Bilingual and ESL Programs:
End of the Year Activities
May 14, 2012
Closing out 2011-12 and Beginning 2012-13
Ending 2011-2012
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Exit Criteria
ELL Provision for English I EOC
LPAC Summaries
Annual Program Evaluation
Needs Assessment
Required Summer School
Summer PD
Teacher Certification
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Beginning 2012-2013
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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
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Ending the 2011-2012 Year
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Exiting for this year only!
 Exit Criteria
 TEA Bilingual Website – Under Curriculum
http://www.tea.state.tx.us/index2.aspx?id=4098&me
nu_id=720
 See exit criteria chart, list of approved tests and the
2011-2012 exit criteria FAQ document
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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
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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
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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
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Needs Assessment
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Use Program Evaluation data
Teacher committees
Campus and District Advisory Committees
LPAC input
Student needs, Instructional Staff, Staff Development,
Graduation Plans
 Write it down!!
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Required Summer School
 TEA letter posted 4-27-2012
 120 Hours per statute
 Breaks, recess, lunch may not be included in
instructional time
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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?
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Teacher Certification
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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
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Beginning and Planning the
2012-2013 Year
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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?
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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
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Placement/Enrollment
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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
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Program Type Codes
 Bilingual – Transitional, One way, Two Way
 ESL – Content, Pull-Out
 Understand what you want to offer vs. what you
actually offer
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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)
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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
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Instructional Plan
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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?
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ELPS implementation
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Chapter 74.4 Curriculum Requirement
ELPS Academies
Navigating the ELPS
ELPS for Administrators *new*
ELPS overviews vs. ELPS implementation
Project Share courses
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Fall PD
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TELPAS overviews
ELPS Academies
TELLit courses online
ELL Portal
ESC trainings
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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!
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Student Follow Ups
 Create a means of communication for teachers to
document concerns and intervention strategies
 Don’t forget about monitored students
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Contact Us!
ESC 6 ELL TEAM
Sandy Garcia
sgarcia@esc6.net
936.435.8235
Cristina Woods
cwoods@esc6.net
936.435.8237
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