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

ESL/Pull-out 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 (c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

Number of Students Enrolled PreKK Total

District TELPAS Results Insert district results

Number of Students Exited PreKK Total

Number of Teachers Receiving Bilingual/ESL Professional Development PreKK Total

Total Number of Paraprofessional Receiving Bilingual/ESL Training PreKK Total

District Bilingual/ESL Professional Development TrainingDateScopeOutcomeAttendance LPAC Framework 8/16/2016 8/26/2016 Compliance LPAC Decision Making Training 1/28/16 2/4/16 Compliance LPAC Annual Review5/28/16Compliance Exceptions and Waivers10/7/16Compliance TELPAS2/18/16Compliance AMAOs & CIP Review2/25/16Compliance Compliance for State and Federal Activities (for ELLs) 10/7/15 2/18/16 2/25/16 Compliance

District Bilingual/ESL Professional Development TrainingDateScopeOutcomeAttendance ESL Academy 10/7 – 10/9/15 2/24 – 2/26/16 6/15 – 6/17/16 7/19 – 7/21/15 Certification ESL Supplemental #154 TExES Review 9/12/16 1/16/16 5/7/16 6/16/16 Certification ELL Institute11/3/15Conference Sheltered Instruction Conference 8/14/15 6/9/16 Conference Sheltered Instruction Plus2/9 – 2/10/16Conference

District Bilingual/ESL Professional Development TrainingDateScopeOutcomeAttendance Sheltered Instruction Boot Camp (2 day) 6/16 – 6/17/16 7/26 – 7/27/16 Sheltered Instruction Boot Camp (1 day) 10/12/15Sheltered Instruction Bilingual / ESL Directors’ Meetings 9/9/15 11/11/15 2/10/16 4/13/16 Administration Bilingual / ESL Director’s Academy 7/20 – 7/21/16Administration Helping Administrators Connect with ELLs 11/12/15Administration

District Bilingual/ESL Professional Development TrainingDateScopeOutcomeAttendance Differentiating Instruction for English Language Learners 9/28/15 Differentiation / Instructional Practices ELL Writing to Learn in the Content Areas 10/21/2015 Differentiation / Instructional Practices Working with Newcomers 9/16/16 1/27/16 8/16/16 Differentiation / Instructional Practices A Practical Guide to ELPS and PLDs 10/29/16 Differentiation / Instructional Practices Guided Instruction for the Bilingual Classroom 10/21/16 2/4/16 Differentiation / Instructional Practices

District Bilingual/ESL Professional Development TrainingDateScopeOutcomeAttendance Literacy for ELLs in the Secondary Classroom 10/14/16 2/24/16 Differentiation / Instructional Practices Long Term ELLs 10/14/16 2/24/16 Differentiation / Instructional Practices

Additional Bilingual/ESL Activities  Student Achievement  AEIS  AMAOs  PBM  LEP Progress Measur e  Parental Involvement Activities  Staffing  Recruitment/Certification  Stipends  Exceptions/Waivers  Bilingual/ESL Program Plans

District AMAO Results

STAAR Results

Stages of Intervention

Parental Involvement Activities for Parents of ELL Students

Staffing Exceptions/Waivers Recruiting/Certification Endeavors Stipends

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 the Program Effectiveness Review TEC 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. d= &menu_id2= http:// d= &menu_id2=