Pine Tree Independent School District
Programs for English Language Learners
Program Overview
Programs for English language learners in Pine Tree Independent School
District provide the necessary instruction for students identified as limited
English proficient (LEP) the opportunity to master the Texas Essential
Knowledge and Skills (TEKS) and to develop an advanced level of English
language proficiency in the domains of reading, speaking, listening, and
composition. Program models currently implemented in Pine Tree ISD include
bilingual dual language enrichment, bilingual early exit transitional, and English
as a Second Language (ESL) in the secondary grades. The early exit transitional
model will cease as the implementation of the dual language model continues in
grades PK-5.
Goals of the Dual Language and ESL Programs
Pine Tree ISD goals for the dual language and ESL programs reflect both
local program goals and those established by the state.
Dual Language:
 High linguistic proficiency in two languages; competency in the
comprehension, speaking, reading, and composition of the English
language through the development of literacy and academic skills
in the primary language and English.
 High academic proficiency (content area) in two languages
 Positive cross cultural attitudes
 Preparation of students to be economically competent, multiliterate citizens in an international community
ESL:
 Competency in the comprehension, speaking, reading, and
composition of the English language through the integrated use of
second language methods
Revised 2012
Pine Tree Independent School District
Programs for English Language Learners
Key Measures
The following key measures determine the effectiveness of the special
language programs in meeting the goals for ELLs. The data collected and
reviewed annually includes, but is not limited to the following:
 Percent of ELLs increasing oral language proficiency by at least one level
as measured by approved oral language proficiency test
 Percent of ELLs demonstrating an increase in proficiency in the areas of
listening, speaking, reading, and writing of English as measured by the
Texas English Language Proficiency Assessment System (TELPAS)
 Percent of ELLS demonstrating an increase in proficiency in the areas of
English comprehension and over all English language proficiency as
measured by TELPAS
 Percent of ELLs meeting minimum expectation on state assessments of
reading/ELA
 Percent of ELLs meeting minimum expectations on all state assessments
 Percent of ELLs passing all courses taken
 Percent of ELLs meeting promotion or graduation requirements
 Percent of ELLs transitioning into all English classrooms
 Percent of former ELLs who continue to successfully participate in all
English classrooms
 Decrease in percent of parent denials for Bilingual/ESL program services
Revised 2012
Pine Tree Independent School District
Programs for English Language Learners
Parameters of the Bilingual / ESL Programs:
 The PTISD Bilingual/ESL programs meet 19 TAC Chapter 89, Subchapter
BB specifications.
 The campus principal is responsible for the implementation of the
bilingual/ESL programs at the campus level.
 The LPAC is comprised of the appropriate membership as specified under
TAC §89.1220.
 ELLs participate in regular education classes with their English-speaking
peers in subjects such as art, music, and physical education.
 ELLs receive the same opportunity extended to English-speaking peers to
participate in extracurricular activities.
 The district modifies instruction, pacing, and materials for ELLs to ensure
that they have a full opportunity to master the essential knowledge and
skills of the required curriculum.
 The bilingual program is a full-time program of instruction that uses both
the student’s home language and English for instruction and the amount
of instruction in each language is commensurate with the student’s levels
of language proficiency and academic achievement.
 Instruction in the ESL program is commensurate with the student’s level
of English proficiency and level of academic achievement and the
student’s home language may be used to enhance instruction in any
course required for graduation except those (art, music, P.E.) specified in
TAC §89.1210 (g).
 In high school, the ESL program is consistent with graduation
requirements and the LPAC may recommend appropriate services that
include content courses provided through sheltered instructional
approaches by trained teachers, enrollment in ESL courses, additional
state elective English courses, and special assistance provide through
locally determined programs.
Revised 2012
Pine Tree Independent School District
Programs for English Language Learners
 The required bilingual/ESL program is provided to every LEP student
with parent approval until such time that the student meets exit criteria.
 Parent conferences and parent informational meetings are held to keep
parents informed and encourage participation in their children’s
education.
 Campus principals and the Bilingual/ESL Director coordinate special
language teacher and paraprofessional schedules to maximize efficient use
of personnel time and instructional services for students.
 Translation / interpretation of student progress reports, report cards and
parent communications is provided for non-English speaking parents.
 Students may be exited from the Bilingual/ESL program only at the end
of the school year.
 Students may NOT be exited from the Bilingual/ESL program before the
end of first grade.
 Student may be exited from the bilingual/ESL program at the end of first
grade, however, research does not support early exit.
 Students must meet all of the required exit criteria for their grade level.
 The LPAC may decide not to exit a student if the student marginally
meets exit criteria and is not yet ready to function in an all-English
classroom.
 Teachers providing sheltered instruction for LEP students must be trained
in sheltered instruction strategies.
Revised 2012