MISSION
Nacogdoches ISD will educate and inspire everyone to achieve excellence.
El Distrito Escolar de Nacogdoches educara e inspirara todos a lograr excelencia.
DEFINITIONS
Bilingual Program: an intense language program where students are taught using a combination of their first language and English as a means to English language proficiency.
BESL: Bilingual/English as a second language programs combined
Dual Language One-Way: One population of students is learning two languages
Dual Language Two-Way: Two populations of students are learning two languages
ELL: English Language Learner synonymous with LEP
ELPS: English Language Proficiency Standards
ESL: English as a Second Language, a program of intensive instruction in English from teachers either ESL certified or endorsed in ESL who use second language acquisition information to teach ELLs
ESL Content Based Instruction: ESL programs where the content area teachers are ESL certified and meet the students’ linguistic needs through in-class use of ESL strategies
ESL Pull-Out Instruction: ESL programs where the ELLs require more linguistic accommodations than can be given in class with non-ELLs. These students are typically at the intermediate level of English language acquisition.
ESOL: English speakers of other languages refers to the courses offered for beginner and intermediate secondary students on lieu of English I and English II
HLS: Home Language Survey
Immigrant: a student who (1) is age 3 through 21; (2) was not born in any state; and (3) has not been attending one or more schools in any one or more states for more than three full academic years.
LEA: Local Education Agency, or the local school district
LEP: Limited English Proficient, synonymous with ELL
LPAC: Language Proficiency Assessment Committee
Newcomer: An immigrant student who is born and raised outside the United States and has spent no more than three years or parts of years in US schools (non-consecutive years).
PEIMS: Public Education Information Management System
Sheltered Instruction: a process for teaching ELLs regular grade level content
SIOP: Sheltered Instruction Observation Protocol
STAAR: State of Texas Assessment of Academic Readiness
TELPAS: Texas English Language Proficiency Assessment System

PROCEDURES
Enrollment Procedures
1.
Parents complete Home Language Survey (HLS) upon initial enrollment in NISD.
2.
Campus reviews enrollment documentation and alerts 1) campus LPAC coordinator and 2) district BESL director.
3.
Campus completes testing, documentation and LPAC meeting within 20 days of enrollment.
4.
LPAC committee determines appropriate instructional setting using the NISD ELL Placement flowchart.
5.
Campus and district administration follow the recommendations of the LPAC.
Program Design: Instruction will meet student needs as follows:
Affective needs are met by using Capturing Kids Hearts, Conscious Discipline, and other classroom management strategies to create a welcoming, nonthreatening environment where students can practice language without fear.
Linguistic needs are met by scaffolding language and using ELPS and ESL strategies. All new teachers to
NISD should be ESL certified within their first year of certification.
Cognitive needs are met by scaffolding learning in a way that all students can understand grade level content. ELPS are used in all content areas for all ELLs.
Bilingual Stipend: Teachers who provide bilingual education as required in Texas Education Code and are appropriately certified have been declared by TEA as difficult to find and may receive a bilingual stipend, at the districts discrepancy. The criteria are:

The teacher must have appropriate Texas teaching credentials (Highly Qualified) and bilingual certification as per TEA/SBEC certifications before the school year begins.

The teacher must teach in a bilingual classroom as determined by the campus principal and
 program director at the beginning of the school year.
The class roster must contain ELLs recommended for the bilingual program by the campus LPAC.
Grow-Your-Own Mini-Grants: NISD employees can apply for a mini-grant to be used towards bilingual teacher certification. Upon approval by the BESL Director, the employee can be reimbursed for tuition and books. Documentation includes receipts showing exact amount paid and proof of attending and passing.
Exit: in order to be identified as non-LEP, a student must meet TEA standards on listening, speaking, reading and writing assessments. This is determined during the end-of-year LPAC. The exited student will be monitored by the LPAC for the next two years.

BILINGUAL EDUCATION
Each school district with an enrollment of 20 or more English language learners in any language classification in the same grade level district-wide shall offer a bilingual education program in prekindergarten through the elementary grades for students who speak that language. Elementary grades include prekindergarten through Grade 5.
The goal of bilingual education programs shall be to enable ELLs to become competent in listening, speaking, reading and writing in the English language through the development of literacy and academic skills in the primary language and English. Such programs shall emphasize the mastery of English language skills, as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable ELLs to participate equitably in school. TAC 89.1201.b
Bilingual Exception A school district that is unable to provide a bilingual education program as required by § 89.1205(a) shall request from the commissioner of education an exception to the bilingual education program and the approval of an alternative program. The conditions of approval include:

A statement of the reason the district is unable to offer the bilingual program

A description of the proposed alternative modified bilingual education program designed to meet the affective, linguistic and cognitive needs of ELLs.

An acknowledgement that certified teachers available in the school district will be assigned to grade levels beginning at PK and followed successively to ensure that the linguistic and
 academic needs of ELLs with beginning levels of English proficiency are served on a priority basis.
A description of trainings offered.
A school district denied a bilingual education program exception must submit to the commissioner a detailed action plan for complying with required regulations for the following year. The commissioner may authorize a special accreditation investigation.

Transitional/Early Exit

ELL students are taught using L1 and L2

Students’ cognitive proficiency is developed in
L2

Students will develop positive cross-cultural attitudes

Literacy strategies are used beginning in PK with focus on developing academic
English
District Created Curriculum is used with an ESL component integrated at all levels
English is used for the language of instruction with scaffolding and linguistic accommodations in L1 and L2
One-Way Dual Language

Students will develop language proficiency in two languages

Students will develop academic proficiency in two languages

Students will develop positive cross-cultural
 attitudes
Students will participate in a rigorous academic program that accelerates their learning in L1 and L2
Curriculum is based on the Dual
Language Enrichment plan, by
Dr. L Gomez & Dr. R Gomez
Language Arts taught in L1
Math, Social Studies, & Science instruction in English
Two-Way Dual Language

Students will develop social language proficiency in two languages

Students will develop academic proficiency in two languages

Students will develop positive cross-cultural
 attitudes
Students will participate in a rigorous academic program that accelerates their learning in L1 and L2
Curriculum is Dual Language
Enrichment Plan, by Dr. L Gomez
& Dr. R Gomez
Language Arts taught in L1
Math instruction is in English
Social Studies & Science instruction is in Spanish
Students take all district required assessments (including TPRI,
Tejas LEE, CBAs) and state mandated assessments (STAAR,
TELPAS)
Students take all district required assessments (TPRI, Tejas LEE,
CBAs) and state mandated assessments (STAAR, TELPAS)
Students take all district required assessments (TPRI, Tejas LEE,
CBAs) and state mandated assessments (STAAR, TELPAS)
Additionally, students are assessed annually in English and
Spanish with Woodcock-Muñoz
Language Survey-Revised
Parent Permission is required to participate in this program
Parent Permission is required to participate in this program
Parent Permission is required to participate in this program
English Language Arts is taught each year so that transition is not necessary. Scaffolding the language occurs at each level
Language arts is transitioned in in first grade
Language arts instruction is taught in both languages in second grade

ENGLISH AS A SECOND LANGUAGE
All English language learners for whom a school district is not required to offer a bilingual education program shall be provided English as a second language program regardless of the students’ grade levels and home language, and regardless of the number of such students.
The goal of English as a second language programs shall be to enable ELLs to become competent in listening, speaking, reading, and writing of the English language through the integrated use of second language methods. The ESL program shall emphasize the mastery of English language skills as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable ELLs to participate equitably in school. TAC 89.1201.c
Newcomers Classes: are provided at the middle school and the high school levels. Students are provided smaller classrooms to

ESL Program PK-5

Elementary ELL students are served through ESL classroom instruction

ESL may occur in different settings: o As an integral part of the bilingual education program, o As a content-based ESL program (integrated into core subjects) at the elementary level, or o In small flexible groups throughout the day

ELLs begin learning social and academic English in PK

Spanish speaking paraprofessionals are available when needed
Core teachers must make instruction comprehensible to the students’ level of language proficiency
ESL Program 6-8

The ESL Newcomer course fulfills the ELA requirement for ELL students who are immigrants (3 years or less) and at the beginning (B) or intermediate (I) levels of
English proficiency

The Pullout ESL Class is for
Intermediate /advanced students who have been in
US schools less than 5 years and have not shown growth in English acquisition

The Content ESL classes provide content area classroom teachers with ESL certification who can allow for linguistic accommodations through regular class work

Spanish speaking paraprofessionals are available when needed
Core teachers must make instruction comprehensible to the students’ level of language proficiency
ESL Program 9-12

The ESL Newcomer track provides immigrant students (3 years or less) a schedule including sheltered classes where students are clustered together as a cohort throughout the day in academic and electives

The ESOL course fulfills the
ELA I and ELA II requirement for ELL students who are ELL at the beginning or intermediate level of English proficiency

ELLs who are no longer immigrants are scheduled in classes to meet their graduation needs. ELPS are used in all classes
Core teachers must make instruction comprehensible to the students’ level of language proficiency
ELPS are individualized and included in lesson plans
ELPS are individualized and included in lesson plans
ELPS are individualized and included in lesson plans

RESOURCES
1.
19 Texas Administrative Code § 89. Adaptions for Special Populations Subchapter BB.
Commissioners Rules Concerning State Plan for Educating English Language Learners
2.
Texas Education Code, Subchapter B. Bilingual Education and Special Language Programs
(12.051-29.064)
3.
Region 20 LPAC Framework Manual, http://programs.esc20.net/default.aspx?name=lpac.home
4.
TEA, Title III Part A, http://tea.texas.gov/Curriculum_and_Instructional_Programs/Special_Student_Populations/Bili ngual_and_English_as_a_Second_Language_Education_Programs/
5.
NISD Board Policy EBHE(LEGAL)