Bilingual Education at the elementary level – grades PK – 5:
The state mandates that the coding of LEP students be done through PEIMS based on the program of instruction the district offers.
The district offers a Transitional bilingual/late exit program:
This is a bilingual program that serves students identified as students of limited English in both English and Spanish, or another language, and transfers a student to English-only instruction; academic growth is accelerated through cognitively challenging academic work in the students’ first language along with meaningful academic content taught through the students’ second language, English; the goal is to promote high levels of academic achievement and full academic language proficiency in the students’ first language and English; students enrolled in the transitional bilingual/late exit program are eligible to exit the program not earlier than six or later than seven years after the students enroll in school; students that have met exit criteria in accordance with TAC §89.1225 (h) (i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment – TEC §42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program Average Daily Attendance (allotment). The code for this program as mandated by PEIMS is (3).
English as a second language/Pull Out – secondary level – grades 6 – 12:
This is an English program that serves students identified as students of limited English proficiency in English only by providing a certified teacher under TEC §20.061 (c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas; instruction may be provided by the ESL teacher in a pull-out or inclusionary delivery model; exiting to all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program; students that have met state requirements for exit criteria in accordance with §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment TEC §42.153 (The code for the ESL program in the district is (3).) Refer to the Data Standards document for code descriptions.
The district offers a sheltered ESL program where all recent immigrants are placed based on students’ language ability, and meet enrollment requirements listed on this document, and LPAC guidelines. See attachment.
All teachers need to attend the ELPS training as required by the state.
Parental report on student Progress
State and federal law requires that the school inform parents on the progress of their child/children in the Bilingual/ESL program. At the end of the year, the campus will report to all parents of LEP students being served in a bilingual/ESL program of the students’ progress.
At the end of the school year, the LPAC reviews every LEP child
• Being served
• With parental denials
• Exited during the previous 2 years that are being monitored
Who has met exit criteria and continues to monitor students for 2 additional years.
Exiting from the Program 19 TAC §89.1225(h-k)
To exit a student from the bilingual or ESL program, the following must happen: 1. TEA approved tests that measure 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 the TEC §39.023(a).
3. TEA-approved criterion-referenced written tests when available, other TEA-approved tests when criterion-referenced written test is not available, and the results of a subjective teacher evaluation.
4. The district shall notify the student’s parent of the student’s reclassification as English proficient and his or her exit from the bilingual education or English as a second language program and acquire approval as required under TEC, §29.056(a).
TELPAS measures the language proficiency in the areas of listening and speaking. Therefore, if a student has a pre-TELPAS score, such as a first grade student who had a TELPAS rating in Kindergarten, you may use the TELPAS listening and speaking rating as a post test instead of giving the student an OLPT at the end of the year. If a student does not have a pre-TELPAS rating due to first year of enrollment, or is a Kindergarten student, or any other reason, the student needs to be administered an OLPT to determine growth in the listening and speaking areas.
If you are planning to exit a student, you do need to administer a current OLPT even if the student has already scored an “F” which is the top score in the Idea Proficiency Test – OLPT adopted at our district. The law requires that a current OLPT is administered if you are planning to exit a student from the bilingual or ESL program.
Monitoring students after first and second year exited from program:
Students exited from LEP status – Monitored 1 (M1) – PEIMS Code “F” Student has met exit criteria for bilingual/ESL program, hence is no longer classified as LEP in PEIMS. Student will be in his or her first year of monitoring as required by 19 TAC §89.1220(l) and is no longer eligible for funding due to the fact that he/she is not LEP. The student must be monitored, and grades must be reviewed every 6 weeks. If student is failing one or more subjects, the LPAC must meet to address the needs of the student by either placing him/her back in the program, or recommending other interventions.
PEIMS coding for this student is an F. (Refer to Data Standards Change Document.)
Student exited from LEP status – Monitored 2 (M2) – PEIMS Code “S”
Student has met criteria for bilingual/ESL program exit, hence is no longer classified as LEP in PEIMS. Student will be in his/her second year of monitoring as required by 19 TAC §89.1220(l) and is not eligible for funding due to the fact that he/she is not LEP. The student must be monitored, and grades must be reviewed every 6 weeks. The LPAC must address the needs of the student by either placing him/her back in the program, or recommending other interventions.
PEIMS coding for this student is an S. (Refer to Data Standards Change Document.)
• Students who are 14 years of age as of September 1st – must enroll at Middle School. (If student turns 15 after September 1st, student stays in middle school.)
• Students who are 15 years of age as of September 1st – must enroll in the 9th grade. VMA evaluates transcript through LUCHA and ensures proper placement.
• Age should determine placement into middle school, 9th grade, or High School. Students 18 years or above must enroll at the high school regardless of the number of credits earned at previous high school. High School will evaluate credits through LUCHA and ensure proper placement.
• Students who have graduated/completed high school requirements in another country will not be eligible to enroll in our district. If, however, student does not bring records, and enrolls, once it is determined that the students has completed his/her education in his/her country, the student will be withdrawn from school.
• Campus administration will follow district guidelines regarding students coming from another country (recent immigrants). Guidelines may be found in the LPAC manual located in the district’s website under Bilingual Education.
First year teachers teaching in a bilingual/ESL setting must attend a minimum of 20 hours professional development in bilingual/ESL – six of those hours must be in the :LPAC Responsibilities, and the district’s instructional program”. This requirement is for the first year teacher teaching bilingual education in San Benito CISD. Once teachers complete their first year requirement, they must continue to attend the six hour LPAC training session every year to be able to receive a stipend. Teachers who receive a bilingual stipend may not receive exchange hours or a stipend to attend the professional development session(s). The required bilingual hours do not earn exchange hours or stipend. If, however, teachers not in a bilingual setting attend the 6 hour LPAC training session to stay abreast of the bilingual program and/or teachers in a bilingual/ESL or regular setting attend bilingual/ESL training sessions over and above the required hours, they may receive a professional development stipend.
Bilingual teachers employed at the beginning of the school year must attend the LPAC training session by October of the school year. LPAC sessions are offered in June, July, August, and September, to ensure all teachers teaching in a bilingual setting have the opportunity to attend the required LPAC training session. An LPAC session will be offered in January or February of the school year for teachers hired in the second semester only.
The district provides a maximum of $1,000 stipend to teachers who serve 17 – 22 Limited English proficient (LEP) students. The $1,000 is pro-rated based on the maximum number of LEP students served at any one time throughout a school year.
Bilingual Teacher Certification
Teachers teaching LEP students in a bilingual program at the elementary level must be certified in bilingual education. Teachers certified in ESL only, are not certified to teach in the bilingual program, but may teach ESL to those students who speak a language other than Spanish, eg. Tagallo at one of our elementary school. At this point, the district has approximately three students who speak a language other than English or Spanish. Those students need to be tested with an English IPT, and if the LPAC recommends the ESL program, they must be taught by a Bilingual/ESL certified teacher or an ESL certified teacher.
Teachers teaching in a departmentalized setting at the elementary level teaching LEP students with parental approval for the Bilingual/ESL program, must be certified in Bilingual/ESL.
Permanent Record Folders
The Blue folders (Bilingual folders) must remain in the permanent record folder. The required documentation must be completed after each LPAC, and the blue folders must contain the signatures of the LPAC members. Documentation stating the student’s language level of proficiency, and academic level of proficiency. All documentation must remain in the student’s blue folder and permanent record folder.
• Members of the LPAC must attend a yearly training.
• All LPAC members must be trained, including principals.
• Placement decisions on LEP students must be made by the LPAC, not by one individual person.
• Once a student is identified and placed in a bilingual setting, student must continue in that setting. Students may not be moved from Spanish to English, or English to Spanish. Arbitrary decisions are not in the best interest of the student. All placement decisions must be made by the LPAC.
Addressing Student Needs
• In order to address the needs of the students, the LPAC must document whether the student is beginner, intermediate, advanced or advanced high.
• Once the LPAC recommends the student’s placement setting, it must be documented in the minutes – whether placed in the blue folder or the minutes for that individual student, must remain in the student’s permanent record folder. This provides information to the receiving school, teacher, administrator, counselor, and for future LPAC meetings. LPAC recommendations must be followed, the receiving school staff needs to know where to place the student, and why.
• The student may be a beginner in English and a beginner in Spanish. The information on how to meet the needs of the students is written in the district’s Instructional manual found in the LPAC manual.