Bilingual/ESL Education Program Report

Program Type

Choose from the following:

A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers students to English-only instruction; it provides instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English; the transition will occur not earlier than two or later than five years after the student enrolls in school;

Transitional Bilingual/Early Exit

A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction; academic growth is accelerated through cognitively challenging academic work in the students’ first language along with meaningful academic content taught through the students’ second language, English; the goal is to promote high levels of academic achievement and full academic language proficiency in the students’ first language and English; not earlier than six or later than seven years after the students enroll in school.

Transitional Bilingual/Late Exit

A biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English-only instruction; instruction is provided to both native English speakers and native speakers of another language in an instructional setting where language learning is integrated with content instruction. academic subjects are taught to all students through both English and the other language; transition will occur not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion/Two Way

A biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction; in an instructional setting where language learning is integrated with content instruction. academic subjects are taught to all students through both English and the other language; transition will occur not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion/One-Way

An English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction; it integrates English-as-a-second-language instruction with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects.

ESL/Content-based

An English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher certified under Section 29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

ESL/Pull-out

Number of Students Enrolled

PreK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

District TELPAS Results

• Insert district results

Number of Students Exited

PreK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Number of Teachers Receiving Bilingual/ESL Professional Development

PreK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Total Number of Paraprofessional Receiving Bilingual/ESL Training

PreK K 1 2 3 4 5 6 7 8 9 10 11 12 Total

ESC Region XIIIBilingual/ESL Professional Development 2010-2011

Training Date Scope Outcome Attendance

AMAOs 10/21/10 Accountability and Standards

ELL Institute 11/3/10 Language Support

Bilingual/ESLDirectors’Meetings

9/14/10,12/14/10,2/9/11,4/12/11

Assessment, Accountability, and Compliance

DifferentiatingInstruction forELLs

3/1/11 Language Support

DualLanguage Seminar

2/3/11 Language Support

ESL Academy 10/25/10,2/28/11

Language Support, Certification Requirements, Compliance

LPAC Training 9/8/10 Compliance

ESC Region XIIIBilingual/ESL Professional Development 2010-2011

Training Date Scope Outcome Attendance

RtI for ELLs 3/4/11 Language Support

Scaffolding Reading Comprehension in the Bilingual Classroom

3/1/11 Language Support

Sheltered Instruction Plus 2/3-2/4/11

Language Support

Teaching in ESOL I/II Classroom

10/5/10,

1/19/11

Language Support

TELPAS Awareness 9/27/10 Assessment

LPAC Decision Making Training

1/5/11,1/14/11

Assessment and Compliance

District Bilingual/ESL Professional Development 2010-2011

Training Date Scope Outcome Attendance

Additional Bilingual/ESL Activities

• Student Achievement– AMAOs– AEIS– PBM– AYP– LEP Progress Measure

• Parental Involvement Activities• Staffing

– Recruitment/Certification– Stipends– Exceptions/Waivers

• 2011-2012 Bilingual/ESL Program Plans

District AMAO Results

TAKS Results

Stages of Intervention

Parental Involvement Activities for Parents of ELL Students

Staffing

• Exceptions/Waivers

• Recruiting/Certification Endeavors

• Stipends

2011-2012 Bilingual/ESL Program Plans for Improvement

• List evidence of participation in developing, reviewing and revising campus improvement plans for the purpose of improving student performance for ELLs (TEC §11.253)

Bilingual/ESL Program and Results of theProgram Effectiveness Review

• TEC 7.028 states: (b) The board of trustees of a school district or the governing body of an open-enrollment charter school has primary responsibility for ensuring that the district or school complies with all applicable requirements of state educational programs.

• TEA recommends:

– LEA conducts the program evaluation, with all the components addressed in the Report to the Board

– LEA conducts a Program Effectiveness Review that measures compliance with statute/rules

• presentation of the program evaluation and PER would put the Board in a position to carry out the responsibilities assigned by this section of law.

• http://www.tea.state.tx.us/index2.aspx?id=2147495588&menu_id=2147483703&menu_id2=2147483705