1. Bilingual/ESL Education Program Report

2. Program Type
Choose from the following:

3. Transitional Bilingual/Early Exit
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;

4. Transitional Bilingual/Late 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.

5. Dual Language Immersion/Two Way
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.

6. Dual Language Immersion/One-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.

7. ESL/Content-based
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.

8. 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.

9. Number of Students Enrolled
PreK K 1 2 3 4 5 6 7 8 9 10 11 12
Total

10. District TELPAS Results
Insert district results

11. Number of Students Exited
PreK K 1 2 3 4 5 6 7 8 9 10 11 12
Total

12. Number of Teachers Receiving Bilingual/ESL Professional Development
PreK K 1 2 3 4 5 6 7 8 9 10 11 12
Total

13. Total Number of Paraprofessional Receiving Bilingual/ESL Training
PreK K 1 2 3 4 5 6 7 8 9 10 11 12
Total

14. ESC Region XIII Bilingual/ESL Professional Development 2014-2015
Training
Date
Scope
Outcome
Attendance
AMAOs
2/5/14
Accountability and Standards
ELL Institute
11/4/14
Language Support
Bilingual/
ESL
Directors’
Meetings
9/10/14,
11/12/14,
02/11/15,
04/08/15
Assessment, Accountability, and Compliance
Sheltered Instruction Conference
8/14/15
ESL Academy
10/08-10/2014
2/25-27/2015
6/17-19/2015
7/22-24/2015
Language Support, Certification Requirements, Compliance
ESL Supplemental #154 TExES Review
9/20/14
1/17/15
5/2/15
7/18/15
Teacher Certificaton

15. ESC Region XIII Bilingual/ESL Professional Development 2014-2015
Training
Date
Scope
Outcome
Attendance
RtI for ELLs
10/3/2014
10/27/2014
Language Support
Literacy for ELLs in the Secondary Content-Area Classroom
11/19/14
1/14/15
Sheltered Instruction Plus
2/9-2/10/15
ELPS Instructional Tool Training
10/7/14
1/30/15
Sheltered Instruction Boot Camp
10-8&9,2014
6-18&19,2015
7-21&
LPAC Decision Making Training
1/29/2015
2/4/2015
Assessment and Compliance
LPAC Framework
8/21/14
8/28/14
8/21/15
7/31/15

16. District Bilingual/ESL Professional Development 2014-2015
Training
Date
Scope
Outcome
Attendance
Writing in Elementary Classroom
10/3/2014
Language Support
Helping Administrators Connect w/ ELLs
11/6/2014
Secondary Asylee/Refugee/SIFE
1/15/15
8/6/15
Promoting Biliteracy in Bilingual Classroom
12/2/14
7/15/15
Long Term ELLs
7/14/15

17. Additional Bilingual/ESL Activities
Student Achievement
AMAOs
AEIS
PBM
LEP Progress Measure
Parental Involvement Activities
Staffing
Recruitment/Certification
Stipends
Exceptions/Waivers
Bilingual/ESL Program Plans

18. District AMAO Results

19. STAAR Results

20. Stages of Intervention

21. Parental Involvement Activities for Parents of ELL Students

22. Staffing Exceptions/Waivers Recruiting/Certification Endeavors
Stipends

23. 2014-2015 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)

24. 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.
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OPER (optional program effectiveness report) is currently available at TEA:
(site: Bilingual Education (BE/ESL) Intervention Guidance and Resources has lots of useful information to assist in this process)
PER is in development at TEA and will be accessible through ISAM at some point.