BILINGUALESL EDUCATION PROGRAM REPORT Title Slide with Logo

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BILINGUAL/ESL EDUCATION PROGRAM REPORT Title Slide (with No Logo Placement)

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 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 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-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-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-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-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 Pre-K K 1 2 3 4 5 6 7 8 9 10 11 12 Total 10

District TELPAS Results 11

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 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 -2021 Training Date Scope Attendance Relevance/Results Ex: LPAC Framework 8/16/2017 8/26/2017 Compliance 3 attended Receive guidance in seamless rollout of LPAC Process 14

Additional Bilingual/ESL Activities Ø Student Achievement • STAAR Data Ø Parental Involvement Activities Ø Staffing • • • Recruitment/Certification Stipends Exceptions/Waivers Ø 2019 -2020 Bilingual/ESL Program Plans 15

STAAR Results 16

Stages of Intervention 17

Parental Involvement Activities for Parents of ELL Students 18

Staffing Recruiting/Certification Endeavors: Stipends: 19

Exceptions/Waivers The number of teachers for whom an exception or waiver was filed in the previous year who successfully obtained certification: 0 The number of teachers for whom an exception or waiver was/is being filed: 0 20

Comprehensive PD Plan Scope and Sequence of Plan Results 21

2021 -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 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