Bilingual and ESL Programs: End of the Year Activities

1. Bilingual and ESL Programs:End of the Year Activities May 14, 2012 Closing out 2011-12 and Beginning 2012-13

2. Ending 2011-2012 Exit Criteria ELL Provision for English I EOC LPAC Summaries Annual Program Evaluation Needs Assessment Required Summer School Summer PD Teacher Certification

3. Beginning 2012-2013 Before school starts When school starts Placement and Enrollment Program Types Coding/Snapshot Local policies and procedures Instructional Plan ELPS implementation Fall PD Exception and Waiver Student Follow Ups

4. Ending the 2011-2012 Year

5. Exiting for this year only! Exit Criteria TEA Bilingual Website – Under Curriculum http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720 See exit criteria chart, list of approved tests and the 2011-2012 exit criteria FAQ document

6. English I EOC Special Provision Special provision for recent immigrant ELLS in English I or ESOL I TEA Student Assessment Website – LPAC Resources http://www.tea.state.tx.us/student.assessment/ell/lpac/ See ELL assessment documentation forms

7. Documenting Decisions to pass on LPAC Meeting Roster Form - from LPAC Framework Forms Local Transition Document Determine who needs this information – campus admin, district admin Graduation Plans (4 year plans) in place for incoming 9th graders – Statutory requirement for all at risk students

8. Annual Program Evaluation Chapter 89 Reference Sample board reporting PPT Should reflect how students progressed, exited and performed Can also include graduation rates, retentions, # monitored yr. 1 and 2, # of denials Use this as a source for needs assessments

9. Needs Assessment Use Program Evaluation data Teacher committees Campus and District Advisory Committees LPAC input Student needs, Instructional Staff, Staff Development, Graduation Plans Write it down!!

10. Required Summer School TEA letter posted 4-27-2012 120 Hours per statute Breaks, recess, lunch may not be included in instructional time

11. Summer Professional Development Based on needs assessment Should have a staff development plan that builds capacity Teacher leaders ESC Staff Development Project Share via ELL Portal - www.elltx.org State or national conferences, symposiums, etc… After attending, what are the expectations?

12. Teacher Certification Bilingual Generalist or Supplemental ESL Generalist or Supplemental Foreign Language Teachers Recruitment vs. Replacement Allow time to build capacity and knowledge Certification + Best Practice = Effective

13. Beginning and Planning the 2012-2013 Year

14. Before School Starts • August/September • LPAC members receive training and schedule meetings • Meet to identify students and follow up on any reenrollees • Schedule students in appropriate classrooms and ensure interventions recommended for any students are provided for teachers • Training for teachers/administrators on ELPS/meeting ELL needs • Training on other identified needs • Determine where teacher needs are and plan for alternatives • Hand schedule high school courses to ensure sheltered instruction trained teachers • Do you offer ESOL I and/or II?

15. When School Starts • September/October • Secure documentation in student folders – signed and dated parent permission forms • Correct any placement errors and check for parent denials • Double check to ensure PEIMS coding is accurate prior to snapshot (last Friday in October) • Follow up on Monitored students after each grading period • Ensure that high school students are enrolled in classes according to their 4 year plan

16. Placement/Enrollment Reenrollment/Placing Returning Students What happened to that form from last May? Enrolling/Identifying/placing new students Testing/LPAC Process/Documentation within 20 days of enrollment PEIMS coding

17. Program Type Codes Bilingual – Transitional, One way, Two Way ESL – Content, Pull-Out Understand what you want to offer vs. what you actually offer

18. Coding/Snapshot Ensure that PEIMS codes describe the actual service A system of data accuracy checks in place LEP code, Program Type code, Parent Permission code, Immigrant code (with the first 3 years)

19. Local Policies and Procedures Whose job is this? Write things down What local assessments, work flow, paperwork responsibilities, data exchange This is your system! Systemic issues and instructional practices are the main focal points of any PBM intervention Re-evaluate procedures annually to adjust to changes in statute or personnel

20. Instructional Plan What will you do with the resources you have? What is optimal for students vs. easier to do? Do we have to do what we’ve always done? What did our program evaluation tell us? What is in our campus plan? What do teachers need?

21. ELPS implementation Chapter 74.4 Curriculum Requirement ELPS Academies Navigating the ELPS ELPS for Administrators *new* ELPS overviews vs. ELPS implementation Project Share courses

22. Fall PD TELPAS overviews ELPS Academies TELLit courses online ELL Portal ESC trainings

23. Exception/Waiver • Due by November 1st • Application for bilingual exception when there are not enough bilingual teachers to serve students as required • Application for ESL waiver when there are not enough ESL teachers to serve students as required • Not a bad thing but necessary when you don’t have sufficient teachers – be sure you have a plan to serve students!

24. Student Follow Ups Create a means of communication for teachers to document concerns and intervention strategies Don’t forget about monitored students

25. Contact Us! ESC 6 ELL TEAM Sandy Garcia Cristina Woods sgarcia@esc6.netcwoods@esc6.net 936.435.8235 936.435.8237