Bilingual Program

Evaluation/TELPAS 2013-2014

Board of Trustees Meeting: October 28, 2014

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

2

ESL Pull-out

Secondary • 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

3

TAC §89.1265 TAC §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. 4

TAC §89.1265 (a, b)

EXIT CRITERIA FOR 2013-2014: 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 & Campus LEP Reports

School Year District

Enrollment ELL

Enrollment ELL %

# of Exits

Exit %

EXIT on state assessment

performance

2013-2014 7380 690 9% 82 12% STAAR

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

2011-2012 7,440 635 8% 90 14% TELPAS

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

School Year Parental Denials

Monitor Yr. 1

Monitor Yr. 2

2013-2014 26 63 61

2012-2013 30 60 82

2011-2012 24 59 80

5

English Language Learners

2013-2014

TAC §89.1265 (a, b) Source:

_______

Campus Total

Enrollment ELL

Population ELL % Recent Immigrant/ Recent

Arrival

Early Childhood Center 474 108 23%

(7) Elementary 3,304 415 13%

Bilingual Quadrants

Koennecke 546 95 17.3% Grades 3-5= 4 Recent Immigrant/ Recent Arrival

Patlan 462 89 19.2%

Rodriguez 547 123 22.4%

Vogel 439 103 23.4%

Saegert - 6th Gr. 522 29 5.5% Grades 6-8 = 17 Recent Immigrant/ Recent Arrival

AJB MS 535 37 6.9%

J Barnes MS 534 14 2.6%

Seguin HS 1858 79 4.3% Grades 9-12= 16 Recent Immigrant/ Recent Arrival

Mercer Bloomberg Learning Center (HS)

153 8 5.2%

TOTAL 7,380 690 9.3% 37

Source: TEA TELPAS Reports 6

Spring 2014 STAAR EOC Results Special Program Evaluation

TAC §89.1265 (a, b,) Source: Year in Review 13-14

(CompuFax)

All students All test versions

7

TAC §89.1265 (a, b,)

Spring 2014 STAAR Results Sum of all Grades (6th – 8th) Special Program Evaluation

Source: Year in Review 13-14

(CompuFax)

All students All test versions

8

TAC §89.1265 (a, b,)

Spring 2014 STAAR Results Sum of all Grades (3rd – 5th) Special Program Evaluation

Source: Year in Review 13-14

(CompuFax) 9

Istation ASSESSMENT BOY-EOY

Grade level Number of students

tested in Istation

(Spanish)

Students now

transitioning into

Istation (English)

Kindergarten BOY 64

EOY 55

9 students

1st Grade BOY 38

EOY 22

16 students

2nd Grade BOY 28

EOY 18

10 students

Indication that our Bilingual Spanish dominant students are transitioning into English instruction.

10

TELPAS

TELPAS (Texas English Language

Proficiency Assessment System)

is an assessment program for

students in Texas public schools

who are learning the English

language.

TAC §89.1265 (a, b, c)

11

TELPAS PERFORMANCE Yearly Progress in TELPAS Composite Rating Grades K - 2 TELPAS Proficiency

Level

2014 State Average 2014 District

Performance

One Proficiency Level 45% 42%

Two Proficiency Levels 11% 8%

Three Proficiency Levels 2% 2%

At Least One Proficiency

Level

57% 51%

Source: TELPAS Reports

Grades 3 - 12 TELPAS Proficiency

Level

2014 State Average 2014 District

Performance

One Proficiency Level 47% 55%

Two Proficiency Levels 2% 1%

Three Proficiency Levels 0% 0%

At Least One Proficiency

Level

48% 57%

12

ELL Progress to Parents 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.

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.

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.

New for 2014-2015 ALL ELLs in grades 1st – 11th will have an ELL Plan for Success.

TAC §89.1265 (c) 13

Professional Development Trainings for

Bilingual/ESL Department Coordinators TAC§89.1265 (b, d)

LPAC Framework Training 8/28/2013

Bilingual/ESL Director’s Meeting @ ESC Region

13 9/11/13, 4/09/2014

The ABC’s of PBMAS Part 1 10/09/2013

The ABC’s of PBMAS Part 2 10/28/2013

English Language Learner’s Institute 11/05/2013

ELLs in Texas: What Administrators Need to

Know 01/11/2014

Additional trainings may be found in the Bilingual department binder for 2013-2014

14

Professional Development Trainings for

Bilingual/ESL Department Coordinators

Cont’d §89.1265 (b, d)

LPAC Decision Making Process for State

Assessments 01/15/2014

Annual Measurable Achievement Objectives

(AMAOs) Overview and CIP Training

02/05/2014

Serving ELLs with Disabilities and Compliance

Solutions 04/15/2014

Federal Programs Forum 05/13/2014

AVID Training 07/01-03/2014

Additional trainings may be found in the Bilingual department binder for 2013-2014

15

Bilingual/ESL Parental Involvement

Trainings

LPAC framework for Parents – September 2013

Bilingual/ESL Parent Orientation: To share the benefits

of Seguin ISD Bilingual/ESL Program (English/Spanish)

– October 2013

IDRA – Bilingual Parent Institute – 04/20/2014

TAC §89.1265 (a, c) 16

District / Campus Collaboration - 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)

17

Questions

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