uses bilingual learning centers PK-2nd grade, and bilingual research centers beginning 3rd grade, and 6) it requires the use of the Section 4-3
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued… language of the day for all non-instructional school language used throughout the day
by all students, parents and school staff, and for focused vocabulary development activities (LOD Activities).
Subjects Learned in One Language Unlike most 50/50 and 90/10 DLE models, this model does not call for instruction in all subjects areas in both languages. Instead, it requires that all learners regardless of language background learn certain subjects only in the minority language, while others are learned only in the majority language. The model’s philosophy is that children can indeed learn subject matter effectively in either their L1 or L2, given the use of appropriate instructional strategies and other activities that support, in particular, the L2 learner in the respective subject area. Note that PK-5th grade mathematics is learned in English by all participants, while Science and Social Studies is learned in Spanish. Language Arts is provided in the child’s native language PK-1st grade and in both languages 2nd-5th grade (Note: Two-Way programs with strong L1 learners may opt to begin the two language arts beginning 1st grade). The underlying premise for subject area instruction in only one language is the need for consistency of vocabulary and conceptual development of that subject in the same language. The rationale is that by providing mathematics instruction in English only and science or social studies in Spanish only, developmental, conceptual and linguistic connections will facilitate student schema. This supports both the L1 and L2 learner, assuming the subject matter is made comprehensible through sheltered instruction strategies. There are additional reinforcement activities following each lesson learned in the L2,
and the use of bilingual pairs or bilingual groups. This area also stresses that there is no translation or clarification in the L1 for all subject area instruction.
Mathematics was selected to be delivered in English only for the following reasons: 1) Mathematics is less language dependent than science or social studies and Section 4-4
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued‌ therefore supports the minority child, traditionally the most disadvantaged of the
two, 2) Mathematics is generally a more hands-on subject with numerous manipulatives available, 3) Mathematics is more universal and its content cuts across both languages, and 4) Generally speaking, Spanish speaking parents can usually better assist their children in mathematics than in other subject areas due to the strong math education traditionally found in Latin countries. Similarly, science and social studies being more language dependent were selected to be delivered in Spanish only in order to ensure a strong minority language curriculum that would support both learners and help compensate for the strong dominance of the English language. The model is designed to increase the chance of learners achieving full literacy in both languages by the end of 5th grade. Although this model separates language of instruction for content areas by subject rather than time, students receive approximately 50% of their instruction in each language. Language arts is taught in both languages beginning 2nd grade. The time usually allotted for mathematics is equal to the time for science and social studies combined. And the language for all other activities alternates daily. As a result, the model is 50/50 in both content area and time beginning 2nd grade.
Conceptual Refinement Supports L2 Learner & Academic Rigor Conceptual Refinement (CR) is a strategy used by PK-5th Grade teachers at the end of each lesson cycle to support L2 learners of respective content while at the same time support consistent Academic Rigor. In this model, the central goal of a subject area lesson is the learning of the concept, while the secondary goal is the development of
the language of that subject. For instance, a lesson in science not only seeks for the learner to acquire the concept, but to also develop language (in this case Spanish) in the process of learning that concept. Both these goals can be more readily achieved by a learner learning a concept in his/her native language. Therefore, learners learning subject matter in their L2 require additional support for at least the first Section 4-5
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued‌ three-four years (PK-2nd). The activity that supports the comprehension of subject
matter by L2 learners is described as conceptual refinement. During conceptual refinement, L2 learners of math, science or social studies that need additional concept review are homogeneously grouped and provided L2 reinforcement immediately following the end of each lesson for about 15-20 minutes. Conceptual refinement is conducted in the same language of instruction, using different examples and working with the L2 learner on a closer one-on-one basis. For instance, first grade English dominant students learning science in a second language are homogeneously grouped for conceptual refinement immediately following the science lesson in order to clarify or reinforce the lesson or concept just taught. Using CR allows teachers to "raise the academic expectations (rigor) teaching to the top 25% of the class, and consistently using bilingual pairs while supporting concept learning of L2 learners. In summary, this activity provides additional opportunities for L2 learners to understand subject area concepts learned in the L2 while they develop the L2, but at a high academic level.
Specialized Content-Area Vocabulary Enrichment Activities Since mathematics, science and social studies is learned in only one language, this activity that begins in 3rd grade is designed to develop vocabulary enrichment or biliteracy in those subject areas learned in one language through the end of 5th grade. As indicated with the dark line, beginning third grade, both English and Spanish dominant learners have developed sufficient fluency in both languages to understand directions and subject area instruction in either language. At this point,
the emphasis is not only on linguistic biliteracy through language arts, but facilitating vocabulary biliteracy in mathematics, science and social studies. To facilitate this, all learners participate in Specialized Vocabulary Enrichment (SVE) activities designed to expose learners to previously learned vocabulary in mathematics, science and social studies in the opposite language of instruction in that subject area. For instance, 3rd Section 4-6
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued… grade specialized science content vocabulary that was taught in Spanish this week is
introduced in English to students as a vocabulary enrichment activity the following week. SVE activities are conducted once a week for approximately 20-30 minutes. They are vocabulary games and fun activities, not simply lists of vocabulary items. SVE activities are designed to help students transfer/learn vocabulary knowledge already learned in one language to the other. Target vocabulary to be reviewed should be prioritized as follows: 1. non-cognates, 2. false cognates, 3. cognates
Learning in Bilingual Pairs or Bilingual Groups A central component of the model is bilingual instructional grouping. Learners are grouped in bilingual pairs or bilingual groups for all subject area instruction and for participation in bilingual learning centers, resource centers and other enrichment activities. The pairing changes regularly, usually on a weekly basis. Throughout the instructional day, learners dominant in English are paired or grouped with learners dominant in the non English language. In all the schools in which the model has been implemented the second language is Spanish, so we will refer to Spanish in the description of the model. Freeman and Freeman (2001) describe a supportive L2 environment as one in which students are motivated and encouraged to collaborate and use different modes of learning. Bilingual grouping facilitates comprehension of subject area by the L2 learner, who receives linguistic and academic support from his or her native speaking partner. For instance, during mathematics instruction, English dominant learners support Spanish dominant learners since mathematics is learned in English. During science and social studies, Spanish dominant learners support
English dominant learners since science and social studies is taught in Spanish. Similarly, during other instructional activities, such as bilingual learning centers and enrichment activities, students work together in bilingual pairs.
In the Gómez & Gómez DLE Model, it is imperative that students learn content Section 4-7
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued‌ together (cooperative learning) using what we call bilingual pairs (2 students) or
bilingual groups (4 or 6 students). Pairs of students should receive one assignment to complete together so that they engage in language and content talk. They can complete the assignment independently once they have learned it together. The DLE lesson plan cycle we share calls for all lessons to go from whole group (direct teach) to two (2) small group activities (pairs/groups). There is a deliberate pairing of students that should be based on language abilities and content abilities. For instance, One-Way DLE settings students should be paired up (mixed) based on high & low proficiency in English/Spanish for Language Arts and Center time. Teachers should be pairing up a student with stronger English skills with one with weaker English skills (or in two-way settings, pairing up a native English speaker with a native Spanish speaker). However, in math, science & SS, the pairing or grouping of students for the small group activities should also consider the content abilities of the students (e.g. pairing up stronger math students with weaker math students). Bilingual pairs are not stagnant, but fluid. We recommend using a pocket chart identifying the list of students identified by color as stronger English or stronger Spanish and paired up side-by-side on the chart. The pocket chart allows for shifting the pairs around and pairing up students with different students depending on their language and contentarea abilities based on the content area being taught. Therefore, the pair or group (2 pairs) learning in a group activity in math may not be the same pair or group during science or social studies or language arts.
Bilingual Learning Centers and Bilingual Research Centers
Bilingual Learning Centers and Bilingual Research Centers are interactive subjectbased learning activities that support L1 and L2 learners. Bilingual Learning Centers are employed PK-2nd grade, while Bilingual Research Centers are used 3rd-5th grade. Both Bilingual Learning Centers and Bilingual Research Centers contain activities and materials in both English and Spanish. Section 4-8
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued… The goal of Bilingual Learning Centers is to engage learners in bilingual pairs in self-
directed learning activities for a minimum of 30 minutes per day. Bilingual Learning Centers at the PK-2nd grade level play an important role in the Gómez & Gómez DLE Model. The use of learning centers accomplishes three major objectives: (1) facilitates opportunities for students to use their first and second language in natural, meaningful contexts, (2) allows for negotiation of subject area meaning between learners, and (3) provides students an opportunity to engage in self-paced independent learning with minimal guidance from the teacher. Bilingual Learning Centers are bilingual, that is, content activities and materials in the Centers are available in both languages. This does not imply that all activities should be available or translated in both languages, but simply that students working together in bilingual pairs will have opportunity to select an activity to complete together in either language. Bilingual Learning Center activities should be meaningful and task oriented giving the pair an opportunity to complete a task. Bilingual Learning Centers are established in all classrooms and clearly labeled in both languages. They are aligned to the theme the class is studying and usually serve as previews or extensions of the content objectives related to the theme. Bilingual pairs select their centers on a weekly basis and travel (rotate) through them throughout each week.
Bilingual Research Centers serve as "subject specific reference areas" for bilingual pairs or groups to use in cooperative learning project-based activities. Bilingual Research Centers at the 3rd through 5th grade level play a very different role than Bilingual Learning Centers in that they are to be used exclusively with lessons during
subject area instruction for paired and project-based activities. Beginning 3rd grade, the DLE model calls for a greater emphasis on project-based learning, also referred to as discovery learning, for all content-based instruction. The Bilingual Research Centers serve as content resources for students working in their bilingual groups to access for completing their group project. Bilingual Resource Centers is simply a Section 4-9
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued… grouping of instructional resources available to the teacher in the different subject
areas. Bilingual Research Centers are established in mathematics, science, social studies and language arts. As the DLE teacher plans content-area instruction, she/he considers the use of Bilingual Resource Centers as students begin to work in their groups. For instance, a social studies teacher planning a project-based lesson on cultural differences between groups of Native Americans would assign specific groups of Native Americans to bilingual pairs or groups and direct them to use resources from the Social Studies Research Center to complete their group assignment.
Language of the Day All school and classroom activities not specifically designated a specific language of instruction adhere to what is called the Language of the Day (LOD), which alternates daily (MWF: Spanish / T-TH: English). The central purpose of the LOD is to: 1) promote bilingualism across the campus and in all uses of language by all school staff, and 2) develop vocabulary in both languages, but primarily vocabulary development in all learner’s L2. The LOD should be followed PK - 5th Grade and is a vital component for intensive vocabulary development "in addition to content learning."
Use the LOD daily to review: 1. Routines: calendar (days of the week, months), hallway talk, specials, etc. 2. Read the Room: vocabulary from labels, word walls, and student generated alphabets
Use the LOD daily to engage students in following academic activities: 1. LOD Journal writing (have students use a red notebook for Spanish and blue notebook for English) 2. LOD Read-Alouds (not during reading instruction) Section 4-10
Gómez and Gómez 50/50 One-way Dual Language Enrichment Model: Key Features continued… 3. LOD DEAR time (Drop Everything And Read...students need to select books in
English & Spanish)
The LOD also applies to other non-content-area language used in school by all students and staff. Activities such as morning announcements, pledge of allegiance, daily news, physical education, storytelling, library time, sustained silent reading, music, lunch breaks, water breaks, and end-of-day clean-up, birthday celebrations, and other activities are all conducted in the LOD. The language of the day is used campus-wide, validates the equal importance of both languages and develops vocabulary in both English and Spanish dominant learners. The DLE model calls for classrooms to post a sign outside their classroom door announcing the LOD. Visitors adhere to the language of the day as much as possible. Naturally, if a teacher, parent or community member who comes to the school is not proficient in LOD (Spanish or English), the known language should be used to communicate. The LOD is implemented as consistent as possible by all school staff to the extent possible. Under no circumstances should an adult or child be forced to use the LOD.
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Section 4-11
English as a Second Language Program Model: K-6th grade Elementary - Intermediate Levels (K-6th grade):
ESL Specialists shall utilize the ESL curriculum in Forethought to address District specific standards and the State Mandated English language proficiency standards (ELPS). ESL Specialists will reinforce vocabulary terms and concepts taught across content areas. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students.
Assurance Words are pre-selected terms from each content area students will master each year. ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.
Small group instruction shall consist of academic and social language instruction in listening, speaking, reading and writing.
ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.
Elementary- Intermediate level ESL Specialists are supplementary to classroom teachers.
All ESL indicated students must be placed with ESL certified classroom teachers. Beginner and intermediate students shall receive supplemental support through the ESL Specialist’s small group intervention.
Section 4-12
English as a Second Language Program Model: 7th -8th grade Middle School Levels (7th-8th grade):
ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District specific standards and the State Mandated English language proficiency standards (ELPS). ESL Specialists will reinforce vocabulary terms and concepts taught in English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students.
ESL Specialists shall serve as the instructor for the English language arts
and Reading class for students in the Beginner and Intermediate language proficiency levels in 7th and 8th grades. ESL courses will follow the same curriculum as the 7th and 8th grade language arts courses using accommodations for language levels and ESL specific resources. The ESL course is not an elective and is scheduled in place of the required ELA course.
ESL Specialists shall use instructional methods that target the affective,
cognitive and linguistic domains of students indicated as LEP.
Section 4-13
English as a Second Language Program Model: 7th -8th grade Middle School ESL Course Guide Middle School Language Arts ESL I — Language Arts, Grade 7 instruction emphasizes reading a variety of genres, writing a wide variety of compositions, and integrating research and presentation skills in a two period block of instruction. Students learn grammar, usage, vocabulary, and other English language skills within the context of reading and writing. Integrated multi-cultural literature studies are used as stimuli or models for writing as well as to promote literary analysis skills. English language learners must be tested and/or placed in to the class with LPAC permission. ESL II — Language Arts, Grade 8 — concentrates on writ-ten compositions and grammar components. Instruction includes research skills, literacy analysis and writing for purpose. In additions students are required to meet specific in-dependent reading requirements. Integrated studies and literary elements related to multicultural novels, drama selections, short stories and folklore are incorporated into the curriculum. English language learners must be tested and/or placed in to the class with LPAC permission.
Section 4-14
English as a Second Language Program Model: 9th -12th grade High School Levels (9th-12th grade):
ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District standards and the State Mandated English language proficiency standards (ELPS). ESL Specialists will reinforce vocabulary terms and concepts taught in English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP.
•
ESL Specialists shall serve as the instructor for the Sheltered English I–IV, Independent English I-III, and Practical Writing. ESL English courses will follow the same curriculum as English courses using accommodations for language levels and ESL specific resources. Sheltered courses use the same PEIMS identifier as regular classes, but have fewer students. They are taught by an ESL certified instructor who is trained in ESL instructional techniques and who accommodates content instruction to match the language proficiency levels of individual students.
Section 4-15
English as a Second Language Program Model: 9th -12th grade High School Language Arts Sheltered English I-IV Grade Placement: 9-12 Prerequisite: Placement test and/or LPAC recommendation Credit: 1 Enrollment is limited to non-native speakers of English in 9th-12th grades. Placement in Sheltered English I-IV will be determined through language proficiency tests and LPAC recommendations. Sheltered English courses align with state and district requirements for English I-IV. Sheltered classes may substitute for the required English credits. Independent English I-III Grade Placement: 9-11 Prerequisite: Placement test and/or LPAC recommendation Credit: 1 Enrollment is limited to LEP indicated students in 9th-11th grades who are at the Beginner-Advanced High language proficiency levels in language acquisition. The course provides additional language arts support for limited English proficient students. Placement will be determined through language proficiency tests and LPAC recommendations. Practical Writing Grade Placement: 12 Prerequisite: Placement test and/or LPAC recommendation Credit: 1 Enrollment is limited to LEP indicated students in 12th grade who are at the Beginner-Advanced High language proficiency levels in language acquisition. The course pro-vides additional language arts support for limited English proficient students. Placement will be determined through language proficiency tests and LPAC recommendations.
Section 4-16
PEIMS Coding
PEIMS Coding: Student Attendance Accounting Handbook Data Standard Tables: • Language Coding • Parental Permission Codes • Bilingual Program Type Codes • ESL Program Type Codes • LEP Indicator Codes
Section 5-1
Section 5-2
Section 5-3
Section 5-4
Section 5-5
Section 5-6
Section 5-7
Section 5-8
Section 5-9
Section 5-10
Special Programs and Services for LEP Students
Special Programs and Services for LEP students: Special Exit Criteria Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) Services Under 19 TAC §89.1225(k)1 2014–2015 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 2014-2015 English Proficiency Exit Criteria Chart found at http://www.tea.state.tx.us/index2.aspx?id=4098 to exit English language learners (ELLs) from bilingual/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. This document outlines the process to follow when considering whether a student qualifies to exit using the criteria authorized by TAC §89.1225(k). 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). • Through this process, a determination is made about the assessments and/or English language proficiency assessment standards to be used in the exiting process. • 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://www.tea.state.tx.us/index2.aspx?id=2147496923. • 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. • 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.
Section 6-1
Special Programs and Services for LEP students: Special Exit Criteria Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) Services Under 19 TAC §89.1225(k)1 Continued… 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. • 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). • 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 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 classroombased 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 assessment information 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-term prospects for second language acquisition. ________________ 1 Title 19 Texas Administrative Code Chapter 89 Adaptations for Special Populations; Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating Limited English Proficient Students Section 6-2
Special Programs and Services for LEP students: Special Exit Criteria Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) Services Under 19 TAC §89.1225(k)1 Continued… ACADEMIC CONTENT ASSESSMENTS OF READING AND WRITING IN GRADES 1-2 • Norm-referenced standardized achievement tests are not required for students in grades 12 eligible under TAC §89.1225(k). ACADEMIC CONTENT ASSESSMENTS OF READING AND WRITING IN GRADES 3-12 • Modification of performance standards on academic content assessments not permitted STAAR Alternate 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. • Selection of appropriate academic content assessments Students considered for exit criteria under TAC §89.1225(k) should be those designated to take STAAR Alternate, as determined by the ARD committee in conjunction with the LPAC. Reminder: State-established standards must be used for all state assessments. ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS IN GRADES 1-12 • Modification of English language proficiency assessment standards on a domain-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’s disability 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). • 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. Section 6-3
Special Programs and Services for LEP students: Special Exit Criteria Process for Considering Special Exit Criteria from Bilingual/English as a Second Language (ESL) Services Under 19 TAC §89.1225(k)1 Continued… 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. • The meeting should take place as early in the current school year as possible or at the end of the year to be applied the next school year. The meeting must occur prior to the student’s participation in the identified assessments. • Based on discussion at the formal ARD committee meeting, the IEP is updated with documentation of the modified exit criteria if the committee as a whole determines that exit is anticipated. Step 6: Determine and Document Whether Student Has Met Modified Exit Criteria At 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. • The subjective teacher evaluation must reflect the status of the student following the administration of the assessments. • 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. • 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.
Keller ISD SPED-LEP Reclassification, Exit Forms and Information • •
Process for considering Special Exit Criteria Special Exit Criteria Form
Section 6-4
Appendices and Forms
Keller ISD LPAC Forms •
LPAC Student Reviews
•
Permission Forms
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Mid Year Assessment Decision Making Forms
•
End of Year LPAC Forms
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Linguistic Accommodation Forms
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SPED-LEP Reclassification/ Exit Forms
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LPAC Decision Making Process Manual for State Assessments
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Program Brochures
Language Acquisition Department •
Learning Function Contact List
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Language Acquisition Department Roles and Responsibilities
Section 7-1
Yellow LPAC Folder
Section 7-2
TERMS AND ACRONYMS ARD Admission, Review and Dismissal- A process applicable to students identified for, or potentially in need of, special education services. A member of the LPAC must be present when the student being discussed is an LEP student. AYP Annual Yearly Progress. Federal requirement under No Child Left Behind act. BIC Basic Interpersonal Communication Skills Chapter 89 Texas Administrative Code. Chapter 89. Adaptations for special populations. Subchapter BB Commissioner’s rules concerning state plan for educating Limited English Proficient students. CALP Cognitive Academic Language Proficiency CUM Folder Student’s cumulative folder kept in schools Denial Parents have denied services for bilingual or ESL services DNQ Does Not Qualify- the student does not meet the criteria to qualify as a LEP student. ELL English Language Learner ESL English as a Second Language-also referred to as ESOL (English for Speakers of Other Languages) taught in PK-2th FES Fluent English Speaker- a designation as determined from an oral language proficiency test
Section 7-3
TERMS AND ACRONYMS: Continued HLS Home Language Survey—form required to be completed upon enrollment to a school district. If parents indicates any language other then English, the student’s fluency level must be determined with an OLPT and or norm referenced test. IEP Individual Education Plan—applicable to student identified for special education services. A member of the LPAC committee must serve on the ARD committee when the student being discussed is LEP. IPT IDEA Proficiency Test- English/Spanish when appropriate an oral language test given to determines oral fluency ITBS Iowa Test of Basic Skills—a norm referenced test used to determine reading comprehension and written fluency (used in KISD) LEP Limited English Proficient—PEIMS code that means the student qualifies for Bilingual or ESL services LPAC Language Proficiency Assessment Committee NES Non English Speaker—a designation used with some oral language proficiency tests NCLB No Child Left Behind OLPT Oral Language Proficiency Test PEIMS Pupil Educational Management System used for TEA reports. It tells how many ESL/Bilingual students are enrolled in the district for the purpose of funding.
Section 7-4
TERMS AND ACRONYMS: Continued SIOP Sheltered Instruction Observational Protocol-- Teaching model for sheltered academic instruction. TELPAS Texas English Language Proficiency Assessment System
WMR Woodcock Muñoz Revised Language Survey- a TEA approved tested for determining language proficiency KISD uses this test) Yellow LEP folder Student’s Bilingual/ ESL language folder kept inside the cum folder. It contains all LPAC documentation on the student.
Section 7-5