Anahuac ISD School Board Policy EHBE (H) and EHBE (Local)

ANAHUAC ISD

ESL/BILINGUAL

HANDBOOK

Anahuac ISD School Board Policy EHBE (H) and EHBE (Local)

Commissioner's Rule (TAC Chapter 89). Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students

Bilingual and Special Language Programs Texas Education Code (TEC) 29.051

Bilingual Education Webpage on TEA

Texas English Language Learners Portal

Language Proficiency Assessment Committee Framework

*Information in this handbook may be taken or copied from the TEA website or documents produced by TEA.

11/2013

Anahuac Independent School District

Bilingual and English as a Second Language Programs

State Goals

Chapter §89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students

“The goal of bilingual education programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary language and English. Such programs shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.”

“The goal of English as a second language programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.”

Anahuac ISD follows the guidelines set forth by the following dictates:

Ø  Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students

Ø  Texas Education Code 29.051 - 29.064 Bilingual Education and Special Language Programs

Ø  Anahuac ISD School Board Policy EHBE (H), EHBE (Local), and EKBE (State Assessments ELL students)

Mission Statement

The mission of the Anahuac ISD English Language Learners (ELL) program is to provide effective and age-appropriate English language instruction (listening, speaking, reading, and writing), and to support ELL to achieve in all content areas.

Instructional Options:

The population of AISD second language learners is primarily Spanish speaking. Services provided for second language learners are addressed as an instructional continuum based on the students' needs and the program in which those needs are served.

The instructional program strives to meet the affective, linguistic, and cognitive needs of Limited English Proficient (LEP) students. LEP students are given the opportunity to be academically successful through two program options: English as a Second Language and bilingual education.

In Section 74.4 of the TAC, the English Language Proficiency Standards (ELPS) require all teachers of ELLS to incorporated the teaching of English in daily content area instruction and to linguistically accommodate (communicate, sequence and scaffold) the instruction according to the English language proficiency levels of the English Language Learners (ELLS).

Bilingual Education

Each school district which has an enrollment of 20 or more limited English proficient students in any language classification in the same grade level must offer a bilingual education program in prekindergarten through the elementary grades. Anahuac ISD began offering a bilingual program for Spanish speaking LEP students during the 2004-05 school year. The Anahuac Independent School District views Bilingual Education as a program that utilizes the students’ native language and English in the learning process.

A bilingual program considers the students' native language, culture and knowledge to be the foundation for academic and social growth. Integrating language and literacy skills across the curriculum provides students with the opportunity to acquire a high level of literacy and fluency in English while developing their native language.

The bilingual program at the elementary school is designed to help children acquire the English skills necessary to succeed in the English only classroom. The program type that Anahuac uses is called Transitional Bilingual/Early Exit which 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 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. Students may not be exited from the bilingual program before the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the bilingual program. Initial instruction is given in Spanish, primarily for the introduction of reading and for clarification. The students receive native language instruction for concept development with a focus on vocabulary. English language is increased annually until the student is able to make the complete transition into an all-English curriculum.

English as a Second Language (ESL)

ESL, the primary program of second language instruction, focuses on assisting the student to learn content area subject matter. Instruction, provided in English, is enriched with visuals and manipulatives with extensive use of repetition and application of specific language development tasks. The ESL program accommodates students from different backgrounds in the same classroom and does not require that the teacher be proficient in the student's home language.

Anahuac ISD offers an ESL Pull Out program in the elementary and middle schools. Sheltered instruction techniques are also utilized in regular classes. Students spend part of the day in mainstream classroom, and are “pulled out” for a portion of the day to receive instruction in English as a second language. ESL students shall participate fully with English-speaking students in regular classes provided in subjects such as physical education, music, or art. The amount of time a student receives ESL instruction is commensurate with the level of English proficiency that the student possesses. Students who are more limited English speakers spend a larger part of their school day with the ESL teacher and paraprofessional. Students may not be exited from the ESL program before the end of first grade.

In order to accelerate the acquisition of English proficiency, each campus may employ a bilingual paraprofessional to works with ESL students. The paraprofessionals have experience and training in ESL teaching methods and theory. By using Spanish when needed by a student to understand concepts, transition to English is much easier.

In High School, immigrant students are served in ESOL classes and through Sheltered English approach. Sheltered English teaching techniques facilitate the acquisition of the second language through content area curriculum. The bilingual paraprofessional is available to help ESL students with their subject area classes or facilitate their learning in a separate setting. Students may also take ESL classes for local credit when recommended by the LPAC committee

The outcome of bilingual/ESL programs is that students will participate successfully in the general curriculum and master the challenging demands of the Texas Essential Knowledge and Skills (TEKS).

Other Educational Opportunities

Linguistic accommodations are language supports that decrease the language barriers ELLS experience when learning and demonstrating skills in English. The Texas English Proficiency Standards (ELPS) require all teachers to linguistically accommodate the instructions of ELLS in their classroom commensurate with the student’s English Language proficiency levels. Linguistically accommodated instruction is differentiated through use of instructional materials, techniques, and tools that meet the needs of ELLs. This helps ELLS understand the language of instruction and accelerate the learning of both subject matter and English.

Effective instruction in second language acquisition involves providing ELLs opportunities to listen, speak, read and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read, hear and are expected to speak and write. The proficiency level descriptors, which describe the English that ELLs are able to understand and use at each proficiency level, guide teachers in providing appropriate linguistic supports and accommodations. The English language proficiency levels are beginning, intermediate, advanced, and advanced high. Instruction, pacing, and materials are modified to ensure that LEP students master the essential elements of the curriculum based on the student’s proficiency levels in speaking, listening, reading, and writing.

Second language learners have the opportunity to participate in various other program options offered in the district when guidelines are met. These include Title One services, Gifted/Talented Program, Accelerated Reading, Dyslexia classes, Accelerated Math, library services, accelerated instruction, summer school, Section 504, Special Education, computer labs, compensatory classes and tutorials. All students are encouraged to participate in extra-curricular activities and community involvement projects.

Home Language Survey

As part of the registration process each parent/guardian (or the student in grades 9-12) completes a home language survey in which the following two questions are asked.

(1)"What language is spoken in your home most of the time?"

(2)"What language does your child speak most of the time?"

Testing of Students Indicating a Language Other than English on the Home Survey

If a language other than English is indicated on the survey the student is given an oral language proficiency test within four weeks of the initial enrollment in school to determine the level of English proficiency. Trained teachers or paraprofessionals administer the Pre-IPT to students in PK and KN. The IPT is given at the end of kindergarten and at all succeeding grades. If a student speaks English and Spanish, the Spanish and English forms are given to determine which language is most dominant. Records from students moving to the district from another district that are classified ESL or bilingual will be reviewed for program placement and to determine if retesting is needed. Students from out of state programs are retested according to Texas guidelines.

Limited English Proficient (LEP) students in grades 2-9 are also administered a norm-referenced assessment instrument called the Iowa Test of Basic Skills, and students in grades 9-12 are given the Iowa Tests in reading and language arts. These tests are administered within the established norming period. If the achievement test is not a valid measure due to a student's limited English ability, the student is not required to take the test and this is noted on the answer document.

Identification of Limited English Proficiency

For entry into a bilingual education or English as a second language program, a student shall be identified as limited English proficient using the following criteria.

·  At prekindergarten through Grade 1, the score on the English oral language proficiency test (Pre-IPT and IPT) is below the level designated for indicating limited English proficiency (Limited English speaker or Non-English Speaker);

·  At Grades 2-12, the student's score on the English oral language proficiency test (IPT) is below the level designated for indicating limited English proficiency; and the student's score on the reading and language arts sections on the ITBS or Iowa Test is below the 40th percentile for the student's grade level.

Language Proficiency Assessment Committee (LPAC)

Each campus has a language proficiency assessment committee for students eligible to participate in the ESL program that includes at least an ESL teacher, a campus administrator, and a parent of a limited English proficient who is not an employee of the district. For students eligible to participate in the bilingual program at the elementary school level the LPAC includes a professional bilingual educator, a professional transitional language educator, a parent of a limited English proficiency student, and a campus administrator.

Within four weeks of the enrollment of limited English proficient students the LPAC meets and

·  designates the language proficiency level of the LEP student;

·  designates the level of academic achievement of the LEP student;

·  designates, subject to parental approval, the initial instructional placement of the LEP student in the required program;

·  facilitates the participation of LEP students in other special programs for which the student is eligible provided by the school; and

·  classifies a student as English proficient if guidelines for program placement are met.

Within ten days of classifying a student as limited English proficient, the parents are given written notice stating that their child has been classified as limited English proficient and that the school is requesting parent permission to place the student in either the bilingual or ESL program. The notice is sent to the parent in both English and Spanish (for Spanish speaking students) and explains the benefit of the bilingual or ESL program. Pending parent permission, the student may be placed in the bilingual or ESL program but are not coded in PEIMS until written permission is received. Once a parent gives written permission for program placement, the student remains in the program until he/she meets exit criteria or the parent requests a change in program placement.

Parents have a choice whether or not to enroll their child in the ESL or bilingual program. Parents must submit in writing if they do not wish their child served in the designated program. Students with a parental denial are still classified as limited English proficient and are listed in PEIMS as LEP with a parental denial. Students with a parental denial for the bilingual program may be served in the ESL program with parent permission. Every effort shall be made to ensure that parents realize the benefits of a bilingual program. Students with a parental denial for the bilingual program but whose parents give permission to be served in the ESL program are coded in PEIMS as having a bilingual denial with permission for the ESL program. Exit criteria are applicable to students who are identified as Bilingual, ESL and LEP Parental Denials.

Required LPAC Meetings

•  Upon initial enrollment- within the student’s first 20 school days

•  In the spring to determine appropriate assessments, immediately prior to state assessments

•  At the end of the year for annual review and for the following year’s placement decisions, which may include the use of linguistic accommodations, as appropriate

•  As needed to discuss student progress

LPAC Responsibilities