PREPARED BY DR. HAROLD SMITH EDAD 5399 Bilingual/ESL Education

TERMS LEP ESL LPAC HLS ELL BICS CALP

LEP—Limited English Proficient ESL—English Second Language LPAC—Language Proficiency Assessment Committee HLS—Home Language Survey ELL—English Language Learners BICS—Basic Interpersonal Commutation Skills CALP—Cognitive Academic Language Proficient

Purpose and Goal Students to become competent in: Comprehension of English language Speaking the English language Reading the English language Writing the English language

Purpose and Goal Program shall emphasize mastery of English language skills as well as mathematics, science, and social studies. The basic curriculum content of the programs shall be based on the state essential knowledge and skills.

Required Bilingual Program A district will offer a bilingual education program if 20 or more limited English proficient students are enrolled in any one grade. Bilingual education shall be offered in Elementary grades. Prek – 5. Grade 6 is to be included when 6 th grade if clustered on campus with the other grades

Required Bilingual Program The District shall offer LEP students the following: 1. Bilingual education in kindergarten through the elementary grades. 2. Bilingual education, instruction in ESL, or other transitional language instruction approved by TEA in post-elementary grades through grade 8 3. Instruction in ESL in grades 9-12.

Required Bilingual Program The bilingual education program shall be provided by offering either a dual language program established in code. Or A dual language program designed by the District and approved by the commissioner.

Dual Language What is a dual language program? How is it different from a bilingual program? What models are in place? Which is best?

Required ESL Program A District will provide an English as a second language program for LEP students that do not require bilingual education. ESL will be available to any student in need regardless of number of students, home language, or grade level. The ESL program must address the affective, linguistic, and cognitive needs of LEP students.

Exceptions/Bilingual Education If a district is unable to hire a sufficient number of teachers with bilingual teaching certificates to staff the require program, the District may file an application for exception with TEA. The exception is good for one year. The application must include five items including how the district plans to staff bilingual education the following year.

Exception/ESL Education Same process as listed for exception for an ESL program.

Language Proficiency Assessment Committee The LPAC committee shall include at least: 1. A professional bilingual educator 2. A professional transitional language educator (classroom teacher) 3. A parent of limited English proficient student who is not an employee of the District 4. A campus administrator

LPAC--Duties 1. Review all pertinent information on all LEP students. 2. Recommend the most appropriate placement for the student after elementary school. 3. Review each LEP student’s annual progress to determine placement 4. Monitor student progress for two years after leaving the bilingual or ESL program.

LPAC--Duties 5. Determine appropriateness of extended year program based on the needs of each LEP student. 6. Determine placement in or exit from bilingual program and ESL program. 7. Determine appropriate state-mandated assessment in grades Perform additional duties as outlined in 19 TAC (Texas Administrative Code)

Student Count The LPAC must report to the District the number of students in the program according to their primary language proficiency. The Board must report this information to TEA by November 1

Identification and Assessment Within 20 calendar days of a student’s initial enrollment in the district, students shall be identified assessed, and classified for bilingual education or ESL programs. What happens if the student was enrolled for three weeks at another school before coming to your school?

Parental Notice and Approval Within 10 days of classification, the LPAC shall give written notice to parents advising that a student have been classified as limited English proficient and requesting approval to place the student. The written request will be in English and the primary language of the family. The request must address the benefits of the program. A student may be placed in the recommended program pending parent approval.

Parental Notice and Approval The parent approval to be in the program must be in writing. Approval shall be considered valid for the student’s continued participation in the program until the student meets the established exit criteria, graduates from high school or parent request a change in program placement.

What happens if a parent denies Bilingual Education? What happens if a parent denies ESL instruction?

Program Exit 1. May be classified as English proficient at the end of the school year in which a student would be able to participate equally in a regular, all- English, instructional program. 2. May be classified as English proficient when he/she scores at or above the 40 th percentile on both the English reading and the English language arts sections of a TEA approved test. 3. May be classified as English proficient as determined by criteria that meet the requirements outlined by TEA.

Participation LEP students shall participate fully with English- speaking students in regular classes provided in subjects such as art, music, and physical education. LEP students will have a meaningful opportunity to participate fully with other students in extracurricular activities. Elective courses may be taught in a language other than English.

Participation Bilingual education and ELS programs shall be located in the District’s regular schools rather than in separate facilities. Students enrolled in the bilingual or ESL programs shall be placed in classes with other students of approximately the same age and level of educational attainment. Each student’s instruction shall be appropriate to the student’s level of educational attainment.

Participation The District may concentrate the programs at a limited number of schools, provided that the enrollment in those schools shall not exceed 60% limited English proficient students. A school could have more than 60% limited English proficient students. But students from other campuses could not be sent to that campus.

Required Programs A District required to offer a bilingual education program shall offer a voluntary summer school program students that will be in kindergarten or first grade the coming fall semester. The program must be an intensive bilingual education or special language program that meets the standards of TEA. Student-teacher ratio may not exceed 18:1.

The District may establish other summer school, extended day, or extended week bilingual or ESL programs for limited English Proficient Students; however, neither these programs not the required voluntary program may substitute for the program to be provided during the regular school year.

Enrollment Parent completes all enrollment forms including Home Language Survey. Home Language Survey—English, English. Student not LEP Home Language Survey—Either have anything other than English. Student possible LEP

Enrollment Possible LEP student. Student must be assessed according to district guidelines. Assessment and classification for bilingual education or ESL must be completed within four weeks of initial enrollment. If LEP, parent must be informed of recommended placement of the student.

Enrollment Within 10 days of classification, parent must receive written notice of the program available and a request for written approval for placement. What if parent refuses Bilingual Education? What if parent refuses ESL Education?

Records Home Language Survey form must be completed by every student at initial enrollment in the district. Student not LEP. HLS must be placed in the student cum folder. Student is LEP. HLS must be placed in the student cum folder after making a copy for the LPAC

LPAC Student Folder 1. Completed HLS 2. Testing used to assess and classify the student. 3. LPAC Deliberations 4. Written permission for program 5. Written refusal of the program

Dual Language Sheltered Instruction ESL Classroom

Collier and Thomas 2004 Which is best for ELL students? English only ESL—Pull Out ESL Bilingual Sheltered Instruction Dual Language

All students performed about 35 percentile by end of 3 rd grade. By 11 th grade Dual Language students scored at the percentile Other students scored about percentile

Step by Step Step by Step by TEA

Chart LEP Decision Chart