MULTILINGUAL EDUCATION Elementary Principals’ Meeting January 12, 2011

Program Updates 76

TOP 5 Languages Spanish Chinese Vietnamese Urdu Korean

6,419

Elementary ESL K-5 2,968

Elementary ESL Teachers 66.5

GOAL of ESL Program Provide high quality instructional programs designed to prepare LEP and immigrant students to enter all English instructional settings (Title III, Part A, 4)

Services Instruction in English as a second language shall be commensurate with the student's level of English proficiency and his or her level of academic achievement. TEC (d)

All students labeled as ESL students need to receive some level of support.

ESL Services Instruction in English as a second language may vary from the amount of time accorded to instruction in English language arts in the regular program for non-limited English proficient students to a full-time instructional setting utilizing second language methods.

Grouping Methods English Language Proficiency Standards B (4) Provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency SAS LEP Portal School Data

Grouping Methods for Prioritizing Services for ESL Students A. Start by looking at grades 3-5, and highlight students with TELPAS Reading of Beginner B. Look at MAP reading percentile score and circle anything over 40%ile C. Use a different highlighter to highlight students who are not in #1 and #2 group.

Progress Monitoring ESL teachers collaboration with the classroom teacher to monitor students’ progress is essential. K-2 portfolio 3-5 report card

LPAC: Language Proficiency Assessment Committee Spring State Assessment Decision Making  ESL Meeting January 21, 2011  Review Instructional Interventions prior to state assessments  Make recommendations regarding TAKS assessment

Exiting Students- End of the Year LPAC  Review English Proficiency Exit Criteria and reclassify students including denials, as Non-LEP if they meet exit criteria  Exited students are monitored for 2 years  Fall 2011, you will receive a list of students who met exit criteria but who did not exit the program

Reoffering the ESL Program Please send all data to Emelia Ahmed before reclassifying student. 1.Is the student’s language proficiency the reason for his difficulties? 2.Is it a content difficulty and not a language difficulty? What interventions have been tried? 3.Has the student received tier-2 and 3 interventions?

TELPAS  Assess progress of LEP-exempt students  Indicate when LEP exemptions are no longer needed  Monitor English language proficiency of Spanish TAKS takers  Monitor English Language Proficiency of students not eligible for a LEP exemption who are struggling with English acquisition

TELPAS Training  Recalibration for TELPAS raters is recommended  TOT training January 18, 20, 24, 26, 31  New Rater training starts February 1 TELPAS administration questions contact Lori Perez

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