Bilingual Program Evaluation/TELPAS

2014-2015Board of Trustees Meeting: November 10, 2015

Transitional Bilingual Early Exit Elementary� Serves students identified as students of limited

English proficiency in both English and Spanish� Transfers students to English-only instruction� Provides instruction in literacy and academic

content areas through the medium of the student’s first language, along with instruction in English

� Transition will occur not earlier than two or later than five years after the student enrolls in school

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ESL Pull-outSecondary

• Serves students identified as students of limited English proficiency in English only

• English Language Arts instruction taught by an ESL certified teacher

• Student remains in a mainstream instructional arrangement in the remaining content areas

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TAC §89.1265TAC §89.1265. Evaluation

(a) All school districts required to conduct a bilingual education or English as a second language program shall conduct periodic assessment in the languages of instruction to determine program impact and student outcomes in all subject areas.

(b) Annual reports of educational performance shall reflect the academic progress in either language of the English language learners, the extent to which they are becoming proficient in English, the number of students who have been exited from the bilingual education and English as a second language programs, and the number of teachers and aides trained and the frequency, scope, and results of the training. These reports shall be retained at the district level.

(c) School districts shall report to parents the progress of their child as a result of participation in the program offered to English language learners in English and the home language at least annually.

(d) Each school year, the principal of each school campus, with the assistance of the campus level committee, shall develop, review, and revise the campus improvement plan described in the Texas Education Code, §11.253, for the purpose of improving student performance for English language learners.

Source: The provisions of this §89.1265 adopted to be effective September 1, 1996, 21 TexReg 5700; amended to be effective April 18, 2002, 27 TexReg 3107; amended to be effective May 28, 2012, 37 TexReg 3822.

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TAC §89.1265 (a, b)

EXIT CRITERIA FOR 2014-2015: LEP students for whom the LPAC has recommended linguistic accommodations on the STAAR reading or writing test may not be considered for EXIT.

Enrollment/ ELL Enrollment/EXIT History

Source:PEIMS&CampusLEPReports

SchoolYearDistrict

EnrollmentELL

EnrollmentELL%

#ofExits

Exit%

EXITonstateassessmentperformance

2014-2015 6964 768 11% 59 7% STAAR

2013-2014 7380 690 9% 82 12% STAAR

2012-2013 7,514 679 9% 76 11% STAAR

Parental Denial, Monitor Yr. 1 & Monitor Yr. 2SchoolYear

ParentalDenials

MonitorYr.1

MonitorYr.2

2014-2015 29 74 57

2013-2014 26 63 61

2012-2013 30 60 82

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English Language Learners

2014-2015

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TAC §89.1265 (a, b)

CampusTotal

EnrollmentELL

Population ELL%RecentImmigrant/Recent

ArrivalEarlyChildhoodCenter 258 118 46%(7)Elementary 3364 449 13%

BilingualQuadrants

Koennecke 546 91 17% Grades3-5=6RecentImmigrant/ RecentArrival

Patlan 480 98 20%

Rodriguez 552 127 23%

Vogel 456 119 26%Saegert - 6thGr. 477 48 10% Grades6-8=14

RecentImmigrant/ RecentArrivalAJBMS 512 40 8%

JBarnesMS 530 21 4%

SeguinHS 1761 84 5% Grades9-12=13RecentImmigrant/ RecentArrival

MercerBlumbergLearningCenter (HS)

76 8 11%

TOTAL 6964 768 11% 33

Source: TEA TELPAS Reports

TELPASTELPAS (Texas English Language Proficiency Assessment System)

is an assessment program for students in Texas public schools who are learning the English language.

TELPAS measures the English language proficiency of K-12 ELLs in four domains: listening, speaking reading & writing.

English language proficiency assessments in grades K-12 are federally required to evaluate the progress that ELLs make in becoming proficient in the use of academic English.

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TAC §89.1265 (a, b, c)

TELPAS PERFORMANCEYearly Progress in TELPAS Composite RatingGrades K - 2TELPASProficiency Level

2015 State Average 2015 District Performance

One Proficiency Level 45% 55%

Two Proficiency Levels 10% 6%

Three Proficiency Levels 1% 2%

At Least One Proficiency Level

56% 63%

10Source: Pearson TELPAS Summary Reports, Spring 2015

Grades 3 - 12TELPASProficiency Level

2015 State Average 2015 District Performance

One Proficiency Level 50% 52%

Two Proficiency Levels 2% 1%

Three Proficiency Levels 0% 0%

At Least One Proficiency Level

51% 52%

ELL Progress to ParentsÒ At the end of each school year, the parents of ELLs receive a letter of

progress in English and Spanish about their child’s academic and language proficiency achievement. Campus LPAC Administrators maintain an LPAC binder with documentation that verifies that all letters were sent home.

Ò Campus Principals also provide a Progress report on week 3 and a Report card on week 9 (Elem) week 6 (MS & HS) for all parents. A parent portal is available on the district website for parents to view their child’s grades and attendance.

Ò Academic progress is monitored every grading period through LEP failure reports and new interventions are assigned as recommended by the LPAC committee and the teacher(s) of the ELLs.

Ò ELL Plan for Success are completed for ELLs in grades 1st-11th grade.

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TAC §89.1265 (c)

Bilingual/ESL Professional DevelopmentTAC§89.1265 (b, d)

� Bilingual/ESL Director’s Meeting @ ESC Region� LPAC Framework Training� Bilingual/Dyslexia Assessment � Esperanza Training � Title III Symposium � Instructional Support for ELLs� Fall Secondary Sheltered Instruction � Fall ESL Academy

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Additional trainings may be found in the Bilingual department binder for 2014-2015

Bilingual/ESL Parental Involvement Trainings

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�LPAC framework for Parents – September 2014

�Bilingual/ESL Parent Orientation: October 2014to share the benefits of Seguin ISD Bilingual/ESL program (English/Spanish)

TAC §89.1265 (a, c)

District / Campus Collaboration

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- C&I staff collaborates with campus Principals when completing their Campus Improvement Plans (always based on the campus needs assessment with input from the campus site based committee)

- All campuses received accountability packets and training to assist in completing their Campus Improvement Plan.

- In addition, the District Improvement Plan is always merged into the plans of any department and campus within the district.

TAC §89.1265 (d)

Questions

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