BilingualESL Education Program Report 2017 2018 Program Type

Bilingual/ESL Education Program Report 2017 -2018

Program Type Choose from the following:

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;

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.

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.

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.

ESL/Content-based An English program that serves students identified as students of limited English proficiency in English only by providing a fulltime 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.

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 29. 061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

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

District TELPAS Results Insert district results

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

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

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

District Bilingual/ESL Professional Development 2017 -2018 Training Date Ex: LPAC Framework 8/16/2017 8/26/2017 Scope Compliance Attendance 3 attended Relevance Receive guidance in seamless rollout of LPAC processes

District Bilingual/ESL Professional Development 2017 -2018 Training Date Scope Attendance Relevance

Additional Bilingual/ESL Activities Student Achievement STAAR Data PBMAs Parental Involvement Activities Staffing Recruitment/Certification Stipends Exceptions/Waivers 2017 -2018 Bilingual/ESL Program Plans

STAAR Results

Stages of Intervention

Parental Involvement Activities for Parents of ELL Students

Staffing Exceptions/Waivers Recruiting/Certification Endeavors Stipends

2018 -2019 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)

Bilingual/ESL Program and Results 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. 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. http: //www. tea. state. tx. us/index 2. aspx? id=2147495588&menu_i d=2147483703&menu_id 2=2147483705