EDNA INDEPENDENT SCHOOL DISTRICT
English As A Second
Language Program
Amended 9/21/15
w/TEA additions 11.6.15
6
Edna ISD, ESL Handbook
Table of Contents
Philosophy, Mission Statement, Goals ............................................................................................ 3
Program Content and Design .......................................................................................................... 4
Indicators of Excellence PK–12 ....................................................................................................... 5
Procedures for Implementing ESL ........................................................................................... 6–11
Limited English Proficiency Decision Chart – English .…………………………………………….. 12
Limited English Proficiency Decision Chart – Spanish …………………………………………….. 13
ESL Proficiency Exit Criteria Chart………………………………………………………………………14
LPAC Checklist for Campus Administrators .................................................................................. 15
LPAC Parent Membership Request Letter – English ..................................................................... 16
LPAC Parent Membership Request Letter – Spanish ................................................................... 17
LPAC Oath/Confidentiality Statement ............................................................................................ 18
LPAC Member Roster .................................................................................................................... 19
Student Folder Checklist………………………………………………………………………………… 20
Home Language Survey Form ....................................................................................................... 21
LEP Student Documentation ..................................................................................................... 22-23
LPAC Student Eligibility Record, Initial Assessment, and Placement Form .................................. 24
LPAC Meeting Minutes ............................................................................................................. 25-26
Accommodations Checklist ............................................................................................................ 27
Monitoring Documentation (after exiting the ESL program)........................................................... 28
Annual End of Year Review Documentation………………………………………………………… 29
Parental Notification Letter (Identification and Placement) – English ....................................... 30-31
Parental Notification Letter (Identification and Placement) – Spanish ...................................... 32-33
Parental Report on Student Progress – English ....................................................................... 34-35
Parental Report on Student Progress – Spanish ...................................................................... 36-37
ESL Education Program Benefits – English................................................................................... 38
ESL Education Program Benefits – Spanish ................................................................................. 39
Edna ISD School Board Policy Relating to ESL ....................................................................... 40-46
Twenty Tips for Teachers of Language Minority Students ....................................................... 47-48
2
Edna ISD, ESL Handbook
Edna Independent School District
ENGLISH AS A SECOND LANGUAGE
PHILOSOPHY
The Edna Independent School District views the English as a Second Language (ESL) program as a means
to utilize the students’ native language and English in the learning process.
The ESL Program considers the students’ native language, culture and knowledge to be the foundation for
academic and social growth. Integrating language and literacy skills across the curriculum provides students
with the opportunity to acquire a high level of literacy and fluency in English while developing their native
language.
Through dual language instruction, the students have the opportunity to develop self–esteem and appreciate
the contribution of various cultures. The ultimate goal of the ESL Program is that students will participate
successfully in the mainstream curriculum while becoming independent and creative thinkers in an
increasingly complex society.
MISSION STATEMENT
The Mission of Edna Independent School District is to ensure a quality education for all.
GOALS

The goal of the ESL Program in Edna Independent School District is to enable Limited English
Proficient students to become competent in the comprehension, speaking, writing, reading and
composition of the English language through integrated use of second language methods.

The ESL Program will 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 Limited
English Proficient students to participate equitably in school.

The ESL Program will be an integral part of the total school program. It shall include the use of
instructional approaches designed to meet the special needs of Limited English Proficient students.
3
Edna ISD, ESL Handbook
PROGRAM CONTENT AND DESIGN
Edna ISD will offer an ESL program to each Limited English Proficient student at his or her
grade level. Each student’s level of proficiency shall be designated by the Language
Proficiency Assessment Committee (LPAC). Edna ISD will modify the instruction, pacing,
and materials to ensure that Limited English Proficient students have a full opportunity to
master the essential knowledge and skills of the required curriculum.
The ESL program will be an intense program of instruction designed to develop proficiency
in the comprehension, speaking, reading, and composition in the English language.
Instruction in English as a Second Language shall be commensurate with the student’s
level of English proficiency and his or her level of academic achievement.
In pre–kindergarten through grade 8, instruction in English as a Second Language may
vary from the amount of time accorded to instruction in English language arts in the regular
program for non–limited English proficiency students to a full–time instructional setting
utilizing second language methods. In high school, the English as a Second Language
program shall be consistent with graduation requirements under Chapter 74 of Texas
Administrative Code, Chapter 89, Subchapter BB.
The LPAC may recommend appropriate services that may include content courses
provided through sheltered instructional approaches by trained teachers, enrollment in
English as a second language courses, additional elective English courses, and special
assistance provided through locally determined programs.
The ESL program is an integral part of the regular educational program. Edna ISD uses
state–adopted ESL instructional materials and supplementary materials as curriculum tools.
The ESL program will address the affective, linguistic, and cognitive needs of Limited
English Proficient students.
4
Edna ISD, ESL Handbook
INDICATORS OF EXCELLENCE
English as a Second Language PK–12
Teachers Will:







Use in–depth curriculum and elaborate connections across disciplines as well as make connections between
curriculum and students’ lives.
Utilize technology and the internet to enhance and accelerate second language teaching and learning.
Accompany verbal explanations with visuals, real dramatizations and other nonverbal methods.
Explicitly teach problem–solving and critical thinking skills focusing on meaning rather than form and on the
need to support generalizations with facts.
Provide opportunities for students to process material using a variety of formats: question, discussion, group
work, review, read, write, reteach.
Vary thematic content, genres, and texts using assessment methods that permit students to display learning
in a variety of ways, both verbal and nonverbal.
Incorporate all six literacy’s into the curriculum: Reading, Writing, Listening, Speaking, Viewing,
Representing.
Students Will:







Interact with peers and teacher in discussions and problem solving.
Express their understanding in a variety of ways–verbally, artistically, dramatically, factually.
Read every day using varied texts (novels, short stories, expository non-fiction, etc.).
Write meaningfully everyday (journals, narratives, poems, learning logs, poems, responses to literature).
Choose frequently within teacher guidelines and expectations in reading material, writing topics, and
assessment.
Engage in self–assessment and peer evaluation.
Make connections between literary experiences and real world experiences.
Learning Environment:








Demonstrate that all students can learn to communicate verbally, read and write successfully in English
given many opportunities to do so.
Reflect teachers who maintain a rich knowledge of content, strategies, and technology.
Exhibit a safe, friendly atmosphere for academic risk–taking.
Display a variety of instructional strategies, which support second language learning, learning styles and
multiple intelligence.
Present an appreciation of cultural diversity.
Exhibit a safe, friendly atmosphere for academic risk–taking.
Display a variety of instructional strategies, which support second language learning, learning styles and
multiple intelligence.
Produce activities for planning, monitoring, evaluating, reflecting, problem solving, supporting & interaction.
Physical:






Dictionaries in each language represented in the classroom.
Print–rich and content rich with student work displayed.
Computers, document cameras, library, language master, voice recordings, television, digital resources.
Variety of computer programs, resource and high interest reading material.
Teacher actively interacting with students.
Cultural and language diversity evident in the bulletin boards.
5
Edna Independent School District
PROCEDURES FOR IMPLEMENTING ESL
Every student in the Edna ISD district who has a home language other than English and who is identified
as limited English proficient shall be provided a full opportunity to participate in a bilingual education or
English as a Second Language program. The goal of bilingual education is to enable Limited English
Proficient students to become competent 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. The 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 Limited English Proficient students to participate equitably in school. The bilingual and ESL
program is an integral part of the total school program. Instructional approaches designed to meet the
special needs of Limited English Proficient students will be used. The basic curriculum content of the
program shall be based on the essential skills and knowledge required by the State.
HOME LANGUAGE SURVEY (HLS)
The Home Language Survey consists of two questions to be answered by the parents of students
in grades pre–kindergarten through eight and by the student in grades nine through twelve. The
person who responds to the Home Language Survey is to sign it. The questions are:
1.
“What language is spoken in our home most of the time?"
2.
“What language does your child (do you) speak most of the time?"
The Home Language Survey is to be administered only once to each student enrolled in the
district. The original survey must be signed by the parent or student (for students 9–12) and filed
in the permanent record folder. Additional information may be collected by the district and
recorded on the Home Language Survey.
If a student transfers into the district from another Texas School district, the district may accept
the Home Language Survey previously administered if it is part of the student's records. The
Home Language Survey shall be used to establish the student's language classification.
ORAL LANGUAGE PROFICIENCY TEST (OLPT)
An approved Oral Language Proficiency Test is administered within 4 weeks by a trained test
administrator to students whose Home Language Survey indicates a language other than
English. For students whose home language is Spanish, the Spanish LAS will also be
administered.
After the Oral Language Proficiency Test is administered the school will review the achievement
testing for the student. If none is available for grades 2–12, the Iowa Test of Basic Skills
achievement test will be administered within the established norming period.
6
Edna ISD, ESL Handbook
LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE (LPAC)
The district has a local board policy for the establishment and operation of a Language Proficiency
Assessment Committee. The required membership of the district Language Proficiency Assessment
Committee is composed of the following:
1.
A campus administrator;
2.
A certified teacher assigned to English as a Second Language;
3.
A parent of a Limited English Proficient student. (The parent member of a Language Proficiency
Assessment Committee may not be an employee of the school district.)
The Language Proficiency Assessment Committee will be trained by the district or campus to ensure that
each member understands the responsibilities and functions of the committee, and can apply the criteria
for determining whether a student is limited English proficient.
If a Limited English Proficient student is determined to be eligible for Special Education services, the
Language Proficiency Assessment Committee is to cooperate with the Admission, Review, and
Dismissal (ARD) Committee in the placement of the Limited English Proficient student. EISD ensures
this cooperation by having the school principal or assistant principal on both ARD and LPAC.
The Language Proficiency Assessment Committee shall upon their initial enrollment and at the end of
each school year:
1.
Review all pertinent information on Limited English Proficiency students, including the Home Language
Survey, the language proficiency tests in English and the primary language, each student's achievement in
content areas, and each student's emotional and social attainment;
2.
Designate the language proficiency level of each Limited English Proficient student in accordance with the
guidelines pursuant to TAC §89.1210 of this title relating to Program Content and design;
3.
Designate the level of academic achievement of each Limited English Proficient student;
4.
Designate, subject to parental approval, the initial instructional placement of each Limited English Proficient
student in the required program;
5.
Facilitate the participation of Limited English Proficient students in other special programs for which they
are eligible provided by the district with either state or federal funds;
6.
Classify students as English proficient in accordance with the criteria described in §89.1225 (h) of the title
(relating to Testing and Classification of Students), and recommend their exit from the bilingual education
or English as a Second Language program.
7.
Make recommendations concerning the most appropriate placement for the educational advancement of
the Limited English Proficiency student after the elementary grades.
8.
Before the administration of state criterion–referenced test, STAAR, the committee will determine the
appropriate assessment option for each Limited English Proficient student as outlined in 19 TAC Chapter
101, Subchapter AA, §101.1005 of this title (relating to Assessments of Achievement in Academic Content
Areas and Courses). The assessment options shall be:
a. Exemption from STAAR
b. Administration of the Spanish STAAR, or
c. Administration of the English STAAR
Consideration for which option will depend on:
a. Academic program participation
b. Language proficiency in English and/or Spanish
7
Edna ISD, ESL Handbook
c. Level achieved in the state reading proficiency tests in English
d. Number of years enrolled in school
e. Previous testing history
f. Consecutive years residence outside of the 50 U.S. states
g. Schooling outside of the U.S.
If the option for testing is exemption from the STAAR, then the committee will determine the appropriate
alternative assessment.
9.
Review each Limited English Proficiency student's progress at the end of the school year in order to
determine future appropriate placement;
10.
Monitor the progress of students formerly classified as limited English proficiency who have exited from the
bilingual education or special language program and based on the information, designate the most
appropriate placement for the student (for two years after being exited from the program to determine
success.)
11.
Determine the appropriateness of an extended program (beyond the regular school) depending on the
needs of each limited proficiency student.
12.
The Language Proficiency Assessment Committee shall give written notice to the student's parent advising
that the student has been classified as limited English proficient and requesting approval to place the
student in the required bilingual education or English as a Second Language program. The notice shall
include information about the benefits of the bilingual education or English as a Second Language program
for which the student has been recommended and that it is an integral part of the school program.
13.
Since the Language Proficiency Assessment Committee is acting for the school district, they shall observe
all laws and rules governing confidentiality of information concerning individual students.
14.
Pending parent approval of Limited English Proficient student's entry into the bilingual education or English
as a Second Language program recommended by the language Proficiency Assessment Committee, the
district shall place the student in the recommended program, but may count only Limited English Proficient
students with parental approval for ESL education or special language allotment
15.
The student's permanent record shall contain documentation of all actions impacting the Limited English
Proficient student. This documentation shall include:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Identification of the student as limited English proficient;
Designation of the student’s level of language proficiency;
Recommendation of program placement;
Parental approval of entry or placement into the program;
Dates of entry into and placement within the program
Dates of exemptions from criterion referenced test and criteria used for determination, and
additional instructional interventions provided to students to ensure adequate yearly progress;
Type of alternative assessment and results of alternative assessment;
Date of exit from the program and parent notification; and
Results of monitoring for academic success, including exited LEP students.
8
Edna ISD, ESL Handbook
IDENTIFICATION AND PLACEMENT OF STUDENTS
The Language Proficiency Assessment Committee is to review all the pertinent information on all
students whose Home Language Survey indicates a language other than English as the answer to either
question I order to:
1.
2.
3.
Determine whether or not the student is Limited English Proficient (LEP)
Recommend the appropriate educational program for each student it determines to be LEP;
Notify the parent of each LEP student of its classification of the student and its recommendation;
The Language Proficiency Assessment Committee is to be provided all relevant information so that it can
identify all Limited English Proficient students and recommend the appropriate program within four weeks
of the students’ enrollment in the district. It must notify the parents of the student's classification and the
recommended program within 10 days of its action.
The criteria for determining whether a student is Limited English Proficient is one or more of the
following:
1.
Ability in English is so limited that the assessment procedure cannot be administered.
The score on the LAS for a student in grades pre–kindergarten – 12 is below the level designated; and
PreIPT - (PK–K) Level A or B
IPT – (Gr. K–6) Levels E or below
IPT II (Gr. 7 – 8) oral language proficiency test
2.
The English achievement test, ITBS, is at or below 40 percentile in reading and language arts.
The district will request parental permission to place the Limited English Proficient student in the program
recommended by the Language Proficiency Assessment Committee within 10 days of the committee's
making the recommendation. The parent has the right to accept or reject the recommendation.
Parents will be provided information regarding the benefits of the bilingual education or English as a
Second Language program. Parents must be notified of a student's entry into, exit from, or placement
within the program. The student’s entry into or placement into the program must be approved by the
parents. When the district has received the parent's approval, it is to place the student in the
recommended program.
9
Edna ISD, ESL Handbook
REQUIRED PROGRAMS
Districts with at least one Limited English Proficient student but with fewer than 20 Limited English
Proficient students who speak the same Home language at any grade level (district–wide) are to provide
an English as a Second Language program for each Limited English Proficient student regardless of the
grade level(s) and number of Limited English Proficient students involved in the program. Districts with
20 or more Limited English Proficient students who speak the same home language at any grade level
(district–wide) are to provide:
1.
2.
A bilingual education program (using English and Spanish) for each Limited English Proficient student in
grades pre–kindergarten through five.
An English as a Second Language program for each Limited English Proficient student in grades six
through twelve.
PROGRAM DESCRIPTION
Each school district required to offer a bilingual education or English as a Second Language program
shall provide each Limited English Proficient student the opportunity to be enrolled in the required
program at his or her grade level. Each student's level of proficiency shall be designated by the
Language Proficiency Assessment Committee in accordance with S89.1220(g) of the title (relating to
Language Proficiency Assessment Committee). The district shall modify the instruction, pacing, and
materials to ensure that Limited English Proficient students have a full opportunity to master the essential
elements of the required curriculum.
The bilingual education program shall be a full–time program of instruction in which both the students'
home language and English shall be used for instruction. The amount if instruction in each language
shall be commensurate with the student's level of proficiency in both languages and their level of
academic achievement, the students' level of language proficiency and academic achievement shall be
designated by the Language Proficiency Assessment Committee. The bilingual education program shall
be an integral part of the regular educational program required under Chapter 74 of this title (relating to
Curriculum). In bilingual education programs using Spanish and English as languages of instruction,
districts shall use state–adopted English and Spanish texts and supplementary materials as curriculum
tools to enhance the learning process; in addition, districts may use other curriculum adaptations which
have been developed. The bilingual education program shall address the affective, linguistic, and
cognitive needs of Limited English Proficient students as follows:
1.
affective–Limited English Proficient students shall be provided instruction in their home language to introduce
basic concepts of the school environment, and instruction both in their home language and in English which
instill confidence, self–assurance, and a positive identity with their cultural heritage's. The program shall
address the history and cultural heritage associated with both the students' home language and the United
States;
2.
linguistic–Limited English Proficient students shall be provided instruction in the skills of comprehension,
speaking, reading, and composition both in their home language and in English. The instruction in both
languages shall be structured to ensure that the students master the required essential elements and high
order thinking skills in all subjects.
3.
cognitive–Limited English Proficient students shall be provided instruction in mathematics, science, health,
and social studies both in their home language and in English. The content area instruction in both
languages shall be structured to ensure that the students master the required essential knowledge and skills
and higher order thinking skills in all subjects.
English as Second Language programs shall be intensive programs of instruction designed to develop
proficiency in the comprehension, speaking, reading, and composition in the English language.
Instruction provided in English as a second language shall be commensurate with the student's level of
English proficiency and his or her level of academic achievement. In pre–kindergarten through the
10
Edna ISD, ESL Handbook
eighth grade, instruction in English as a second language may vary from the amount of time accorded to
instruction in English language arts in the regular program for non–Limited English Proficient students to
a full–time instructional setting utilizing second language methods. In high school, the English as a
Second Language program shall be consistent with graduation requirements under Chapter 74 of this
title (relating to Curriculum Requirements). That Language Proficiency Assessment Committee may
recommend appropriate services that may include content courses provided through sheltered
instructional approaches by trained teachers, enrollment in English as a second language courses,
additional state elective English courses, and special assistance provided through locally determined
programs.
In subjects such as art, music, and physical education, the Limited English Proficient students shall
participate with their English–speaking peers in regular classes provided in the subjects. The district shall
ensure that students enrolled in bilingual education and English as second language programs have a
meaningful opportunity to participate with other student's all–extracurricular activities.
RECLASSIFICATION AND EXITING OF STUDENTS
A.
Limited English Proficient students are subject to reclassification at the end of each school year.
For this reason the language proficiency of each Limited English Proficient student is to be
evaluated each year. Their records are to be reviewed annually by the Language Proficiency
Assessment Committee to determine their status and to recommend their placement in the
educational program. To facilitate this process, the committee is to be provided the students'
current achievement test scores and oral language proficiency test scores, as well as any other
information, which may be relevant to their decision. Such data may include: 1) written
recommendations and observations of the teacher, 2) records of their mastery of TEKS, 3)
records of their mastery of the skills tested on the STAAR test, 4) recommendations of parents, 5)
results of other tests.
B.
For exiting from the bilingual program or English as a Second Language program, a student must
meet state performance standards on the STAAR test in reading and writing (when available)
required in the Texas Education Code §39.023, at grade level; A score of Advanced High on
TELPAS writing may also be used for exit criteria in grade levels where STAAR Writing is not
administered.
For determining whether a student who has been exited from the bilingual education or English
as a Second Language program is academically successful, the following criteria shall be used at
the end of the school year:
1.
2.
the student meets state performance standards in English of the criterion–referenced
assessment instrument required in the Texas Education Code, §39.023, for the grade level as
applicable; and
the student has passing grades in all subjects and courses taken.
In making this determination, district shall also consider other indications of a student’s overall progress,
including criterion–referenced test scores, subjective teacher evaluation, and parental evaluation.
A student may not be exited from the bilingual or ESL program in pre–kindergarten through
grade 1.
11
6
Edna ISD, ESL Handbook
13
Edna ISD, ESL Handbook
14
Edna ISD, ESL Handbook
Edna Independent School District
LPAC CHECKLIST FOR CAMPUS ADMINISTRATORS
_____ 1.
Secure local school board policy
_____ 2.
Organize duly constituted LPAC committees according to local school board policy.
_____ 3.
Provide orientation and training concerning functions and responsibilities of the
committee. Parents of limited English proficiency student may need interpreter
services, training materials in their home language and adaptation of training to
ensure that the nature of official activities is clearly understood. Parental participation
is important to this committee.
_____ 4.
Provide forms to document committee member oaths taken and signed concerning
the confidentiality of student information reviewed in order to conduct official
business.
_____ 5.
Test students with oral language proficiency tests and secure most recent
achievement tests.
_____ 6.
Compile student data in a timely manner so that students can be classified no later
than four weeks after entering school. (Use the Initial Eligibility, Assessment, and
Placement Form)
_____ 7.
Obtain parental approvals in a timely manner. Should the parents deny participation
in a bilingual education/ESL program, the benefits of the program should be
explained to the parents.
_____ 8.
Facilitate a process for recording minutes of official meetings and determinations
made concerning review of data so that signatures and dates are kept to document
activities.
_____ 9.
Assist the committee by preparing annual calendars with dates of schedule meetings
to conduct official business. Calendars may include date, time, and place for each
meeting of the year.
_____ 10. Establish process for calling or notifying membership of scheduled meetings.
_____ 11. Keep student cumulative folders up to date with a signed Home Language
Survey, scores and testing dates for oral language proficiency and
achievement tests, parental approval and documentation of LPAC activities
concerning entry, exit, re–entry or review.
_____ 12. Arrange for support services, such as childcare, if needed.
15
Edna ISD, ESL Handbook
LPAC PARENT MEMBERSHIP REQUEST LETTER
Date: _____________________________
Dear Parents:
According to state policy, we are required to have a parent of a student who participates in
a Bilingual or English as a Second Language program serve on our school’s Language Proficiency
Assessment Committee (LPAC). The LPAC serves as the students’ advocate to make certain they
receive the appropriate services.
We are asking for parent volunteers who would be willing to serve as our parent member
of the LPAC. You will receive training at the first LPAC meeting and then be asked to assist the
team in identifying and placing children in the appropriate program for language development and
academic success.
If you would be willing to serve on the LPAC, please fill out the information below and send
the form to school with your child. If you have any questions please contact
____________________________ at _________________________.
Sincerely,
____________________________________________
Parent Name(s):______________________________________________
Phone: _____________________________________________________
Child’s Name:________________________________________________
School: _____________________________________________________
Grade: _____________________________________________________
16
Edna ISD, ESL Handbook
Solicitud de Padres Como Miembros del Comité de Evaluación del Dominio del Idioma
(LPAC)
Fecha: ____________________________________
Estimados Padres:
De acuerdo con la ley estatal tenemos la obligación de que un padre cuyo hijo/a participe
en el programa bilingüe o el programa de inglés como segundo idioma (ESL) sea un representante
en el Comité de Evaluación del Dominio del Idioma (LPAC) de nuestra escuela. El Comité de
Evaluación del Dominio del Idioma (LPAC) representa los intereses de los estudiantes para
asegurarse que reciban los servicios educativos apropiados.
Estamos solicitando padres de familia que estén dispuestos a participar como voluntarios
en el Comité de Evaluación del Dominio del Idioma (LPAC). Recibirán entrenamiento durante la
primera reunión del Comité de Evaluación del Dominio del Idioma (LPAC) y después se les pedirá
su ayuda para identificar y recomendar el programa apropiado que asegure el desarrollo del
idioma y el éxito académico de los estudiantes.
Si están dispuestos a participar en el Comité de Evaluación del Dominio del Idioma
(LPAC), favor de completar la siguiente información y regrese esta hoja a la escuela con su hijo/a.
Si tiene preguntas, favor de comunicarse con
_______________________________________________________ al teléfono
___________________________________.
Sinceramente,
_________________________________________________
Nombre(s) de Padre(s): ________________________________________
Número de teléfono: __________________________________________
Nombre del estudiante: ________________________________________
Escuela: ____________________________________________________
Grado escolar: _______________________________________________
17
Edna ISD, ESL Handbook
Edna Independent School District
LPAC OATH/CONFIDENTIALITY STATEMENT
I, _____________________________, serve as a member of the________________________
(school) Language Proficiency Assessment Committee (LPAC) as provided by 19 TAC Chapter
89.1220(f).
I hereby certify that I have been informed that any educational records examined by me in connection
with the performance of my duties as a member of the LPAC are confidential records as defined by
the Family Educational Rights and Privacy Act and the contents are not to be released except in
compliance with the terms of that statute.
20 U.S.C.,Section 1232g;34CFR,Part 99.
_____________________________________
Signature
_____________________________________
Date
----------------------------------------------------------------------------------------------------------------------------------Yo, el suscrito, ______________________________________________, actúo como miembro del
Comité
de Evaluación del Dominio del Idioma (LPAC) de la escuela ___________________________ de
acuerdo con el 19 TAC Capítulo 89.1220(f).
Por la presente certifico que he sido informado que cualquier archivo educativo que examine en
relación a mis responsabilidades como miembro del Comité de Evaluación del Dominio del Idioma
(LPAC) es archivo confidencial, según lo estipula la Ley de Privacidad y de Derechos Educacionales
de la Familia, cuyo contenido no será divulgado excepto en acuerdo con los términos de dicha ley.
20 U.S.C.,Sección 1232g;34CFR,Parte 99.
____________________________________
Firma
____________________________________
Fecha
18
Edna ISD, ESL Handbook
Edna Independent School District
LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE (LPAC) MEMBER
ROSTER
School Year 2015–2016
Campus:
_________________________________________
_______
NAME OF LPAC MEMBER
Date: _______________________
SIGNATURE
1. __________________________________________ ________________________________
Professional Bilingual/ESL Educator
2. __________________________________________ _________________________________
Professional Transitional Language Educator
3. __________________________________________ _________________________________
Parent of a Limited English Proficient (LEP) student
4. __________________________________________ _________________________________
Campus Administrator
5. __________________________________________ _________________________________
LPAC Representative for ARD Committee (if needed)
6. __________________________________________ _________________________________
19
Edna ISD, ESL Handbook
Student Folder Checklist – A Guide for LEP Student Information
Each student’s LEP folder containing all assessment data, all LPAC information, and original signed forms
should be placed inside their cumulative folder. Their cumulative folders should contain the same
information as any other student.
Please keep in mind that these are the minimum items that must be present in order to be in compliance
with state mandated bilingual and/or ESL education in Texas. Title III requirements impacting the LPAC
process have been integrated in the forms contained in the manual.
See Texas Administrative Code Chapter 89. Adaptations for Special Populations
Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient
Students
□ One Home Language Survey (the one dated farthest back) in each student’s cumulative
folder. This particular item applies to all students, not only LEP. The original or a copy of the
original HLS.
□ Initial testing data
□ OLPT - Oral test scores ( in English and native language for bilingual programs)
□ Norm – Referenced Test scores (grades 2-12), if applicable
□ Initial LPAC documentation with dates and signatures which classifies the student as either
LEP or Non-LEP
□ Signed parent permission or denial of placement for students who qualify for services
□ Any other subsequent LPAC documentation concerning the instructional design or setting of
the student
□ Assessment LPAC documentation dated early spring noting the assessment decision (English,
Spanish, or Exemption for qualifying immigrant students)
□ TELPAS scores, if applicable
□ End of the year OLPT scores; OP results
□ Annual LPAC Review documentation, showing the following year placement and data used to
determine the placement
□ For student’s exiting the program, evidence of reading, writing, and oral fluency in English
based on exit criteria from 19 TAC Ch. 89
□ Signed parent notification of program exit
□ Monitoring information for the two years following the exit of students from the program
For ease of review, each year’s data can be stapled together. Keep all relevant data and signed
forms.
Items in the box above must occur within the first 4 weeks (20 school days) of the student’s
enrollment in the district and contain signatures and dates where applicable.
20
ESL Handbook
EDNA INDEPENDENT SCHOOL DISTRICT
HOME LANGUAGE SURVEY–19TAC Chapter 89, Subchapter BB §89.1215
TO BE COMPLETED BY PARENT OR GUARDIAN (OR STUDENT IF GRADES 9–12):
The state of Texas requires that
the following information be completed for each student that enrolls for the first time in Texas public schools.
This survey shall be kept in each student’s permanent record folder.
NAME OF STUDENT __________________________________________ STUDENT ID # _____________________________
ADDRESS __________________________________________________ TELEPHONE # _____________________________
CAMPUS _____________________________________________________________________________________________
1. What language is spoken in your home most of the time?
________________________________
2. What language does your child speak most of the time?
__________________________
________________________________________________
Signature of Parent/Guardian
___________________________________
Date
________________________________________________
Signature of Student if Grades 9–12
___________________________________
Date
---------------------------------------------------------------------------------------------------------------------------------------------Cuestionario del idioma que se habla en el hogar
DEBE DE COMPLETARSE POR EL PADRE/MADRE/ O REPRESENTANTE LEGAL: (O POR EL ESTUDIANTE SI ESTA EN
LOS GRADOS 9–12): El estado de Texas requiere que la siguiente información se complete para cada
estudiante que se matricula por primera vez en una escuela pública de Texas. Este cuestionario se archivará
en el expediente del estudiante.
NOMBRE DEL ESTUDIANTE ____________________________________________ # ID ______________________________
DIRECCION _______________________________________________TELEFONO __________________________________
ESCUELA _____________________________________________________________________________________________
1. ¿Qué idioma se habla en su hogar la mayoría del tiempo?
2. ¿Qué idioma habla su hijo/a la mayoría del tiempo?
_________________________________________________
Firma del Padre/Madre/ o Representante Legal
_________________________________________________
Firma del estudiante si está en los grados 9–12
_______________________________
______________________________
________________________________
Fecha
________________________________
Fecha
21
ESL Handbook
Edna Independent School District
LIMITED ENGLISH PROFICIENT STUDENT
DOCUMENTATION CHECKLIST
Student’s Name __________________________________________ D.O.B.
(PLEASE PRINT)
______________________
TO BE PLACED IN THE CUMULATIVE FOLDER WITHIN FOUR (4) WEEKS
FOLLOWING THE STUDENT’S FIRST DAY OF SCHOOL.
FORM
DATE ON FORM
MONITOR’S SIGNATURE
Home Language Survey
____________________
____________________________
Oral Proficiency Assessments
A. English
B. Spanish
____________________
____________________
____________________________
____________________________
Notification of Placement (Check one)
A. Parent Acceptance
B. Parent Denial
____________________
____________________
____________________________
____________________________
LPAC Initial Recommendation
____________________
____________________________
ADDITIONAL DOCUMENTATION TO BE PLACED IN THE SPRING*:






OLPT – English
Achievement Test(s)
STAAR Results
TELPAS
Observation Protocol
Annual Progress Review
ONLY IF A STUDENT MEETS EXIT CRITERIA:
Exit Consideration
Annual Review
Parent Report
Program Exit
One–Year Follow–Up Data
Two–Year Follow–Up Data
____________________
____________________
____________________
____________________
____________________
____________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Optional: Most recent LEP Student Plan
22
ESL Handbook
Student LEP Documentation
Edna ISD
Name __________________________________ ID# _________DOB _____________ SEX M or F
Parent(s) Name __________________________
School
Year
School
Year
LPAC
Date
STAAR
Passed
Reading
Y or N
Grade/School
STAAR
Passed
Writing
Y or N
Home
Lang.
STAAR
Passed
Math
Y or N
Date
Entered
OLPT
Test Date
Achievement
Test Scores
Reading
OLPT
Score/Level
English
Achievement
Test Scores
Language
OLPT
Score/Level
Spanish
LPAC
Decision
C, SP, GT,
SPED, E
(See Key)
Reading
Grade
Category:
Beginner
Intermediate
or
Advanced
Language
Grade
TELPAS
Score
Key
C – continue program
SP – Summer program
GT – Gifted and Talented
SPED – Special Education
E – Exit program
23
ESL Handbook
Edna Independent School District
LPAC Student Eligibility Record, Initial Assessment, and Placement
Student’s Name: ______________________________________________________________________________
Enrollment Date: _________________________________ Withdrawal Date: ____________________________
Address: _____________________________________ Parent/Guardian: _______________________________
School: _____________________________ Grade: ____________ Date of Birth: _____________ Age: _______
Home Language: ____________________________________ Years in U.S. School: _______________________
Previous school and years attended: ______________________________________________________________
--------------------------------------------------------------------------------------------------------------------Language Proficiency Testing: (must be done within 4 weeks of enrollment)
Language
Name of Test
(Level and Form)
Date Given
Oral
Reading
Writing
English
Spanish
(Norm–referenced test must be administered to students entering grades 2 – 12 unless student is identified as non–English speaker)
Standardized Test Score (if available):
Test Name
Date Given
Reading %
Language %
Informal Assessment/Comments: __________________________________________________________________
_____________________________________________________________________________________________
LPAC Committee Signatures:
Date: _________________________
Administrator: ___________________________________
Bilingual/ESL Teacher: ____________________________
Parent/Guardian: __________________________________
Other: __________________________________________
Parent Notification of Eligibility:
__________________ Date Mailed
__________________ Date Returned
Parent (circle one):
Classification:
Approval
LEP _____
LEP Category: (Circle One)
Denial
Non–LEP _____
Beginner
Intermediate
EdnaRegular
Independent
School
Initial Placement: (Circle One)
ESL
Bilingual
STAAR Exempt:
(Circle One)
Yes
Testing Date: ______________________
Advanced
District
Other
________________
No
24
ESL Handbook
LPAC Meeting Minutes
Campus: ______________________________________
Date: _____________________________
LPAC Members Present
1. _______________________ Bilingual Educator
2. _______________________ Transitional Language Educator
3. _______________________ LPAC Parent Representative
4. _______________________ Campus Administrator
5. _______________________ LPAC Representative for ARD Committee (if needed)
6. _______________________ Other, specify: _______________________________________________
Student Name
ID
Number
Years in
U.S.
Schools
Grade
Home
Language
Oral
Language
Proficienc
y Score
(OLPT)
Score
Achievement
Test Score(s)
TELPAS
Review
STAAR
Review
Program
Placement
This LPAC meeting will review and address: (check all that apply)









Program Placements
Instructional Levels
Instructional Interventions
Participation in state assessments
Reclassification of Students
2 Year Follow–up
Parental Denials
Special Education Students
Other, please specify:
_____________________________________________________________
25
ESL Handbook
LPAC Meeting Minutes (continued)
Campus: _____________________________________ Date: _____________________________
Summary of LPAC decisions or actions taken:
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
_____________________________________________________________________________________
_
Circle grade levels reviewed: PK K 1 2 3 4 5 6 7 8 9 10 11 12
The student’s permanent record or other record that transfers with the student shall contain all actions
impacting the Limited English Proficient student.
_______________________________________________
Signature of person completing minutes
________________________________
Position
26
ESL Handbook
Student: _____________________ Grade: _____
Prior Year TELPAS: L ___ S___ R___ W___
Edna Independent School District
ACCOMMODATIONS CHECKLIST FOR ESL STUDENTS
ACCOMMODATION
READING
LANG.
ARTS
MATH
SCIENCE
SOC. ST.
________
Peer/native language support
Gestures for added emphasis
Simple conversations (words/phrases)
Visual/verbal cues to reinforce words
Short sentences/single words
Provide phrases/simple sent. frames
Rephrase, repeat, or slow down
Extra time for complex material
Non-participation in conversations
Word bank of key vocabulary
Model pronunciation
Tiered sentence stems
Organize reading in chunks
Adapted texts
Clarification of words and phrases
Wait time
Pre-teach vocabulary
Clarify directions
Oral translation
Bilingual dictionary/glossary
Translate words/phrases/sentences
Read and model think aloud
Drawing or pictorial representation
Writing on familiar, concrete topics
Scaffold writing assignments
27
ESL Handbook
Edna Independent School District
Monitoring of Exited/Reclassified Students
Student Name:
Current Grade Level:
Total Years In BE/ESL Program:
Exit Date:
Year of Monitoring: Year 1 ___ Year 2 ___
Re-enrollment Date:
Credits Earned Toward Graduation (9-12):
Date of Enrollment in U.S. Schools:
Original Home Language Survey Date:
Permission Date:
Denial Date:
__ Grading
Period
Subjects
STAAR Results
__ Grading
Period
Reading/ELA
__ Grading
Period
Math
__ Grading
Period
__ Grading
Period
Science
__ Grading
Period
__ Grading
Period
Social Studies
Date of Tests (Include
all applicable STAAR
administrations)
The LPAC has reviewed any disciplinary actions taken against the student
Yes □ No □
Monitoring for:
LPAC Signatures:
*Grading Period ___1 ___2 ___3 ___4 ___5
___6 ___7 ___8 ___9
______________________________________
*Provides for 3 week, 6 week or 9 week grading
periods
__________________________________________
Bilingual Education Teacher
LPAC Recommendations:
__________________________________________
*English as a Second Language Teacher
□ Re-enrollment/Re-entry (occurs when LPAC
determines that student’s lack of success is
due to cognitive academic language)
__________________________________________
Transitional/General Education Teacher of LEP student
□ Continue in regular all English program
additional interventions (cognitive, linguistic,
affective)
(All members must be trained in LPAC.)
*LPAC Parent Representative
_______________________________________
Campus Administrator
___________________________________________
Other
*Indicates required ESL Program LPAC Membership
Additional Comments:
___________________________________________________________________________
28
ESL Handbook
Edna ISD
Annual End of Year Review
ESL Program
Academic Year: __________
Enrollment Date: ______________
LPAC Date: __________________
Exit Date: ___________________
HLS Date: _____________________
Parent Permission Date: _________
Denial Date: ___________________
Student Name: _________________________________
Student ID: ______________________________________
DOB: ________________
Campus: _______________________________________
Grade: ____________
ANNUAL REVIEW / EXIT CRITERIA
Oral Language Proficiency
English Test: ___________________Date__________
English Test Results:____________________________
Spanish Test: ___________________Date: _________
Spanish Test Results:___________________________
Consider overall student performance and participation in special programs
when making exit decisions:
GT
Migrant
Title I
At Risk
Dyslexia
§504
_____________________
Special Ed.
OEYP
CATE
English Language Classification:
LEP
Reclassified Non-LEP
Program Placement:
Continue in program
Exit Program
Level of English Language Proficiency:
Beg.
Beg.
Beg.
Beg.
Int.
Int.
Int.
Int.
STAAR
Date: ___________ Indicate Pass / Fail Status and TLI or Scale Score (SS)
Reading: (Circle one) Pass/ Fail
TLI or SS: __________
Writing: (circle one) Pass/ Fail
TLI or SS: __________
ELA:
(Circle one) Pass/ Fail
TLI or SS: __________
Alternative Writing: ______________________________
*State Approved
**Use alternative writing assessment for STAAR grade level where writing is not tested.
LPAC RECOMMENDATIONS
Reading
Writing
Listening
Speaking
ANNUAL REVIEW / EXIT CRITERIA
Norm- Referenced Standardized Achievement Test*
Test: ___________________________ Date: ________
Reading ________%ile Language Arts: __________%ile
Adv.
Adv.
Adv.
Adv.
Adv. High
Adv. High
Adv. High
Adv. High
Other Assessment Information:
TPRI
TELPAS
Tejas Lee
Observation Protocol
Composite Score
Comments:
Complete and attach School History Form (immigrant students only)
Attach other data as needed
LEVEL OF ACADEMIC ACHIEVEMENT
Subject
English / Language Arts
Math
Science
Social Studies
Other content areas
End of Year Grade
LPAC SIGNATURES: (all members must be LPAC trained)
______________________________________________
* Parent of Participating LEP Student
_____________________________________________
Bilingual Education
______________________________________________________
*English as a Second Language Teachers
___________________________________________________
Transitional / Regular Education Teacher of LEP Student
______________________________________
Campus Administrator
* Indicates required ESL Program LPAC Membership
29
ESL Handbook
Edna Independent School District
Parental Notification –Identification and Placement
Bilingual / ESL Program, 19TAC Chapter 89, Subchapter BB § 1220(j) (k); PL §107–110 §3302 (a)
Campus Name __________________________________________ Date __________________________
To the Parents/Guardians of _______________________________________ Grade ________________
Federal and Texas laws require language instruction programs for students who have not attained proficiency
in using the English language. We have reviewed your son/daughter’s oral language and academic
performance in order to make the best instructional decision.
English Oral Language Proficiency Test * (OLPT, PK–12) Name:
__________________________________________
Date Administered: ____________ Results: __________________ Proficiency: _______________________________________
Spanish Oral Language Proficiency Test *(OLPT) Name: _________________________________________________________
Date Administered: ____________ Results: __________________Proficiency: _______________________________________
TEA Approved Norm–referenced Standardized Achievement Test** (Grades 2–12) Name _____________________
Reading%:______________________ English Language Arts %: __________________________
*required for placement in the Bilingual and the ESL programs. Tests taken for placement or for exit are from the state approved list of tests
found on the TEA Bilingual unit website. ** Required for placement in the bilingual program.
Other language/academic tests(s) reviewed (optional):
Name of Placement Test ___________________ Results: Reading __________________________
Name of Placement Test ___________________ Results: Writing ___________________________
Texas English Language Proficiency Assessment System (TELPAS)
Listening _______ Speaking _______ Reading _______ Writing _______ Composite Score ________
Based on the results of the assessments listed above, your child has been identified as limited English
proficient. Consequently, we recommend that your son/daughter be placed in the following program required
in the district (19 TAC Subchapter BB §89.1205):
_________________ Bilingual
______________English as a Second Language (ESL)
The following is a description of the program that your son/daughter will be placed in. It describes how the
program differs from the regular program in content, instruction goals, and use of English and native language
instruction.
The Edna ISD ESL program consists of a variety of additional instructional resources for our students for whom English
is a Second Language. Additional resources include ESL certified teachers, bilingual teachers/instructional aides,
supplemental instructional resources such as computer programs to help ESL students learn English, ESL textbook
30
ESL Handbook
materials, Accommodations to help our ESL students succeed, and ESL summer school program for pre–kindergarten
and kindergarten students.
Our district expects all students, including students participating in the Bilingual or English as a Second
Language (ESL) programs, to achieve success in meeting the academic standards set by the state. The
district’s curriculum is the Texas Essential Knowledge and Skills (TEKS).
Teachers in the Bilingual and ESL programs are trained on how to plan instruction for children whose first
language is not English. Curriculum and instruction in the bilingual/ESL program will be accomplished
through developmentally appropriate materials and instructional strategies designed to accelerate your
child’s development of English comprehension, communication and academic skills. Instruction may include
the use of the child’s primary language. In the case of a child with a disability, close collaboration will be
maintained with the special education program by following the student’s Individual Educational Plan (IEP).
Your son/daughter is expected to graduate ___________________________.
A district may transfer a student of limited English proficiency out of a bilingual education or special language
program for the first time or a subsequent time if the student is able to participate equally in a regular allEnglish instructional program as determined by:
1. agency-approved tests administered at the end of each school year to determine the extent to which
the student has developed oral and written language proficiency and specific language skills in
English;
2. satisfactory performance on the reading assessment instrument under Section 39.023(a) or an
English language arts assessment instrument under Section 39.023(c), as applicable, with the
assessment instrument administered in English, or, if the student in enrolled in the first or second
grade, an achievement score at or above the 40th percentile in the reading and language arts sections
of an English standardized test approved by the agency; and
3. agency-approved criterion-referenced tests and the results of a subjective teacher evaluation.
Please indicate your approval for your child’s participation in the district’s Bilingual or ESL program by
entering your signature in the appropriate space.
_____YES _____ NO
______________________________________
Signature of parent/guardian
_________________
Date
If you have any questions, please contact _____________________ at our office at __________________.
Note: Please return this notice to your son/daughter’s teacher.
31
ESL Handbook
Distrito Escolar Independiente de Edna ISD
Notificación para Padres–Identificación y participación en el programa bilingüe / ESL
19 TAC Capítulo 89, Subcapítulo BB § 1220(j) (k); PL §107–110 §3302 (a)
Escuela _________________________________________ Fecha _______________________________
Para los padres/representantes legales de _________________________________ Grado __________
Las leyes federales y estatales requieren programas del lenguaje educacionales para los estudiantes que
no han dominado el inglés. Hemos revisado los resultados de las pruebas del dominio oral y de
aprovechamiento académico de su hijo/a para hacer decisiones sobre la mejor manera de darle instrucción
en la escuela.
Prueba oral del dominio del idioma en inglés * (OLPT, PK–12) Nombre: ______________________________________
Fecha de administración: ____________Resultados:__________________Nivel de dominio del idioma:____________________
Prueba
Nombre:
de
dominio
del
idioma
en
español
(OLPT)**
_______________________________________________________
Fecha de administración: ____________Resultados:__________________Nivel de dominio del idioma: ____________________
Prueba de medición estandarizada** (Grados 2–12) Nombre: _____________________________________
Lectura %: ________________________ Artes inglesas de Idioma %: __________________________________
*requerido para participar en el programa bilingüe
**requerido para participar en los programas bilingües o de inglés como segundo idioma
Las pruebas que se toman para participar o salida de estos programas están en la lista de pruebas aprobadas por el estado y se encuentran
en el sitio de internet de TEA del programa bilingüe.
Pruebas del lenguaje académicas adicionales que se revisaron (opcional):
Nombre de la prueba de ingreso ___________________________ Resultados: Lectura _______________
Nombre de la prueba de ingreso ___________________________ Resultados: Escritura ______________
Protocolo de observaciones (TELPAS)
Escuchar ________ Hablar ________ Leer _______ Escribir _________ Cuenta compuesta __________
Basado en los resultados de las evaluaciones listó arriba, su niño ha sido identificado como limitado inglés
capaz. Consecuentemente, recomendamos que su hijo/hija sea colocada en el programa siguiente requirió
en el distrito (19 TAC Subchapter BB.
______________ Bilingüe
_________________________ Inglés como segundo idioma (ESL)
32
ESL Handbook
El programa de Edna ISD ESL consiste en una variedad de recursos educacionales adicionales para nuestros
estudiantes para quienes el inglés sea una segunda lengua. Los recursos adicionales incluyen ESL certificaron a
profesores, ayudantes bilingües de maestro/instruccion, recursos educacionales suplementales tales como programas
de computadora para ayudar a estudiantes de ESL a aprender el inglés, materiales del libro de textos de ESL,
modificaciones para ayudar a nuestros estudiantes de ESL a tener éxito, y el programa de la escuela de verano de ESL
para prekindergarten y los estudiantes del jardín de la infancia.
Nuestro distrito espera que todos los estudiantes, incluyendo a los estudiantes que participen en los
programas de educación bilingüe o inglés como segundo idioma, logren obtener con éxito los estándares
fijados por el estado. El currículo estatal son los conocimientos y destrezas esenciales de Texas (TEKS),
es el mismo que se enseña en nuestro distrito. Se espera que todos los estudiantes cumplan con los
estándares del estado con éxito.
A los maestros en los programas bilingües e inglés como segundo idioma se les da entrenamiento sobre
como desarrollar los planes de instrucción para los niños cuyo primer idioma no es el inglés. El currículo y
la instrucción en el programa bilingüe/ESL serán llevados a cabo usando materiales apropiados de acuerdo
al nivel de desarrollo del estudiante y por medio de metodología apropiada diseñada para acelerar el
desarrollo de la comprensión, comunicación, y las destrezas académicas en inglés. Esto puede incluir el
uso del primer idioma del niño/a. En el caso de un estudiante con alguna discapacidad, se mantendrá una
colaboración con el programa de educación especial y se seguirá el programa individual de educación (IEP)
que se ha elaborado especialmente para el estudiante. Se espera que su hijo/a se gradúe en
_________________________________.
Un distrito puede transferir a un estudiante que esta aprendiendo inglesa en un programa bilingue o ingles
como segundo idioma por primera vez o posteriormente si el estudiante es capaz de participar en un
programa donde el ingles se utilize como el idioma principal de instruccion a los estudiantes. Esto es
determinado por:
1. las pruebas aprobadas por la agencia administradas al fin del ano escolar para evaluar el progreso
del estudiante en el desarrollo de la expression oral, escritura y destrezas especificas de lenguaje
en ingles;
2. el desempeño satisfactorio en laprueba de lectura requerido por el Codijo Estatal de Texas (TECsignlas en ingles) bajo la Sección 39.023(a) o un prueba de artes del lenguaje en ingles requerida
por el Codigo Estatal de Texas bajo la Sección 39.023(c), segun sea aplicable, con la prueba
administrada en inglés, o, si el estudiante esta matriculado en primer o segundo grado, debe lograr
un nivel de 40 por ciento o superior en las secciones de lectura y artes del lenguaje de una prueba
en ingles, estadarizada y aprobada por la agencia; y
3. las pruebas de mencionó de criterio a porbadas pro la agencia y los resultados de una evaluación
subjetiva del maestro/de la maestro.
Favor de indicar su autorización para la participación de su hijo/a en el programa bilingüe o el programa de
inglés como segundo idioma (ESL) poniendo su firma en el espacio indicado.
_____SI _____NO
_______________________________
Firma de padre/madre/representante legal
________________
Fecha
Nota: Por favor regrese esta notificación al maestro/a de su hijo/a.
Si tiene preguntas, llame a nuestra oficina y hable con _________________, (teléfono) ______________
33
ESL Handbook
Edna Independent School District
Parental Report on Student Progress
Bilingual / ESL Program, 19 TAC Chapter 89, Subchapter BB, §89.1260 and PL 107–110 §3302
Campus Name _______________________________________ Date ____________________________
To the Parents/Guardians of ____________________________________________________________
State and federal law requires that we inform you of the progress of your son/daughter in the Bilingual or ESL program.
We have reviewed the following language and academic data to determine the best future placement for your
son/daughter.
Texas English Language Proficiency Assessment System (TELPAS) Please circle levels attained or
attach Confidential Student Report:
B – Beginning
I – Intermediate
A – Advanced
AH – Advanced High
Listening
B I A AH
Speaking
Reading
B I A AH
TELPAS Composite Score: B I A AH
First STAAR Administration
Language of Test
English
Date of Administration:
Results:
*ELA
B I A AH
Writing
B I A AH
Spanish
LAT administration: Yes ___ No ___
Met Standard Yes ___ No ___
Reading **Writing
Math
Science
SSI STAAR Administration/Exit Level STAAR(EOC)
Language of Test
English
Spanish
LAT administration: Yes ___ No ___
Date of Administration:
Met Standard Yes ___ No ___
Results:
*ELA
Reading **Writing
Math
Science
SSI STAAR Administration/Exit Level STAAR(EOC)
Language of Test
English
Spanish
LAT administration: Yes ___ No ___
Date of Administration:
Met Standard Yes ___ No ___
Results:
*ELA
Reading **Writing
Math
Science
Social
Studies
Social
Studies
Social
Studies
*English Language Arts (Grade 10 & Exit Level)
**STAAR Writing Grades 4, 7, 10, & 11)
Other language/academic tests reviewed (optional):
_____________________________________________________________________________________________
34
ESL Handbook
A district may transfer a student of limited English proficiency out of a bilingual education or special
language program for the first time or a subsequent time if the student is able to participate equally in a
regular all-English instructional program as determined by:
4. agency-approved tests administered at the end of each school year to determine the extent to which
the student has developed oral and written language proficiency and specific language skills in
English;
5. satisfactory performance on the reading assessment instrument under Section 39.023(a) or an
English language arts assessment instrument under Section 39.023(c), as applicable, with the
assessment instrument administered in English, or, if the student in enrolled in the first or second
grade, an achievement score at or above the 40th percentile in the reading and language arts sections
of an English standardized test approved by the agency; and
6. agency-approved criterion-referenced tests and the results of a subjective teacher evaluation.
Consequently, it has been recommended that your son/daughter:
□ Continue in the Bilingual Program
□ Continue in the English as a Second Language (ESL) Program
□ Re–enter into the Bilingual Program
□ Re–enter into the ESL – Program
□ Exit the Bilingual Program – Exit criteria have been met.
□ Exit the ESL Program – Exit criteria have been met.
□ Continue monitoring for 1 additional school year – exited student
□ Monitor for 2 additional school years after exiting to ensure success in school
□ Program denied by parent/guardian; continue monitoring academic progress of student
If you have any questions regarding this placement decision, please contact
__________________________________________ at our office at ______________________________.
Name
Telephone
__________________________________________
Parent Signature
_______________________________
Date
35
ESL Handbook
Distrito Escolar Independiente de Edna
Informe para padres sobre el progreso del estudiante
Programa Bilingüe / Inglés como segundo idioma, 19 TAC Capítulo 89, Subcapítulo BB, §89.1260, y PL 107–110 §3302
Escuela _____________________________________________ Fecha ___________________________
Para los padres/representantes legales de _________________________________________________
Las leyes federales y estatales requieren programas educacionales para los estudiantes que no han dominado el uso
del inglés. Hemos revisado los resultados de las pruebas del dominio oral y de aprovechamiento académicos de su
hijo/a para tomar la mejor decisión sobre la educación futura de su hijo/a.
Sistema de Texas para Evaluar el Dominio del Ingles (TELPAS-siglas en ingles) Circule el nivel o
adjunte una copia del informe Confidencial del Estudiante:
P – Principiante
I – Intermedio
Comprensión auditiva: P I A
AS
Lectura:: P I A AS
A – Avanzado
AS – Avanzado Superior
Expresión oral: P I A AS
Escritura: P I A AS
Combinación de calificaciones del TELPAS: P I A AS
Primera Administracion de la Prueba de Conocimientos y Destrezas de Texas (STAAR-siglas en ingles)
Idioma del al prueba: Ingles
Espanol
Administracion del examen LAT: Si ___ No ___
Fecha de Administracion::
Met Standard Yes ___ No ___
Resultados:
*ELA
Lectura
**Escritura
Matematicas Ciencias
Estudios Sociales
Administracion del STAAR bajo la Iniciativa para el Exito Estudiantil (SSI-siglas en ingles)/ Prueba STAAR de
Nivel de Salida
Idioma del al prueba: Ingles
Espanol
Administracion del examen LAT: Si ___ No ___
Fecha de Administracion::
Met Standard Yes ___ No ___
Resultados:
*ELA
Lectura
**Escritura
Matematicas Ciencias
Estudios Sociales
PAdministracion del STAAR bajo la Iniciativa para el Exito Estudiantil (SSI) / Prueba STAAR de Nivel de
Salida
Idioma del al prueba: Ingles
Espanol
Administracion del examen LAT: Si ___ No ___
Fecha de Administracion::
Met Standard Yes ___ No ___
Resultados:
*ELA
Lectura
**Escritura
Matematicas Ciencias
Estudios Sociales
*La prueba de Artes del Lenguaje en ingles (ELA) se administra en el grado 10 y el Nivel de Salida.
**La prueba de escritura del examen STAAR se administra en los grados 4, 7, 10 y 11.
Pruebas academicas adicionales de lenguaje que se revisaron (opcional):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
36
ESL Handbook
Un distrito puede transferir a un estudiante que esta aprendiendo inglesa en un programa bilingue o ingles
como segundo idioma por primera vez o posteriormente si el estudiante es capaz de participar en un
programa donde el ingles se utilize como el idioma principal de instruccion a los estudiantes. Esto es
determinado por:
4. las pruebas aprobadas por la agencia administradas al fin del ano escolar para evaluar el progreso
del estudiante en el desarrollo de la expression oral, escritura y destrezas especificas de lenguaje
en ingles;
5. el desempeño satisfactorio en laprueba de lectura requerido por el Codijo Estatal de Texas (TECsignlas en ingles) bajo la Sección 39.023(a) o un prueba de artes del lenguaje en ingles requerida
por el Codigo Estatal de Texas bajo la Sección 39.023(c), segun sea aplicable, con la prueba
administrada en inglés, o, si el estudiante esta matriculado en primer o segundo grado, debe lograr
un nivel de 40 por ciento o superior en las secciones de lectura y artes del lenguaje de una prueba
en ingles, estadarizada y aprobada por la agencia; y
6. las pruebas de mencionó de criterio a porbadas pro la agencia y los resultados de una evaluación
subjetiva del maestro/de la maestro.
por esta razón, se recomienda que su hijo/a:
□ Continúe en el programa bilingüe
□ Continúe en el programa de inglés como segundo idioma
□ Vuelva a participar en el programa bilingüe
□ Vuelva a participar en el programa de inglés como segundo idioma
□ No participe en el programa bilingüe–El criterio de salida del programa se ha cumplido.
□ No participe en el programa de inglés como segundo idioma–El criterio de salida del programa se ha
cumplido.
□ Supervise al estudiante por 2 años adicionales–después de salir del programa para que tenga éxito en la
escuela
□ Supervise al estudiante por 1 año adicional–el estudiante ya no participa en el programa
□ Programa de instrucción rechazado por el padre/madre/representante legal; se continúe supervisando el
progreso académico del estudiante
Si tiene algunas preguntas sobre esta decisión, llame a
a nuestra oficina al
_______________________________________
Nombre
_________________________________.
Teléfono
_______________________________________________
Firma Del Padre/madre
_____________________________________
Fecha
37
ESL Handbook
English as a Second Language (ESL) Education Program Benefits
Student Name: ______________________________________________
Dear Parent or Guardian:
There are benefits that will be gained by your son/daughter when he/she participates in an English as a
Second Language (ESL) Education program. Because your son/daughter hears a language other than
English at home and/or speaks a language other than English with peers, he/she would benefit from intensive
English instruction. A teacher in the English as a Second Language (ESL) Education program is trained on
how to teach the English language using special materials, teaching materials, and is sensitive to the
individual needs of a student who is learning English. The teacher in an ESL program collaborates with other
teachers who may also have your son/daughter in class. This is necessary so that your son/daughter will
meet all of the required state standards expected of all students. If a student is also enrolled in a special
education program, the teachers collaborate so that instruction is provided according to the student’s
Individual Education Plan (IEP).
However, if you do not want your son/daughter to participate in the English as a Second Language (ESL)
Education program, please contact me or your son/daughter’s teacher to discuss other options for the
development of English Language Proficiency.
Sign below only if you have read the information above and do not want your son/daughter in the English as
a Second Language (ESL) program.
Thank you,
________________________________________
School Principal
□
I do not want my son/daughter to participate in the ESL program. I would like to discuss other options
that will address my son/daughter’s language/academic needs.
____________________________________
Parent Signature
________________________ ____________________
Relationship to Student
Date
38
ESL Handbook
Inglés mientras que un segundo programa de la educación de la lengua (ESL) beneficia
nombre del estudiante: ______________________________________________
padre o guarda querido del: __________________________________________
Hay las ventajas que serán ganadas por su hiio/hija cuando he/she participa en un inglés como un segundo programa
de la educación de la lengua (ESL). Porque su hiio/hija oye una lengua con excepción de inglés en el país y/o habla
una lengua con excepción de inglés con los pares, he/she beneficiaría de la instrucción inglesa intensiva. Un profesor
en el inglés mientras que un segundo programa de la educación de la lengua (ESL) se entrena en cómo enseñar la
lengua inglesa usando los materiales especiales, materiales didácticos, y es sensible a las necesidades individuales
de un estudiante que esté aprendiendo inglés. El profesor en un programa de ESL colabora con otros profesores que
puedan también tener su hiio/hija en clase. Esto es necesario de modo que su hiio/hija resuelva todos los estándares
requeridos del estado esperados de todos los estudiantes. Si alistan a un estudiante también en un programa de la
educación especial, los profesores colaboran para proporcionar la instrucción según el plan individual de la educación
de los estudiantes (IEP).
Sin embargo, si usted no quisiera que su hiio/hija participara en el inglés como un segundo programa de la educación
de la lengua (ESL), me entra en contacto con por favor o su profesor de hiio/hijas para discutir otras opciones para el
desarrollo del conocimiento de idiomas ingleses. Firme abajo solamente si usted ha leído la información arriba y no
desee su hiio/hija en el inglés mientras que un segundo programa de la lengua (ESL).
Gracias,
_______________________________________________________
del principal

No quisiera que mi hiio/hija participara en el programa de ESL. Quisiera discutir otras opciones que tratarán mis
necesidades de hiio/hijas lengua/academico.
_____________________________
Firma Del Padre
__________________________________
Relación al estudiante
________________________
Fecha
39
ESL Handbook
Edna ISD
120901
SPECIAL PROGRAMS:
BILINGUAL EDUCATION/ESL
EHBE
(LEGAL)
PURPOSE AND
GOAL
Bilingual education and English as a Second Language(ESL)
programs shall be taught to enable Limited English Proficient
(LEP) students to become competent in the comprehension,
speaking, reading, and composition of the English language.
Programs shall emphasize 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 LEP
students to participate equitably in school. Bilingual education
and ESL programs shall be integral parts of the total school
program. These programs shall use instructional approaches
designed to meet the special needs of LEP students and the
basic curriculum content of the programs shall be based on the
state essential knowledge and skills. 19 TAC 89.1201(b)–(d)
REQUIRED
BILINGUAL
PROGRAM
If the District has an enrollment of 20 or more Limited English
Proficient students in any language classification in the same
grade level, it shall offer a bilingual education program for the
LEP students in pre-kindergarten through the elementary
grades who speak that language. "Elementary grades" shall
include at least pre-kindergarten through grade 5; sixth grade
shall be included when clustered with elementary grades. The
District is authorized to establish a bilingual education program
at grade levels in which the bilingual education program is not
required.
The District shall offer LEP students the following:
1. Bilingual education in kindergarten through the
elementary grades.
2. Bilingual education, instruction in ESL, or other
transitional language instruction approved by TEA in
post–elementary grades through grade 8.
Instruction in ESL in grades 9–12.
The bilingual education program shall be provided by offering
either a dual language program that meets the requirements
for program content and design, as established in 19 TAC
89.1210, or a dual language program designed by the District
40
ESL Handbook
and approved by the commissioner, as provided by 19 TAC
89.1255. The District–designed program shall address the
affective, linguistic, and cognitive needs of the LEP students
and shall incorporate the cultural aspects of the students'
backgrounds.
REQUIRED ESL
PROGRAM
Education Code 29.053(c)(d); 19 TAC 89.1205(a)–(c)
All LEP students for whom the District is not required to offer a
bilingual education program shall be provided an English as a
Second Language program, regardless of the students' grade
levels and home language and regardless of the number of
such students. 19 TAC 89.1205(d)
The ESL program shall be provided by offering either an ESL
program that meets State Board requirements for program
content and design, as established in 19 TAC 89.1210, or an
ESL program designed by the District and approved by the
commissioner of education, as provided by 19 TAC 89.1255.
The District–designed program shall address the affective,
linguistic, and cognitive needs of the LEP students. 19 TAC
89.1205(d)
EXCEPTIONS
If a program other than bilingual education must be used in
kindergarten through the elementary grades, documentation
for the exception must be filed with and approved by TEA.
If the District is unable to hire a sufficient number of teachers
with bilingual teaching certificates to staff the required
program, the District may file an application for exception with
TEA. The application must be accompanied by all of the
following:
1. Documentation showing that the District has taken all
reasonable affirmative steps to secure teachers with
bilingual teaching certificates and has failed.
2. Documentation showing that the District has affirmative
hiring policies and procedures consistent with the need
to serve LEP students.
3. Documentation showing that, on the basis of District
records, no teacher having bilingual credentials has
been unjustifiably denied employment by the District
within the past 12 months.
4. A plan detailing specific measures to be used by the
District to eliminate the conditions that created the need
for the exception.
5. Information required by 19 TAC 89.1205(g).
41
ESL Handbook
Exceptions shall be granted on an individual district basis and
are valid for one year. Applications for second or subsequent
years must be accompanied by the documentation listed
above. During the period for which the District is granted an
exception, the District must use alternative methods approved
by TEA to meet the needs of its LEP students, including hiring
teaching personnel under bilingual emergency permits.
Education Code 29.054; 19 TAC 89.1205(g)
EXCEPTIONS TO If the District is unable to provide an ESL program as described
THE ESL
above, it shall request the commissioner's approval for a one–
PROGRAM
year exception and an alternative program. The request shall
include all the information required by 19 TAC 89.1205(h). 19
TAC 89.1205(h)
HOME
LANGUAGE
SURVEY
LANGUAGE
PROFICIENCY
ASSESSMENT
COMMITTEES
The Home Language Survey shall be administered only one
time to each student. Administration shall be to students new
to the District and to students previously enrolled who were not
surveyed in the past. The survey shall be signed by the parent
or guardian for students in pre–kindergarten–grade 8 and by
the student in grades 9–12. The original copy of the survey
shall be retained in the student's permanent record. If the
Home Language Survey indicates a language other than
English is used, the student shall be tested in accordance with
19 TAC 89.1225 (see IDENTIFICATION AND ASSESSMENT
below). Education Code 29.056(a); 19 TAC 89.1215
If the District is required to offer bilingual and special language
programs, it shall establish one or more Language Proficiency
Assessment Committees (LPACs) according to locally
established procedures for the selection, appointment, and
training of members. The LPAC shall include at least:
1. A professional bilingual educator.
2. A professional transitional language educator.
3. A parent of a Limited English Proficient student who is
not an employee of the District.
4. A campus administrator.
If the District does not have an individual in one or more of the
job classifications required, it shall designate another
professional staff member to serve on the LPAC. In grade
levels at which the District is not required to provide a bilingual
education program, the LPAC shall be composed of one or
more professional personnel and a District–designated parent
of an LEP student.
Education Code 29.063(a)(b); 19 TAC 89.1220(a)–(d)
42
ESL Handbook
DUTIES
The LPAC shall perform all the following duties:
1. Review all pertinent information on all LEP students.
2. Make recommendations concerning the most
appropriate
placement
for
the
educational
advancement of the LEP student after the elementary
grades.
3. Review each LEP student's progress at the end of the
school year in order to determine future appropriate
placement.
4. Monitor the progress of students formerly classified as
LEP who have transferred out of the bilingual or ESL
program within the past two years.
5. Determine the appropriateness of a program that
extends beyond the regular school year based on the
needs of each LEP student.
6. Make the determinations required regarding placement
in and exit from bilingual and ESL programs.
7. Before the annual administration of the state–mandated
assessments and according to criteria set forth in 19
TAC 89.1220(i), determine the eligibility of LEP
students in grades 3–8 for:
a. Exemption from the test;
b. Administration of the Spanish version of the test;
or
c. Administration of the English version of the state–
mandated assessments. [See EIF (LEGAL)]
8. Perform additional duties described in 19 TAC 89.1220
as well as those prescribed by TEA.
Education Code 29.063(c); 19 TAC 89.1220(g)–(i), (m)
STUDENT
COUNTS
Within four weeks of the beginning of school, the LPAC shall
determine and report to the Board the number of LEP students
on each campus and shall classify each student according to
the language(s) in which the student possesses primary
proficiency. The Board shall report that information to TEA
before November 1 each year. Education Code 29.053(b)
IDENTIFICATION Within four weeks of their initial enrollment in the District,
AND
students shall be identified, assessed, and classified for
ASSESSMENT
bilingual education or ESL programs according to the criteria
and procedures established in rules adopted by the
43
ESL Handbook
commissioner.
89.1225(a)–(g)
PARENTAL
NOTICE AND
APPROVAL
Education
Code
29.056(a);
19
TAC
Within ten days after classification, the LPAC shall give written
notice to parents advising that a student has been classified as
limited English proficient and requesting approval to place the
student in the required bilingual or ESL program. The notice
shall be in English and the primary language and shall include
information about the benefits of the program for which the
student is recommended and that it is an integral part of the
school program. Pending parent approval, the District shall
place the student in the recommended program, but may
receive its bilingual allotment only for those students in the
bilingual program with parent approval. Education Code
29.056(a)(d); 19 TAC 89.1220(l)
The entry or placement of a student in the bilingual or ESL
program must be approved in writing by the student's parent.
Approval shall be considered valid for the student's continued
participation in the program until the student meets the
established exit criteria, graduates from high school, or the
parent requests a change in program placement. 19 TAC
89.1240(a)
PROGRAM EXIT A student may not be exited from the bilingual or ESL program
in pre–kindergarten through grade one.
For exit from a bilingual education or English as a Second
Language program, a student:
1. May be classified as English proficient at the end of the
school year in which a student would be able to
participate equally in a regular, all–English, instructional
program as determined by:
a. Meeting state performance standards for the
English
language
criterion–referenced
assessment instrument for reading and writing
(when available) required in Texas Education
Code 39.023, at grade level; and
b. Tests administered at the end of each school
year to determine the extent to which the student
has developed oral and written language
proficiency and specific language skills in both
the student's primary language and English;
2. May be classified as English proficient when he or she
scores at or above the 40th percentile on both the
English reading and the English language arts sections
44
ESL Handbook
of a TEA–approved norm–referenced assessment
instrument; or
3. May be classified as English proficient as determined
by criteria that meet the requirements outlined in Texas
Education Code 29.055 and 19 TAC 89.155, detailing
requirements for a local plan.
A student exited from the program may be re–enrolled if later
evidence indicates that the student has inadequate English
proficiency and achievement.
Education Code 29.056(g)(h); 19 TAC 89.1225(h)–(j)
PROGRAM
CONTENT
The District shall notify parents of a student's reclassification
as English proficient and his or her exit from the bilingual or
ESL program. 19 TAC 89.1240(b)
The District's bilingual education program shall be a full–time
program of dual–language instruction that provides for learning
basic skills in the primary language of the students enrolled in
the program and for carefully structured and sequenced
mastery of English language skills. An ESL program shall be
an intensive program of instruction in English from teachers
trained in recognizing and dealing with language differences.
Education Code 29.055(a)
PROGRAM
DESIGN
The bilingual or ESL program shall be designed to consider the
students' learning experiences and shall incorporate the
cultural aspects of the students' backgrounds. Education
Code 29.055(b)
PARTICIPATION LEP students shall participate fully with English–speaking
students in regular classes provided in subjects such as art,
music, and physical education. The District shall provide
students enrolled in the bilingual or ESL program a meaningful
opportunity to participate fully with other students in all
extracurricular activities. Education Code 29.055(c)(e)
Elective courses may be taught in a language other than
English. Education Code 29.055(d)
FACILITIES
Bilingual education and special language programs shall be
located in the District's regular schools rather than in separate
facilities. Students enrolled in the bilingual or ESL programs
shall be placed in classes with other students of approximately
the same age and level of educational attainment. The District
shall ensure that each student's instruction is appropriate to
the student's level of educational attainment, and the District
shall keep adequate records of the educational level and
progress of each student enrolled in the program. In order to
45
ESL Handbook
provide the required program, the District may concentrate the
programs at a limited number of schools, provided that the
enrollment in those schools shall not exceed 60 percent
Limited English Proficient students. Education Code 29.057;
19 TAC 89.1235
REQUIRED
PROGRAMS
If the District is required to offer a bilingual education or special
language program, it shall offer a voluntary summer school
program for LEP children who will be eligible for admission to
kindergarten or first grade at the beginning of the next school
year. A school that operates on a semester system shall offer
the program during the period school is recessed for the
summer and for one–half day for eight weeks or on a similar
schedule approved by the Board. A school that operates on
any other system shall offer 120 hours of instruction on a
schedule established by the Board.
The program must be an intensive bilingual education or
special language program that meets the standards set by
TEA, and the student/teacher ratio may not exceed 18:1. The
District shall comply with the requirements of 19 TAC 89.1250
in providing such a program.
Education Code 29.060(a)–(c); 19 TAC 89.1250
OTHER
PROGRAMS
The District may establish other summer school, extended day,
or extended week bilingual or ESL programs for Limited
English Proficient students; however, neither these programs
nor the required voluntary program may substitute for the
program to be provided during the regular school year.
Education Code 29.060(d)(e)
DATE ISSUED: 11/05/1999
UPDATE 62
EHBE(LEGAL)–P
46
ESL Handbook
47
ESL Handbook
48