Pine Tree Independent School District

Pine Tree Independent School District

Programs for English Language Learners

Program Overview

Programs for English language learners in Pine Tree Independent School District provide the necessary instruction for students identified as limited English proficient (LEP) the opportunity to master the Texas Essential Knowledge and Skills (TEKS) and to develop an advanced level of English language proficiency in the domains of reading, speaking, listening, and composition. Program models currently implemented in Pine Tree ISD include bilingual dual language enrichment, bilingual early exit transitional, and English as a Second Language (ESL) in the secondary grades. The early exit transitional model will cease as the implementation of the dual language model continues in grades PK-5.

Goals of the Dual Language and ESL Programs

Pine Tree ISD goals for the dual language and ESL programs reflect both local program goals and those established by the state.

Dual Language:

Ø  High linguistic proficiency in two languages; competency 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.

Ø  High academic proficiency (content area) in two languages

Ø  Positive cross cultural attitudes

Ø  Preparation of students to be economically competent, multi-literate citizens in an international community

ESL:

Ø  Competency in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods

Key Measures

The following key measures determine the effectiveness of the special language programs in meeting the goals for ELLs. The data collected and reviewed annually includes, but is not limited to the following:

Ø  Percent of ELLs increasing oral language proficiency by at least one level as measured by approved oral language proficiency test

Ø  Percent of ELLs demonstrating an increase in proficiency in the areas of listening, speaking, reading, and writing of English as measured by the Texas English Language Proficiency Assessment System (TELPAS)

Ø  Percent of ELLS demonstrating an increase in proficiency in the areas of English comprehension and over all English language proficiency as measured by TELPAS

Ø  Percent of ELLs meeting minimum expectation on state assessments of reading/ELA

Ø  Percent of ELLs meeting minimum expectations on all state assessments

Ø  Percent of ELLs passing all courses taken

Ø  Percent of ELLs meeting promotion or graduation requirements

Ø  Percent of ELLs transitioning into all English classrooms

Ø  Percent of former ELLs who continue to successfully participate in all English classrooms

Ø  Decrease in percent of parent denials for Bilingual/ESL program services

Parameters of the Bilingual / ESL Programs:

Ø  The PTISD Bilingual/ESL programs meet 19 TAC Chapter 89, Subchapter BB specifications.

Ø  The campus principal is responsible for the implementation of the bilingual/ESL programs at the campus level.

Ø  The LPAC is comprised of the appropriate membership as specified under TAC §89.1220.

Ø  ELLs participate in regular education classes with their English-speaking peers in subjects such as art, music, and physical education.

Ø  ELLs receive the same opportunity extended to English-speaking peers to participate in extracurricular activities.

Ø  The district modifies instruction, pacing, and materials for ELLs to ensure that they have a full opportunity to master the essential knowledge and skills of the required curriculum.

Ø  The bilingual program is a full-time program of instruction that uses both the student’s home language and English for instruction and the amount of instruction in each language is commensurate with the student’s levels of language proficiency and academic achievement.

Ø  Instruction in the ESL program is commensurate with the student’s level of English proficiency and level of academic achievement and the student’s home language may be used to enhance instruction in any course required for graduation except those (art, music, P.E.) specified in TAC §89.1210 (g).

Ø  In high school, the ESL program is consistent with graduation requirements and the LPAC may recommend appropriate services that include content courses provided through sheltered instructional approaches by trained teachers, enrollment in ESL courses, additional state elective English courses, and special assistance provide through locally determined programs.

Ø  The required bilingual/ESL program is provided to every LEP student with parent approval until such time that the student meets exit criteria.

Ø  Parent conferences and parent informational meetings are held to keep parents informed and encourage participation in their children’s education.

Ø  Campus principals and the Bilingual/ESL Director coordinate special language teacher and paraprofessional schedules to maximize efficient use of personnel time and instructional services for students.

Ø  Translation / interpretation of student progress reports, report cards and parent communications is provided for non-English speaking parents.

Ø  Students may be exited from the Bilingual/ESL program only at the end of the school year.

Ø  Students may NOT be exited from the Bilingual/ESL program before the end of first grade.

Ø  Student may be exited from the bilingual/ESL program at the end of first grade, however, research does not support early exit.

Ø  Students must meet all of the required exit criteria for their grade level.

Ø  The LPAC may decide not to exit a student if the student marginally meets exit criteria and is not yet ready to function in an all-English classroom.

Ø  Teachers providing sheltered instruction for LEP students must be trained in sheltered instruction strategies.

Revised 2012