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

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Presentation on theme: "Bilingual and ESL Programs: End of the Year Activities May 14, 2012 Closing out 2011-12 and Beginning 2012-13."— Presentation transcript:

1 Bilingual and ESL Programs: End of the Year Activities May 14, 2012 Closing out and Beginning

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

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

4 Ending the Year 4

5  Exit Criteria  TEA Bilingual Website – Under Curriculum nu_id=720 nu_id=720  See exit criteria chart, list of approved tests and the exit criteria FAQ document 5 Exiting for this year only!

6  Special provision for recent immigrant ELLS in English I or ESOL I  TEA Student Assessment Website – LPAC Resources  See ELL assessment documentation forms 6 English I EOC Special Provision

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

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

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

10  TEA letter posted  120 Hours per statute  Breaks, recess, lunch may not be included in instructional time 10 Required Summer School

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

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

13 Beginning and Planning the Year 13

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

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

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

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

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

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

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

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

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

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

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

25 ESC 6 ELL TEAM Sandy GarciaCristina Woods Contact Us!

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