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Arrow Academy Charter School English as a Second Language Handbook |

Arrow Academy Charter School - Adopted August 2012

Eligibility Requirements

New students entering Arrow academy in grades K – 8th grade who has a Home Language Survey that indicates Spanish is spoken in the home or by the student are tested with an Oral Language Proficiency Test in English and in Spanish. If the results of the English OLPT indicate that student is not fluent, the student is then tested in Spanish. Consideration by the campus Language Proficiency Assessment Committee (LPAC) for the ESL program placement is based on the results of both the English and Spanish tests. 2nd -6th grade students who are identified as fluent English speakers on the OLPT, but do not score above the defined benchmark level in Reading and Language on the current standardized achievement test will be identified as limited-English proficient and will also be eligible to participate in the state required ESL program. Written parental approval is necessary before students can be placed in an ESL program.

PolicyIt is the policy of the state that every student in the state who has a home language other than English and who is identified as limited English proficient shall be provided a full opportunity to participate in a bilingual education or English as a second language program, as required in the Texas Education Code, Chapter 29, Subchapter B.

To ensure equal educational opportunity, as required in the Texas Education Code, §1.002

(a), each school district shall: (1) identify limited English proficient students based on criteria established by the state; (2) provide bilingual education and English as a second language programs, as integral parts of the regular program as described in the Texas Education Code, §4.002; (3) seek certified teaching personnel to ensure that limited English proficient students are afforded full opportunity to master the essential skills and knowledge required by the state; and (4) assess achievement for essential skills and knowledge in accordance with the Texas Education Code, Chapter 39, to ensure accountability for limited English proficient students and the schools that serve them.

(b) The goal of English as a second language programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.


(c) English as a second language programs shall be integral parts of the total school program. Such programs shall use instructional approaches designed to meet Texas Education Agency Bilingual/ESL Unit 2011-2012 50.

Stages of Language Development

Having a clear understanding of the language and culture of ELLs is the first step in understanding how to design, implement, monitor, and evaluate programs to help students make progress towards English proficiency, as well as to attain challenging content and academic achievement standards. The abilities to listen, speak, read, and write are basic to academic success in any language. Whether children have been educated in their home country or in the U.S. and whether instruction is in a language other than English or in English, once students enter our education system, regardless of the instructional program implemented or the language used in the classroom, our goal is to provide students the opportunity to acquire English proficiency and achieve academic success. For many ELLs, contact with English begins at school, which is where our task begins. The distinction between first language development and second language acquisition must be understood to set the foundation for learner-centered instructional strategies for ELLs.

There are five principles that apply to both first or second language acquisition:1. language is learned by using language;2. the focus in language learning is meaning and function (not form);3. successful language learning is non-stressful, meaningful, concretely-based and

comprehensible;4. language is self-directed, not segmented or sequenced; and5. the conditions necessary for language acquisition are essentially the same for all

children.

These principles support the practices recommended in this handbook to facilitate language learning. In the same way that children learn to read by reading and to write by writing, they learn language by using language. It should be expected that the rate of language development will vary among children.

Even under optimal conditions, it will take between 4-10 years for ELLs to fully develop academic English – that is to be able to listen, speak, read, and write in a way that is indistinguishable from a native English speaker.

Barcroft, J (2004). Second Language Vocabulary Acquisition: A Lexical Input Processing Approach, ForeignLanguage Annals Vol. 37 (2).

First Language DevelopmentBrown (1973), Chomsky (1986), Piaget (1970), and Vygotsky (1978) provide the theoretical framework for how language is developed. They posit an internal process whereby humans


create words and sentences. Language rules are generated as individuals move through developmental stages of language--each at their own rate. In Crain (1980), Chomsky suggests that as we create, comprehend, and transform sentences, we intuitively work on two levels: the deep structure and the surface structure of language. Surface structure refers to the way words or sounds are put together while the deep structure refers to the meaning that the words or sounds are meant to communicate. The following chart provides a visual representation of what Cummins describes as the Dual Iceberg Theory in which an ELL’s two language systems are demonstrated. The iceberg is an appropriate metaphor because, as with language, the majority of the cognitive structure is below the surface. ELLs’ oral and written expression is represented by the portion that is above the surface and their underlying academic understandings are represented by the portion that is below the surface.

When students have strong language environments in both languages, the developed cognitive understanding supports communication skills in both languages. Even more importantly, what is learned in one language can be expressed through the other. The information doesn’t need to be relearned. Learners will need to be provided with the appropriate language to express what they already know in one language through the other.

Dual Iceberg Theory of LanguageCummins’ (1979) Hypothesis on interdependence of languages (1979-1981)- “Iceberg Theory”While there are varying perspectives on the exact linkage of language and thinking, with few exceptions most children will acquire the basic grammatical rules of their native tongue by age 4 or 5 without direct instruction. The first language is developed as children hear it spoken. By imitating good models, they will master the language without any special program of instruction.

Some believe that teaching about language makes children more conscious of their language, it is widely accepted that since children independently master an intricate system of grammatical rules, that their independent and intuitive efforts should be respected and not undermined through attempts to teach abstract rules of grammar. Four essential interactions are key to language learning and development:

1. exposure to language;2. practice in a non-threatening environment;3. re-enforcement; and4. imitation

The differences between “learning a language” and “acquiring a language” (Krashen, 1981) are especially important for second language development.In working with ELLs to facilitate their academic success, a number of prominent researchers (Clay,1991; Cummins, 1981; Peregoy, 1991) support the view that strengthening the first language offers the best entry into 2nd language acquisition by providing a cognitive and academic foundation for proficiency in the second language.

Acquiring a Second LanguageChildren best acquire a second language in much the same way that they acquired their first language -by learning to communicate, and make sense of their world. This process is made more challenging in an academic setting because second language learners need to use the new language to interact socially, as well as learn subject matter and achieve academically.


According to Krashen (1982), a new language is acquired subconsciously as it is used for various purposes. People acquire language when they receive oral or written messages they understand. These messages provide comprehensible input that eventually leads to the output of speaking and writing. If a student needs to know how to ask for milk in the cafeteria, s/he acquires the vocabulary needed to accomplish this task. By using language for real purposes, it is acquired naturally and purposefully.

Language can be acquired as they read and write, as well as through listening and speaking. Students acquire a second language through exploration of verbal expression that increases as confidence and knowledge are gained through trial and error. ELLs seem to learn English more quickly when teachers use pictures, gestures, manipulatives, and other means to make English comprehensible, while at the same time reducing the stress associated with the expectation that students immediately produce the new language.

Krashen (1982) defined the following stages of language for second language learners but acknowledged that since language acquisition is an ongoing process, the stages may overlap and growth may occur at different rates.The first three stages may progress quickly while students will spend years in the intermediate and advanced stages.

1. Silent/Receptive Stage - The student does not verbally respond to communication although there is receptive processing. The student should be actively included in all class activities but not forced to speak. Teachers should give students in this stage of acquisition sufficient time and clues to encourage participation. Students are likely to respond best through non-verbal interaction with peers; being included in general activities and games; and interacting with manipulatives, pictures, audiovisuals, and "hands-on" materials. As students progress through this stage, they will provide one-word verbal responses by repeating and imitating words and phrases.

2. Early Production Stage - During this stage, ELLs begin to respond verbally using one or two words and develop the ability to extract meaning from utterances directed to them. They continue to develop listening skills and build a large recognition vocabulary. As they progress through the stage, two or three words may be grouped together in short phrases to express an idea.

3. Speech Emergence Stage - In this stage, ELLs begin to respond in simple sentences if they are comfortable with the school situation and engaged in activities in which they receive large amounts of comprehensible input. All attempts to communicate (i.e., gestures, following directions) should be warmly received and encouraged. It is especially important that neither the instructor nor the students make fun of, or discourage, ELLs’ attempts at speech.

4. Intermediate Fluency Stage - In this stage, students gradually make the transition to more elaborate speech so that stock phrases with continued good comprehensible input generate sentences. The best strategies for students in this stage are to give more comprehensible input, develop and extend recognition vocabulary, and to give them a chance to produce language in comfortable situations.

5. Advanced Fluency Stage - During this stage of development, students begin to engage in non-cued conversation and produce connected narrative. This is


appropriate timing for some grammar instruction, focusing on idiomatic expressions and reading comprehension skills. Activities are designed to develop higher levels of thinking, vocabulary skills, and cognitive skills, especially in reading and writing. (Krashen, 1982)

Stages of Second Language Acquisition

Stage I – Preproduction (2 weeks to 2 months) Active Listening

Produces no speech in English

Indicates understanding physically

Comprehends key words and relies on context

Gestures, draws, and pointsStage II – Early Production (2 to 4 months)

Produces words in isolation

Verbalizes key words “heard”

Responds with one/two word answers

Omissions

Mispronounces wordsStage III – Speech Emergence (1 to 2 years)

Social English

Produces whole sentences

Makes basic grammatical errors

Hears smaller elements of English

Increasing comprehension in rich context

Uses a limited vocabulary

Beginning of formal English reading and writing instructionStage IV – Intermediate Fluency (2 to 5 years)

Produces whole narration

Makes complex grammatical errors


Hears more subtle elements of English

Good comprehension in rich context

Uses an expanded vocabularyStage V – Advanced Fluency (5 to 7 years)

Few grammatical errors

High levels of comprehension

May not understand all figurative language (idioms/slang)

Uses academic vocabulary equivalent to grade level

Participates fully in grade level activities w/minimal support

Socio-Cultural Issues and Student LearningLearning English in an academic environment is not the only challenge facing ELLs. They must also learn to function in a new classroom, school, community, state, and country. Some things that native English speakers take for granted about living and going to school in the U.S. are viewed very differently by an immigrant or ELL.

The country of origin and the cultural experience students bring with them impacts the way they see the world. ELLs often have different experiences with school systems and processes, how and what they eat during lunch, expectations about student-teacher-peer interactions, etc. They will need guidance and explicit instruction to better understand their new school culture and environment.

Issues that have a direct impact on ELLs and that of ELL educators include the country of origin, language, access to education, basic enrollment information, and classroom considerations. Even under the best of circumstances most newcomers will experience a form of ‘culture shock’ as they have to adapt to the subtle and gross differences in their new environment. Summarized below are just some of the variables to consider.

Country of Origin - The country from which a student comes might be at war, economically poor, underdeveloped, or very different in climate and geography from the new situation. A student concerned for the safety of family members and friends in a country at war is not likely to have school peers in the U.S. that can understand this hardship. Many of the students who come from such circumstances should be provided a transitional period in order to relieve the trauma and stress related to their move to theU.S.

Children that come from an economically poor country might not understand the wastefulness seen in U.S. society. ELLs who come from underdeveloped countries might not expect the availability of items we take for granted such as running water, indoor bathrooms, and basic cleanliness. The climate and geography that a student has previously experienced is also


important to understand and take into account. These changes are substantial and may be stressful or take time.

Language - Does the student come from a country that has a written language? How similar is the student’s alphabet to our English alphabet (does s/he use letters as we do in English or characters such as in Chinese or Korean?) Does the student read from left to right or right to left? A Spanish-speaking student coming from Uruguay might not have the same accent and specific vocabulary as one coming from Mexico--a situation similar to two students from the U.S., one from New York City and another from New Orleans.

Once means of communication are established with families, either through an interpreter/ cultural mediator, or through other means such as phone contact (especially for rural communities with less access to resources or resource people), then a basic overview of the school process can and should be communicated.

Basic Enrollment and Attendance Information – Information on enrollment must be made available to parents or guardians of ELLs, in a language that they can understand, whenever possible. If information is not available, then a reliable translator or cultural mediator should be made available. Improved family/parent and school partnerships are increased and developed when families are provided information in their native/home language. Thus, opening and providing opportunities for connecting, communicating, coaching, and collaborating between parents, teachers, administration, and other school staff. We should not ask for social security cards as this not required by law. Many families come to the U.S. for economic reasons and are not aware of their child’s right to a free or reduced lunch. School lunch applications should be completed by the interpreter/cultural mediator and the parent in a way that reduces stress associated with the family’s economic situation.

Compulsory education is not the norm outside the U.S. Therefore, when parents sign the school disciplinary plan, they should be made aware of the expectations and laws governing school attendance. Parents also need to know prejudice and discrimination are not acceptable practices in the U.S. They can discuss this with their child to avoid conflict with other students. Likewise, educators and staff members should be aware that an immigrant student also has customs and practices that might be unusual or different from those they have experienced.

Classroom considerations - A child who is new to school should have an initial buddy to serve as a peer support partner, ideally with a student from a similar language or cultural background. Once the new student becomes accustomed to the environment of the school, the buddy should have the choice of continuing to help the new student as an interpreter or not. It should be understood that some children are excellent interpreters and others are not. Interpreting requires much of a student, particularly cognitively. Not all students possess that ability. Teachers should be aware that this practice has the potential to create more conflict and tension for the new student or for the “buddy” if there is not a match between the students’ countries of origin, experiences, or personal preferences. For example, just because a student comes from an Asian country doesn’t mean that s/he speaks the same language or has a similar ethnic or socio-economic background.


It may be helpful, especially for older students to allow them several days to shadow students their age to get a feel for the school before being given a final schedule and/ or asked to actively participate in class activities.

A student’s eagerness to perform and learn is also compounded and made more difficult by the fact that they might not want to be in the U.S. or Texas. Older students could be more affected by a move to the U.S. than a younger student, because of the pressure to fit in to the new environment. Welcoming, responding, and supporting each student individually is the best way to create a positive environment.

Instructional Support Appropriate instruction for ELLs addresses the core curriculum while providing ELLs with interactive means to access that curriculum. Teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues, relating instruction to student experience, adapting the language of texts or tasks, and using certain methods familiar to language teachers (e.g., modeling, demonstrations, graphic organizers, or cooperative work) to make academic instruction more accessible to students of different English proficiency (TESOL, 1997). This is commonly referred to as “sheltering” the instruction.

To maximize opportunities for language use and content mastery, ELLs’ social and emotional needs have to be met in an environment where they feel safe and comfortable with themselves and their peers. Teachers need to create an environment of predictability and acceptance. Zehler (1994) suggests that by providing structured classroom rules and activity patterns and setting clear expectations, teachers can foster an environment of regularity and acceptance.

Specific ideas to accomplish this include:1. incorporating activities that maximize opportunities for language use to challenge

students’ ability to communicate ideas, formulate questions, and use language for higher order thinking;

2. realizing that some ELLs may come from a culture with different customs or views about asking questions, challenging opinions, or volunteering to speak in class. It is important to allow each student to listen and produce language at his/her own speed;

3. making efforts to incorporate diversity into the classroom by inviting students to share information about their background. However, don’t expect them to automatically be comfortable acting as a spokesperson for their culture.

Teachers of ELLs should understand that students might come from backgrounds with different academic and family expectations (i.e., students may need to perform family obligations such as babysitting that keep them from doing their homework until late at night) and different levels of awareness about the expectations for parent involvement in their children’s education. A clear understanding of these differences can help teachers be more accepting and students become more comfortable in their classrooms.

Adapting Lessons for English Language LearnersA simple approach that can be used in any classroom is to take time to introduce and review big ideas and key concepts with ELLs. Another essential component of any classroom with second


language learners is the use of Cooperative Learning strategies. These strategies build on the social aspect of learning and provide opportunities for ELLs to listen to English language role models and practice their English in a small group setting. Learning to work in cooperative groups requires practice and guidance for students (Zehler, 1994; Kagan, 1994). Formal, rotating roles are assigned to the cooperative group (i.e., recorder, reporter, data collector) and each group is monitored by the teacher.

Strategies for AssessmentBy following the steps described below, Arrow Academy can increase the likelihood that the assessments will accurately measure students’ ability and achievement.

Develop Procedures - Assessments designed to measure academic achievement should be consistent with the language of instruction and students’ individual linguistic abilities. Whenever possible, assessing learning in the native language should be undertaken to establish appropriate instructional plans even when instruction will be in English. Utilizing bilingual/ESL program staff to provide detailed information about students' language proficiencies is useful in identifying and/or developing language-appropriate assessments and programs.

Consider the Type of Assessment - Utilize language-appropriate alternative forms of assessments to provide students with opportunities to demonstrate both prior knowledge and progress toward the attainment of content standards. Alternative forms of assessment might include portfolios with scoring rubrics; individual and group projects; non-verbal assessments including visuals, drawings, demonstrations, and manipulatives; self evaluation; performance tasks; and computer-assisted assessments.

Consider Timing - Consult the test administration manual, and if testing procedures are not standardized, allow time for flexibility in the administration of the assessment to accommodate students' linguistic competencies.

Determine Whether or Not Assessment Procedures are Fair - Observation and informal/ formal assessments may be used to determine student placement in gifted education, special education, Title I, and other special programs. Care must be taken to ensure that ELLs are fairly and accurately assessed. When conducting assessments for special services, the following issues must be taken into consideration:

1. whether the student’s language proficiency in English and in the native language was determined prior to any assessments being administered;

2. the length of time the student has been exposed to English;3. the student’s previous educational history;4. whether qualified translators, diagnosticians, and/or trained personnel were used

to conduct the assessment;5. whether bilingual evaluation instruments were administered by trained bilingual

examiners; and6. whether, in the absence of reliable native language assessment instruments,

appropriate performance evaluations were used.


The Arrow Academy Charter School, as an equal opportunity educational provider and employer, does not discriminate on the basis of race, color, religion, gender, sex, national origin, disability and/or age in educational programs or activities that it operates or in employment decisions.


Suggested Forms

LPAC Parent Membership Request Letter (Eng/Sp)

LPAC Member Roster

LPAC Confidentiality Statement (Eng/Sp)

LPAC Meeting Roster

Bilingual Education Program Benefits (Eng/Sp)

ESL Education Program Benefits (Eng/Sp)

LEP Student Cumulative Folder Documentation Checklist

LPAC Initial Review

LPAC Review

Parental Report on Student Progress (Eng/Sp)

Process for Considering Special Education Exit Criteria from Bilingual/ESL Services

LPAC Monitoring of Exited/Reclassified Students (Annual End-of-Year Review)

ESL Exit (Eng/Sp)

ESL Student History Chart


LPAC Parent Membership Request Letter

Date:

Dear Parents:

According to state policy, we are required to have a parent of a student who participates in a Bilingual or English as a Second Language program serve on our school’s Language Proficiency Assessment Committee (LPAC). The LPAC serves as the students' advocate to make certain they receive the appropriate services.

We are asking for parent volunteers who would be willing to serve as our parent member of the LPAC. You will receive training at the first LPAC meeting and then be asked to assist the team in identifying and placing children in the appropriate program for language development and academic success. In addition, parent volunteers will participate in annual reviews and other meetings as necessary to ensure student progress.

If you would be willing to serve on the LPAC, please fill out the information below and send the form to school with your child. If you have any questions please contact at .

Sincerely,

School Principal ________________________________

Parent / Name (s): __________________________________

Legal Representative

Phone: ___________________________________________

Child’s Name: ______________________________________

School: ___________________________________________

Grade:____________________________________________


Solicitud de Padres Como Miembros del Comité de Evaluación del Dominio del Idioma (LPAC)

Fecha:

Estimados Padres:

De acuerdo con la ley estatal tenemos la obligación de que un padre cuyo hijo/a participe en el programa bilingüe o el programa de inglés como segundo idioma (ESL) sea un representante en el Comité de Evaluación del Dominio del Idioma (LPAC) de nuestra escuela. El Comité de Evaluación del Dominio del Idioma (LPAC) representa los intereses de los estudiantes para asegurarse que reciban los servicios educativos apropiados.

Estamos solicitando padres de familia que estén dispuestos a participar como voluntarios en el Comité de Evaluación del Dominio del Idioma (LPAC). Recibirán entrenamiento durante la primera reunión del Comité de Evaluación del Dominio del Idioma (LPAC) y después se les pedirá su ayuda para identificar y recomendar el programa apropiado que asegure el desarrollo del idioma y el éxito académico de los estudiantes. Asi mismo si es necesario, los padres voluntarios participarán en juntas adicionales para reevaluar el progreso del estudiante.

Si están dispuestos a participar en el Comité de Evaluación del Dominio del Idioma (LPAC), favor de completar la siguiente información y regrese esta hoja a la escuela con su hijo/a. Si tiene preguntas, favor de comunicarse con al teléfono .

Sinceramente,

Director/a de la Escuela

Nombre(s) de Padre(s): _______________________________

Número de teléfono: __________________________________

Nombre del estudiante: _______________________________

Escuela: ___________________________________________

Grado escolar: ______________________________________


Language Proficiency Assessment Committee (LPAC) Member Roster School Year

Campus:

Date:

Name of LPAC Member Signature

1.

Professional Bilingual Educator

2.

Professional Transitional Language Educator/ESL Teacher

3.

Parent Representative

4.

Campus Administrator

5.

LPAC Representative for ARD Committee (if needed)

6.

7.


LPAC Confidentiality Statement

Arrow Academy Charter School

I, , serve as a member of the (school) Language Proficiency Assessment Committee (LPAC) as provided by 19 TAC Chapter 89.1220(f).

I hereby certify that I have been informed that any educational records examined by me in connection with the performance of my duties as a member of the LPAC are confidential records as defined by the Family Educational Rights and Privacy Act and the contents are not to be released except in compliance with the terms of that statute.

20 U.S.C., Section 1232g; 34CFR, Part 99.

Signature: ____________________________________

Date: ________________________________________

Yo, el suscrito, actúo como miembro del Comité de Evaluación del Dominio del Idioma (LPAC) de la escuela de acuerdo con el 19 TAC Capítulo 89.1220(f).

Por la presente certifico que he sido informado que cualquier archivo educativo que examine en relación a mis responsabilidades como miembro del Comité de Evaluación del Dominio del Idioma (LPAC) es archivo confidencial, según lo estipula la Ley de Privacidad y de Derechos Educacionales de la Familia, cuyo contenido no será divulgado excepto en acuerdo con los términos de dicha ley.

20 U.S.C., Sección 1232g; 34CFR, Parte 99.

Firma: _____________________________________

Fecha: _____________________________________


LPAC Meeting Roster Form

Campus:

Date:

LPAC Members Present 1. Bilingual/ESL Educator

2. Professional Transitional Educator

3. Campus Administrator

4. Parent Representative

5. ARD Committee Representative (if needed)*

6. Other (Specify Title):


This form is to be maintained by the LPAC Representative/ Administrator.

Student Name ID Number

Years in U.S.

Schools

Grade Home Language

Oral Language

Proficiency Test Score (OLPT)

Norm Referenced

Standardized

Achievement

Test Score(s)

Program Placement

TELPAS

Composite

Score

State Assessment


The student’s permanent record or other record that transfers with the student shall contain documentation of all actions impacting the limited English proficient student.

*ARD Committee must work in conjunction with the LPAC


English as a Second Language (ESL) Education Program Benefits

Student Name:

Dear Parent or Guardian:

There are benefits that will be gained by your son/daughter when he/she participates in English as a Second Language (ESL) education program. Because your son/daughter hears a language other than English at home and/or speaks a language other than English with peers, he/she would benefit from intensive English instruction. A teacher in the English as a Second Language (ESL) education program is trained on how to teach the English language using special materials, teaching materials, and is sensitive to the individual needs of a student who is learning English. The teacher in an ESL program collaborates with other teachers who may also have your son/daughter in class. This is necessary so that your son/daughter will meet all of the required state standards expected of all students. If a student is also enrolled in a special education program, the teachers collaborate so that instruction is provided according to the student’s Individual Education Plan (IEP). ARD Committee in conjunction with LPAC will determine appropriate instruction.

However, if you do not want your son/daughter to participate in the English as a Second Language (ESL) education program, please contact me or your son/daughter’s teacher to discuss other options for the development of English language proficiency.

Sign below only if you have read the information above and do not want your son/daughter in the English as a Second Language (ESL) program.

Thank you,

School Principal

I do not want my son/daughter to participate in the ESL program. I would like to discuss other options that will address my son/daughter’s language/academic needs.

________________________ __________________________ ________

Parent Signature Relationship to Student Date


For Parents denying services and/or to explain program benefits.

Beneficios del programa de educación de inglés como segunda lengua (ESL)

Nombre del estudiante:

Estimado padre o tutor:

Su hijo/hija puede obtener provecho de ciertos beneficios cuando participe en un programa de educación de inglés como una segunda lengua (ESL). Porque su niño/niña escucha otro idioma diferente al inglés en el hogar y porque habla un idioma diferente al inglés con otros niños, el/ella se beneficiaría con una instrucción intensiva en inglés. El maestro de un programa de educación de inglés como segunda lengua (ESL), está entrenado para enseñar el idioma inglés usando materiales especiales de enseñanza, y además está consciente de las necesidades individuales de un estudiante que está aprendiendo inglés.

El programa de educación bilingüe ofrece instrucción en español a través de maestros que también hablen español para asegurarse de que su niño/niña entienda lo que el maestro dice; por lo cual el estudiante llega a alcanzar su mayor potencial en el estudio. El maestro de un programa de ESL colabora con otros maestros que tengan su hijo/hija en su clase. Esto es necesario para que su hijo/hija cumpla con todos los estándares y requisitos educacionales del estado que se esperan de todos los estudiantes. Si un estudiante también está inscrito en un programa de educación especial, los maestros colaboran para proveer una instrucción de acuerdo al plan individual de educación (IEP) del estudiante. El comité de ARD trabajará en conjunto con el comité del LPAC para determinar la instrucción apropiada.

Si acaso no desea que su niño/niña participe en el programa de educación de inglés como una segunda lengua (ESL), por favor póngase en contacto conmigo o con el maestro/maestra de su hijo/hija para hablar sobre otras opciones que ayuden a su niño/niña a desarrollar proficiencia en el idioma inglés.

Firme abajo solo si leyó la información de arriba y si no desea que su niño/niña esté en un programa de inglés como una segunda lengua (ESL).

Gracias,

Director/a de la escuela

No deseo que mi hijo/hija participe en el programa de ESL. Me gustaría hablar sobre otras opciones que cubran las necesidades académicas y de lenguaje de mi hijo/hija.

______________________ _______________________ ___________

Firma del padre/tutor Relación con el estudiante Fecha


Para padres que rechazan los servicios y/o para explicar los beneficios del programa.

Limited English Proficient (LEP) Student

Cumulative Folder Documentation Checklist

Student Name: Date of Birth:

Initial Documentation

√ Form Date

Home Language Survey

Oral Language Proficiency Test (OLPT) English

Oral Language Proficiency Test (OLPT) Spanish

LPAC Initial Placement/Recommendation

Notification of Placement

Parent Permission (same date as program placement)

Parent Denial

Annual Documentation

√ Documentation Date Date Date Date

Oral Language Proficiency Test (OLPT) English

Agency Approved Norm-Referenced Test(s)

State Assessment Results

TELPAS Individual Student Profile

Other (district policy)

Notification of Exit

Parent Permission


LPAC Initial Review

Enrollment date:

LPAC date:

Home Language Survey date:

Student name:

Grade:

Academic year:

Identification

Oral Language Proficiency Test: English score: Primary language score:

Norm-Referenced Standardized Achievement Test: Reading percentile: Language Arts percentile:

Immigrant / New Student History

Immigrant Status according to PEIMS

Yes

No

Evidence of insufficient schooling outside U.S.(Please attach documentation)

Periods of absence of schooling outside U.S.

Evidence of inadequate foundation of learning

New Student

Transfer from Texas District Original Home Language Survey (HLS) Requested

Requested

Received on (date):

Transfer from out of state

Review previous records (when available)

Transfer from out of country

Review home country transcripts to grant possible credit


Level of Academic Achievement LPAC Recommendations

Subject End-of-Year Grade LEP

Parent permission date:

Parent denial date:

Non-LEP

Enter Bilingual program

Transitional bilingual/early exit

Transitional bilingual/late exit

Dual language immersion/two-way

Dual language immersion/one-way

Enter ESL program

English as a second language/content-based

English as a second language/pull-out

Served in special program(s) (specify):

Other:

English/Language Arts

Math

Science

Social Studies

Other content areas

LPAC Signatures

Bilingual/ESL Educator:

_________________________

Professional Transitional Educator:

________________

Campus Administrator:

__________________________

Parent Representative:

__________________________

Other (specify title):

_____________________________


LPAC Review

Initial Assessment determination

Annual Other:

Enrollment date:

LPAC date:

Home Language Survey date:

Student name:

Grade:

Academic year:

Identification

Oral Language Proficiency test: English score: Primary language score:

Norm-Referenced Standardized Achievement test: Reading percentile: Language Arts percentile:

Academic Progress

State Assessment date: TELPAS

Circle one: Score: Reading Beg. Int. Adv. Adv. High

Reading / Linguistic Accommodation

Pass Fail Writing Beg. Int. Adv. Adv. High

Writing / Linguistic Accommodation

Pass Fail Speaking Beg. Int. Adv. Adv. High

ELA / Linguistic Accommodation Pass Fail Composite Score Beg. Int. Adv. Adv. High

Science / Linguistic Accommodation

Pass Fail

Oral Language Proficiency Level end-of-year: Social Studies Pass Fail

Math / Linguistic Accommodation

Pass Fail


Other (specify):

TPRI/Tejas Lee level:

Norm-Referenced Standardized Achievement date:

Test:

Reading percentile: Language Arts percentile:

Level of Academic Achievement LPAC Recommendations

Subject End-of-Year Grade LEP

Parent permission date:

Parent denial date:

Non-LEP

Enter/Continue Bilingual Program Transitional bilingual/early exit




Enter/Continue ESL Program English as a second language/content-based English as a second language/pull-out

State Assessment Determination (see attached documentation)

Served in Special Program(s) (specify):

Monitor Year 1 / Monitor Year 2

Re-enter ESL program as a result of monitoring

Exit Bilingual/ESL program (met criteria)

Other:

English/Language Arts

Math

Science

Social Studies

Other content areas

LPAC Signatures

Bilingual/ESL Educator: ___________________________

Professional Transitional Educator: __________________

Campus Administrator: ____________________________

Parent Representative: ____________________________

ARD Committee Representative (if needed)*:________________________________________________

Other (specify title): _______________________________


Arrow Academy Charter School

Parental Report on Student Progress

Bilingual/ESL Program and PL 107-110 §3302

Campus Name: Date:

To the Parents/Guardians of

State and federal law requires that we inform you of the progress of your son/daughter in the Bilingual or ESL program. We have reviewed the following language and academic data to determine the best placement for your son/daughter.

English Oral Language Proficiency test * (OLPT, PK-12)*

Name of test: Date administered: Results: Proficiency:

Spanish Oral Language Proficiency test (OLPT)**

Name of test: Date administered: Results: Proficiency:

Norm-reference Standardized Achievement test* (Grades 2-12)

Name of test: Date administered: Results in Reading and Language Arts:

*Required for placement in the Bilingual program **required for placement in the Bilingual and ESL programs

Tests taken for placement and reclassification/exit are from the state approved list of tests found on the TEA Bilingual unit website: http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720

Other language/academic test(s) reviewed (optional)

Name of test: Date: Results Reading:

Name of test: Date: Results Writing:


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

Texas English Language Proficiency Assessment System (TELPAS) Please check level attained or attach Confidential Student Report.

B- Beginning I - Intermediate A - Advanced AH – Advanced High

Listening B I A AH Speaking B I A AH

Writing B I A AH Reading B I A AH

State Assessment

Language of test English Date :

Spanish Date :

Did the student meet the state standard? Yes No

Scale Score: Reading Writing Mathematics Social Studies

Science English Language Arts (ELA)


Additional comments on student’s language acquisition/academic progress (compare to data on previous page):

For students who have not reached Advanced High English proficiency level, the transition from primary language to English will take approximately years. Students can exit the program when they are able to meet the following exit criteria set by the state for bilingual and ESL program students:

1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English;

2) Satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and English language arts sections of a TEA-approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and

3) TEA-approved criterion-referenced written tests when available, other TEA-approved tests when written criterion-referenced test is not available, and the results of a subjective teacher evaluation [TEC 29.056(g)]

Consequently, it has been recommended that your son/daughter:

Continue in the Bilingual Program

Continue in the English as a Second Language (ESL) Program

Re-enter into the Bilingual Program

Re-enter into the ESL Program

Exit the Bilingual Program – Exit criteria have been met

Exit the ESL Program – Exit criteria have been met

Continue monitoring for one additional school year – exited student Monitor for 2 additional school years after exiting to ensure success in school

Program denied by parent/guardian; continue monitoring academic progress of student

Provide intensive instructional support [TEC 29.0561(c)]

Parent Signature: __________________________________ Date: _____________________

(Please sign and return.)

If you have any questions regarding this placement decision, please contact:

(Name ) at our office at (Telephone) .


Page 2 of 2

Distrito Escolar Independiente /Escuela Subvencionada (Charter) de

Informe para padres sobre el progreso del estudiante

Programa Bilingüe / Inglés como segundo idioma, 19 TAC Capítulo 89, Subcapítulo BB, §89.1260, y PL 107-110 §3302; Título III, Parte C, Sec. 3302 (a)(c)(d)

Escuela: Fecha:

Para los padres/representantes legales de

Las leyes federales y estatales requieren programas educacionales para los estudiantes que no han dominado el uso del inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académicos de su hijo/a para tomar la mejor decisión sobre la educación futura de su hijo/a.

Prueba oral de dominio del idioma en inglés ** (OLPT, PK-12)

Nombre de la prueba: Fecha de administración: Resultados: Nivel de dominio del idioma:

Prueba del dominio del idioma en español (OLPT)*

Nombre de la prueba: Fecha de administración: Resultados: Nivel de dominio del idioma:

Prueba de medición estandarizada** (Grados 2-12)

Nombre de la prueba: Fecha de administración: Resultados:

*requerido para participar en el programa bilingüe **requerido para colocación en los programas bilingües e inglés como segundo idioma. Las pruebas que se toman para participar o salir de estos programas están en la lista de pruebas aprobadas por el estado y se encuentran en el sitio de internet de TEA del programa bilingüe. http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720

Pruebas de lenguaje/académicas adicionales que se revisaron (opcional)

Nombre de la prueba: Fecha: Resultados Lectura:

Nombre de la prueba: Fecha: Resultados Escritura:


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

Protocolo de observaciones (TELPAS) Marque () el nivel obtenido. P- Principiante I - Intermedio A - Avanzado AS - Avanzado Superior

Habilidad para escuchar P I A AS Habilidad para hablar P I A AS

Habilidad para escribir P I A AS Habilidad para leer P I A AS

Examen del estado

Idioma de la prueba Inglés Fecha:

Español Fecha:

¿Logró el estudiante el estándar estatal? Si No

Resultados: Lectura Escritura Matemáticas Estudios Sociales

Ciencia Artes del lenguaje en inglés (ELA)


Comentarios adicionales sobre el progreso del idioma o del progreso académicodel estudiante:

Para los estudiantes que no han logrado el nivel Avanzado Superior en el dominio del inglés, la transición del primer idioma al inglés se llevará a cabo dentro de años. Los estudiantes pueden salir del programa cuando hayan cumplido con los requisitos siguientes de salida establecidos por el estado para los estudiantes en los programas bilingües y de inglés como segundo idioma (ESL):

1) Exámenes aprobados por la Agencia de Educación de Texas (TEA) que miden el punto que el estudiante ha desarrollado dominio del idioma oral y escrito y habilidades de lenguaje específicas en inglés;

2) Desempeño satisfactorio en el instrumento de la evaluación de la lectura bajo la Sección 39.023(a) del Código de Educación de Texas, o un instrumento de evaluación de artes de lenguaje administrado en inglés, o una puntuación de percentil 40 o superior en las ambas secciones de lectura en inglés y de artes del lenguaje en inglés de un instrumento de evaluación de medición aprobada por la Agencia de Educación de Texas (TEA) si el estudiante está matriculado en el primer o segundo grado; y

3) Exámenes de escritura de medición de criterios aprobados por la Agencia de Educación de Texas (TEA) cuando sean disponibles, otros exámenes aprobados por la Agencia de Educación de Texas (TEA) cuando exámenes de escritura de medición de criterios no sean disponibles, y los resultados de la evaluación subjetiva del maestro [TEC 29.056(g)].

Por esta razón, se recomienda que su hijo/a:

Continúe en el programa bilingüe

Continúe en el programa de inglés como segundo idioma

Se necesita firma para volver a participar en el programa bilingüe

Se necesita firma para volver a participar en el programa de inglés como segundo idioma

Se necesita firma para no participar en el programa bilingüe – el criterio de salida del programa se ha cumplido.

Se necesita firma para participar en el programa de inglés como segundo idioma – el criterio de salida del programa se ha cumplido.


Página 2 de 2

Supervise al estudiante por un año adicional – el estudiante ya no participa en el programa Supervise al estudiante por el segundo año adicional – después de salir del programa para

que tenga éxito en la escuela

Programa de instrucción rechazado por el padre/madre/representante legal; continúe supervisando el progreso académico del estudiante

Provea apoyo intensivo en instrucción [TEC 29.0561(c)]

Firma del padre: __________________________________ Fecha: _____________________

Si tiene algunas preguntas sobre esta decisión, llame a (Nombre) a nuestra oficina al

(Teléfono) .

Process for Considering Special Education Exit Criteria

From Bilingual/ESL Services

Fall Semester

STEP 1: Schedule a Meeting

A meeting to discuss Special Exit Criteria for (Student’s Name) was held on (Date of meeting to discuss exit criteria) .

Attending the meeting were:

LPAC Representative: Regular Ed Representative:

Sp. Ed Representative: Other:

Administrative Representative:

STEP 2: Discuss Evidence of Need for Special Exit Criteria

Does the student’s particular disabling condition warrant the need for Special Exit Criteria?


Adapted from South San Antonio ISD

What evidence is documented in the IEP that indicates that the student will not be able to attain the English Language Proficiency Standards (as measured by TELPAS) in one or more domains?

What evidence is documented to indicate that the student no longer appears to benefit (or is expected to reach that point during the year) from second language acquisition support in English to address cognitive, linguistic and affective needs?

Review historical formal and informal assessment data and direct teacher input. List the outcomes of that review:


STEP 3: Specify Assessments and English Language Proficiency Test Standards

Note: Due to cautions advised on exiting students in Grades 1-2, ISD will not consider exiting Special Ed/LEP students prior to grade 3.

Academic Content Assessments of Reading and Writing in Grades 3-12

Discuss the state assessment testing expectations for this student as they are outlined in the IEP.

Check the test the student is expected to take and master.

State Assessment Reading Expectation Modified Alternate

State Assessment Writing Expectation Modified Alternate

Note: Students taking the state assessment are not eligible for the Special Exit Criteria.

Discuss the TELPAS testing expectations for this student as they are outlined in the IEP. Check one.

TELPAS Listening Expectation B I A AH

TELPAS Speaking Expectation B I A AH

TELPAS Reading Expectation B I A AH

TELPAS Writing Expectation B I A AH

STEP 4: Prepare Documentation

Ensure that all proper steps have taken place and attach documentation supporting the recommendation to exit the student from the Bilingual/ESL program at the end of the year if all expectations are met. Documentation attached:

Teacher checklist Student work Observation protocol

Informal assessments State assessment test results TELPAS test results

Other:


Schedule a formal ARD Meeting to discuss Special Exit Criteria. This may be on a different date than the first meeting. Continue documentation on this form after the ARD/LPAC meeting. The ARD/LPAC meeting should take place early in the current school year or at the end of the year to be applied to the next school year.

STEP 5: Discuss Recommended Exit Criteria in formal ARD Committee Meeting

The documentation for recommended exit criteria was presented at a formal ARD meeting for

(Student’s name) on (Date of ARD meeting) .

Process for Considering Special Education Exit Criteria

From Bilingual/ESL Services

Spring Semester

STEP 6: Determine and Document if Student Met Special Education Exit Criteria

At the end of the year, the ARD committee and key LPAC members meet to review the assessment results and subjective teacher evaluation to determine if the student has met exit criteria. This means that an additional ARD will need to be scheduled.

Student’s name: Date of end-of-year ARD meeting:

The assessment results reviewed at the ARD were:

State Assessment Reading Modified Alternate

State Assessment Writing Modified Alternate

TELPAS listening results B I A AH

TELPAS speaking results B I A AH

TELPAS reading results B I A AH

TELPAS writing results B I A AH


Summarize subjective teacher evaluation and attach documentation:

End-of-year LPAC date:

A decision was made to exit from the Bilingual/ESL program based on the comprehensive review of the ARD/LPAC Committee.

will be reclassified as Non-LEP and will be monitored for two school years.

Attach a copy of the documentation to the LPAC minutes.

Notify parents of student’s reclassification.

Document on the student’s permanent record folder.


LPAC Monitoring of Exited/Reclassified Students

To Be Used in Conjunction with Annual End- of-Year Review Form

First Year Monitor Second Year Monitor

Student name:

Exit date:

Total years in BE/ESL program (if served):

Served in special program(s):

Enrollment date:

Grade:

Academic year:

Grading period:

Academic Progress

State assessment date:

Other (specify):

Credits earned towards graduation (9-12):

Disciplinary actions taken against the student:

Circle one: Score:

Reading Pass Fail

Writing Pass Fail

ELA Pass Fail

Science Pass Fail

Social Studies Pass Fail

Math Pass Fail

Level of Academic Achievement LPAC Evaluation

Foundation Subject

1st

2nd

3rd

4th

5th

6th Semester

Average Re-enroll/Re-enter Bilingual program as a result of monitoring

Transitional bilingual/early exitEnglish/LA





Re-enroll/Re-enter ESL program as a result of monitoring

English as a second language/content-based

English as a second language/pull-out

LEP

Parent Permission Date for Re-entry:

Parent Denial Date for Re-entry:

Require intensive instructional interventions: (specify)

Math

Science

Social Studies

Other Content Areas

LPAC Signatures

Bilingual/ESL Educator: ___________________________________

Professional Transitional Educator: __________________________

Campus Administrator: ____________________________________

ARD Committee Representative (if needed)*:

________________________________________________________

Parent Representative: ____________________________________

Other (specify title): _______________________________________


Parental Notification and Approval for Exit from Bilingual/ESL Programs

Dear :

has met the exit criteria stated in 19 Title Texas Administrative Code Chapter 89 Adaptations for Special Populations; Subchapter BB. Commissioner’s Rules Concerning State Plan for Educating Limited English Proficient Students Section §89.1225. Please sign and return this letter to approve the placement of in the general education classroom. The student will be monitored for two years based on Texas Education Code §29.063 (c)(4).

If no response is received by , an assumption will be made that you approve the exiting and placement of in the general education classroom.

Thank you,

District

I approve the exit and placement of in the general education classroom.

_____________________________ ______________________

Parental Signature Date


Date sent:

Notificación a los padres y autorización de la salida de los programas Bilingües/ESL

Distrito Escolar Independiente de Estimado : ha cumplido con el criterio de salida que se indica en el Título 19 del Código Administrativo de Texas Capítulo 89 Adaptaciones para poblaciones especiales; Subcapítulo BB. Reglas del Comisionado concernientes al plan estatal para la educación de estudiantes con dominio limitado del inglés, Sección §89.1225. Por favor, firme y devuelva esta carta para aprobar la colocación de en el salón de clases de educación general. El estudiante deberá ser supervisado durante dos años basado en el Código de Educación de Texas §29.063 (c)(4).

Si no se recibe una respuesta a más tardar el , se dará por sentado que aprueba la salida y la colocación de en el salón de clases de educación general.

Gracias,

Distrito

Apruebo la salida y la colocación de en el salón de clases de educación general.

_____________________________ ______________________

Firma del padre Fecha


Fecha enviada:

Arrow Academy Charter SchoolESL Student History

Home Language Survey date: Student Name: Date of birth: Student ID#:

School

Grad

OLPT/Norm Refere

State Assessment

TELPAS LPAC Recommendation Parent Signature

Initial, Review,

LPAC

Initia


Year e nce

Exit

Date l

Rdg/ELA

W M S SS

L S R W LEP

NLEP

BIL

ESL

GenEd

Exit

Approval for

Entry

Yearly Notification/Exit


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