NEW Lead ESL TEACHER 2014 Humble ISD

WELCOME!!! Introduce Yourself! Introductions Chandra Torres (Director of ESL Bilingual and LOTE) – 8337 Mary Lariviere (Bilingual/ESL Facilitator) – 8336 Introduce Yourself!

Agenda Morning Session Lunch (on your own) Afternoon Session The Big LEP Picture The LEP program from Beginning (Identification) to End (Monitoring) The Big PEIMS Picture The role of PEIMS in the LEP program The role and responsibility of the Lead ESL Teacher in PEIMS KIM Gollihar (PEIMS Coordinator) Morning Review - Scenarios and Discussion Lunch (on your own) Afternoon Session HISD Language programs Rationale, Placement, Timelines, Transitions, and Structure Your role as a professional developer Forms and Documentation Afternoon Review – Team Scavenger Hunt Temperature Check

A Little Bit of LEP in your Life!!! A student who indicates a LOTE on his/her HLS is then evaluated using an approved OLPT and/or NRT, in order for the LPAC to determine LEP status. If the student is classified as LEP, the he/she is considered to be an ELL, and placement in BE or ESL is then recommended. In these programs, the student is taught using content area TEKS, as well as ELPS. In Elementary schools, appropriately certified teachers provide an instructional program that centers on ELD, biliteracy and content knowledge simultaneously, and develops the student’s BICS and CALP in both L1 and L2. In secondary schools, the programmatic goal is ELD in conjunction with content knowledge and skills. In addition to STAAR, ELLs in Texas are assessed using TELPAS, which assigns individual PLDs in four language domains that teachers use to adjust and accelerate English language instruction. Results from these assessments are also used to determine performance for AMAOs, which is a part of the accountability system. When a LEP student meets appropriate standards on STAAR, TELPAS, and OLPT, the student is reclassified as an M1 or M2 and monitored by the LPAC for two years.

The Big LEP Picture Identification LEP TEKS STAAR CALP BICS L2 BE ESL ESOL STAAR Spanish Linguistic Accommodations STAAR L ELL Progress Measure LEP Identification HLS = LOTE LPAC OLPT < FES The Big LEP Picture TELPAS SAT 10 < 40% OLPT LPAC Meets Parent Permission Obtained 20 days @ BOY, then 10 days

The Big LEP Picture Identification LEP TEKS STAAR CALP BICS L2 HLS = LOTE LPAC OLPT < FES The Big LEP Picture TELPAS SAT 10 < 40% OLPT LPAC Meets Parent Permission Denied 20 days @ BOY, then 10 days

Let’s Take a Closer Look Page 1 – Lead ESL Teacher Duties Page 7 – Placement Flowchart Page 10 – LPAC membership Page 12, 19, - Program Placement

LEP Program Path English Proficiency/Biliteracy TELPAS STAAR Assessment Decisions - MOY LPAC – Test Version, Accommodations Evaluation- EOY LPAC, Exit, Recommendations Student Meets Exit Criteria Testing Considerations Identification & Placement – BOY Assessment, LPAC, Permission No longer LEP ELL Progress Measure SIOP ELPS M1 Waived Students – No BE, ESL, Accommodations, ELL Progress Measure BE Evaluation All Year LPAC, Recommendations M2 ESL Identified as LEP LEP Program Path ESL or Bilingual

Let’s Take a Closer Look Page26-27 – Exit Criteria Page 34 – Monitoring Students Page 79-83 – Sheltered Instruction Resources Page 23-24 – LEP and Special Ed

Ready?? Break!

The Big PEIMS Picture PEIMS is the Coded Representation of the LEP Pathway Provides a footprint of how the student has progressed in the program Rationale and Purpose Funding Student Identification Special Programs Roles and Responsibility of the Lead ESL Teacher Guidebook

Let’s Take a Closer Look Page 4-5 – Coding Definitions Page 8-10 – Steps to follow Page 11 – Exiting students in PEIMS Page 13 – Cognos Report Page 18 – Running Searches

Let’s Review!!! Scenarios dealing with LEP identification, PEIMS Coding, Exit, Monitoring.

Lunch Have a great lunch! The session will continue at 12:30 pm!

WELCOME Back!!! Just Like Me In your groups, find THREE things you have in common. Nothing Job Related What did you discover?

Differing Opinions Only by preserving our commonality--English--can we ensure that we will continue to live and work together as one Nation, one people. Proficiency in two or more languages should be promoted for all American students. Bilingualism enhances cognitive and social growth, competitiveness in a global marketplace, national security, and understanding of diverse peoples and cultures. Toby Roth, 1993 Which opinion most closely aligns to your personal view? Stanford report,1993

Language Programs in HISD ESL – PK-12 One-way Dual Language Two-way Dual Language Late-exit Transitional

Bilingual Education in HISD Transition Phase Dual Language Timelines - pages13-18 Transition to Middle School - page 21

ESL in Humble ISD Elementary Schools – when Bilingual is not the best placement Middle Schools – All LEP students who are not waived - Page 21 ESL 1 ESL 2 ESL 3 High Schools - All LEP students who are not waived ESOL 1 and ESOL 2 – page 21 Secondary Sheltered Instruction Teams

Your Role as a Professional Developer Why is campus level professional development so important? What challenges might you face? How could those challenges be overcome? What topics might you want/need to cover? What role could you play in coaching ESL or Bilingual teachers? How does this position allow you to advocate for LEP students? What resources are available to you?

Ready?? Break!

Forms and Documentation LPAC (pages 38-39) BOY (pages 40-48) Folder Organization (pages 49-51) MOY (pages 52-55) EOY (pages 56 -66) EOY Reporting (pages 67-69) Monitoring (pages 70-73) Board Report (pages 74-77)

Let’s Review Team Scavenger Hunt

Temperature Check How are you feeling? What are you excited about in this position? What are you concerned about? How can we help?

Have a Great Day Was this training valuable? Please give us some feedback!