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Your Logo Here
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Choose from the following:
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Transitional Bilingual / Early Exit
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Transitional Bilingual / Late Exit
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Dual Language Immersion / Two-Way
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Dual Language Immersion / One-Way
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ESL / Content-based
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ESL / Pull-out
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A bilingual program model in which students identified as English learners are served
by both English and another language and are prepared to meet reclassification
criteria to be successful in English-only instruction not earlier than two or later than
five years after the student enrolls in school.
Instruction in this program is delivered by a teacher appropriately certified in
bilingual education for the assigned grade level and content area.
The goal of early-exit transitional bilingual education is for program participants to
use their primary language as a resource while acquiring full proficiency in English.
This model provides instruction in literacy and academic content through the
medium of the students’ primary language along with instruction in English that
targets second language development through academic content.
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A bilingual program model in which students identified as English learners are served
by both English and another language and are prepared to meet reclassification
criteria to be successful in English-only instruction not earlier than six or later than
seven years after the student enrolls in school.
Instruction in this program is delivered by a teacher appropriately certified in
bilingual education for the assigned grade level and content area.
The goal of late-exit transitional bilingual education is for program participants to
use their primary language as a resource while acquiring full proficiency in English.
This model provides instruction in literacy and academic content through the
medium of the students’ primary language along with instruction in English that
targets second language development through academic content.
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A program model in which students identified as English learners are integrated with
students proficient in English and are served in both English and another language and are
prepared to meet reclassification criteria in order to be successful in English-only instruction
not earlier than six or later than seven years after the student enrolls in school.
Instruction provided in a language other than English in this program model is delivered by
a teacher appropriately certified in bilingual education for the assigned grade level and
content area. Instruction provided in English in this program model may be delivered either
by a teacher appropriately certified in ESL for the assigned grade level and content area.
The goal of two-way dual language immersion is for program participants to attain full
proficiency in another language as well as English. This model provides ongoing instruction
in literacy and academic content in English and another language with at least half of the
instruction delivered in the non-English program language for the duration of the program.
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A program model in which students identified as English learners are served in both English
and another language and are prepared to meet reclassification criteria in order to be
successful in English-only instruction not earlier than six or later than seven years after the
student enrolls in school.
Instruction provided in a language other than English in this program model is delivered by
a teacher appropriately certified in bilingual education for the assigned grade level and
content area. Instruction provided in English in this program model may be delivered either
by a teacher appropriately certified in ESL for the assigned grade level and content area.
The goal of two-way dual language immersion is for program participants to attain full
proficiency in another language as well as English. This model provides ongoing instruction
in literacy and academic content in English and another language with at least half of the
instruction delivered in the non-English program language for the duration of the program.
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An English acquisition program that serves students identified as English learners through
English instruction.
Instruction provided by a teacher appropriately certified in ESL, through English language
arts and Reading, mathematics, science, and social studies.
The goal of content-based ESL is for English learners to attain full proficiency in English in
order to participate equitably in school. This model targets English language development
through academic content instruction that is linguistically and culturally responsive in
English language arts and reading, mathematics, science, and social studies.
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An English acquisition program that serves students identified as English learners through
English instruction.
Instruction provided by an appropriately certified ESL teacher through English language arts
and reading.
The goal of ESL pull-out is for English learners to attain full proficiency in English in order to
participate equitably in school. This model targets English language development through
academic content instruction that is linguistically and culturally responsive in English
language arts and reading. Instruction shall be provided by the ESL teacher in a pull-out or
inclusionary delivery model.
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Student Achievement
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STAAR Data
Parental Involvement Activities
Staffing
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Recruitment/Certification
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Stipends
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Exceptions/Waivers
2019-2020 Bilingual/ESL Program Plans
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Recruiting/Certification Endeavors:
Stipends:
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The number of teachers for whom an
exception or waiver was filed in the
previous year who successfully
obtained certification:
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The number of teachers for
whom an exception or waiver
was/is being filed:
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List evidence of participation in developing, reviewing and revising campus improvement
plans for the purpose of improving student performance for ELLs (TEC §11.253)
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TEC 7.028 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.
§89.1265. Evaluation
in accordance with
§29.053
Outlines the annual requirements of this evaluation process.
23
Program report discussing various types of bilingual/ESL education programs including Transitional Bilingual/Early Exit, Late Exit, Dual Language Immersion, and more. Details about program models, student criteria, language proficiency goals, and instructional approaches are provided. Explore the diverse methodologies and strategies aimed at supporting English learners in achieving academic success and language proficiency in both their primary language and English.
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Presentation Transcript
BILINGUAL/ESL EDUCATION PROGRAM REPORT Title Slide (with Logo Placement) Your Logo Here
BILINGUAL/ESL EDUCATION PROGRAM REPORT Title Slide (with No Logo Placement)
Program Type Program Type Choose from the following: Transitional Bilingual / Early Exit Transitional Bilingual / Late Exit Dual Language Immersion / Two-Way Dual Language Immersion / One-Way ESL / Content-based ESL / Pull-out 3
Transitional Bilingual / Early Exit Transitional Bilingual / Early Exit A bilingual program model in which students identified as English learners are served by both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education for the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students primary language along with instruction in English that targets second language development through academic content. 4
Transitional Bilingual / Late Exit Transitional Bilingual / Late Exit A bilingual program model in which students identified as English learners are served by both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction in this program is delivered by a teacher appropriately certified in bilingual education for the assigned grade level and content area. The goal of late-exit transitional bilingual education is for program participants to use their primary language as a resource while acquiring full proficiency in English. This model provides instruction in literacy and academic content through the medium of the students primary language along with instruction in English that targets second language development through academic content. 5
Dual Language Immersion / Two Dual Language Immersion / Two- -Way Way A program model in which students identified as English learners are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education for the assigned grade level and content area. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in ESL for the assigned grade level and content area. The goal of two-way dual language immersion is for program participants to attain full proficiency in another language as well as English. This model provides ongoing instruction in literacy and academic content in English and another language with at least half of the instruction delivered in the non-English program language for the duration of the program. 6
Dual Language Immersion / One Dual Language Immersion / One- -Way Way A program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction provided in a language other than English in this program model is delivered by a teacher appropriately certified in bilingual education for the assigned grade level and content area. Instruction provided in English in this program model may be delivered either by a teacher appropriately certified in ESL for the assigned grade level and content area. The goal of two-way dual language immersion is for program participants to attain full proficiency in another language as well as English. This model provides ongoing instruction in literacy and academic content in English and another language with at least half of the instruction delivered in the non-English program language for the duration of the program. 7
ESL / Content ESL / Content- -based based An English acquisition program that serves students identified as English learners through English instruction. Instruction provided by a teacher appropriately certified in ESL, through English language arts and Reading, mathematics, science, and social studies. The goal of content-based ESL is for English learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading, mathematics, science, and social studies. 8
ESL / Pull ESL / Pull- -out out An English acquisition program that serves students identified as English learners through English instruction. Instruction provided by an appropriately certified ESL teacher through English language arts and reading. The goal of ESL pull-out is for English learners to attain full proficiency in English in order to participate equitably in school. This model targets English language development through academic content instruction that is linguistically and culturally responsive in English language arts and reading. Instruction shall be provided by the ESL teacher in a pull-out or inclusionary delivery model. 9
Number of Students Enrolled Number of Students Enrolled Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 Total 10
District TELPAS Results District TELPAS Results 11
Number of Students Reclassified Number of Students Reclassified Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 Total 12
Number of Teachers Receiving Number of Teachers Receiving Bilingual/ESL Professional Development Bilingual/ESL Professional Development Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 Total 13
District Bilingual/ESL Professional Development 2020 District Bilingual/ESL Professional Development 2020- -2021 2021 Training Date Scope Attendance Relevance/Results 8/16/2017 8/26/2017 Receive guidance in seamless rollout of LPAC Process Ex: LPAC Framework Compliance 3 attended 14
Additional Bilingual/ESL Activities Additional Bilingual/ESL Activities Student Achievement STAAR Data Parental Involvement Activities Staffing Recruitment/Certification Stipends Exceptions/Waivers 2019-2020 Bilingual/ESL Program Plans 15
STAAR Results STAAR Results 16
Stages of Intervention Stages of Intervention 17
Parental Involvement Activities Parental Involvement Activities for Parents of ELL Students for Parents of ELL Students 18
Staffing Staffing Recruiting/Certification Endeavors: Stipends: 19
Exceptions/Waivers Exceptions/Waivers The number of teachers for whom an exception or waiver was/is being filed: The number of teachers for whom an exception or waiver was filed in the previous year who successfully obtained certification: 0 0 20
Comprehensive PD Plan Comprehensive PD Plan Scope and Sequence of Plan Results 21
2021 2021- -2022 Bilingual/ESL Program Plan for Improvement 2022 Bilingual/ESL Program Plan 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) 22
Bilingual/ESL Program and Results Bilingual/ESL Program and Results of the Program Effectiveness Review of the Program Effectiveness Review TEC 7.028 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. 89.1265. Evaluation in accordance with 29.053 Outlines the annual requirements of this evaluation process. 23
