1. NEW Lead ESL TEACHER
2014
Humble ISD

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

3. 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

4. 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.

5. The Big LEP Picture Identification LEP TEKS STAAR CALP BICS L2BE
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 BOY, then 10 days

6. 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 BOY, then 10 days

7. 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

8. 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

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

10. Ready?? Break!

11. 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

12. 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

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

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

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

16. 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

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

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

19. 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

20. 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?

21. Ready?? Break!

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

23. Let’s Review
Team Scavenger Hunt

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

25. Have a Great Day
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