ESC Region XIII Bilingual/ESL Program ELL Permanent Record Audit (District Name) Campus: Date:Review

Policies

Check each standard Standard Evidence/Location Comments that is present  The LEA has a consolidated set of policies and procedures for translating  Binder on each campus with the vision into action. TAC 89.1201, 89.1265(d), TEC 7.028, 29.051The required forms and LEA has a clearly articulated mission for Bilingual/ESL education that is procedures consistent with the Texas Administrative Code (TAC) and Texas  Intranet access to Education Code and has policies and procedures for translating the information about program, vision into action. (TEC). TAC 89.1201, 89.1265(d), TEC 7.028, 29.051 procedures and forms Online legal and local policy  2010-11 Bilingual/ESL Policy and Procedure Handbook  Mission referenced in District Improvement Plan  The LEA has a consolidated set of policies and procedures for translating  Binder on each campus with Meetings at campus level the vision into action. TAC 89.1201, 89.1265(d), TEC 7.028, 29.051 required forms and to share binder and share procedures contents  The board policy adopted by the LEA to establish and operate an LPAC  LPAC procedures included in provides for the selection, appointment, and training of committee board policy members and is composed of the required members. TAC 89.1220(a),  LPAC is part of orientation for TEC 29.063 new employees   A school district implementing a Bilingual/ESL program has a policy on  School district policies and enrollment and continuation for students in the program that addresses: procedures established by 1. Eligibility criteria; policy and procedure manual 2. Program purpose;  Training occurs for LPAC 3. Grade levels in which the program will be implemented;  DIPs and CIPs are sent out 4. Support of program goals as stated in 89.1603 of the title before school year for 5. Expectations for students and parents. administrators to align goals 6. District policy allow for enrollment of non-LEP students in the with professional bilingual education program in accordance with TEC 29.058. TAC development; LPAC 89.1233 requirements are included. Title III, Part A LEP program requires the LEA collaborate with PNPs to Consultation with PNPs has occurred determine if any students attending a PNP school require Bilingual/ESL and no funds are expended. services. General Comment s

Programs Check each Evidence/Location standard Standard Comments that is present  The LEA has an enrollment of 20 or more LEP students in  Bilingual program Pre any language classification in the same grade level district K-5 has been in place wide and offers dual language instruction in a bilingual for more than 30 years program for LEP students in PK through the elementary grades. TAC 89.1207(a); TEC 29.054  The LEA has an enrollment of fewer than 20 LEP students NA in any language classification in the same grade level district wide and offers and ESL program for all LEP student enrolled. TAC 89.1205.(c, d), TAC 89.1210(d-h)  The bilingual education program shall be a full-time  Campus/student program of instruction in which both the students' home schedules language and English shall be used for instruction. The  Bilingual/ESL amount of instruction in each language within the Instructional Program bilingual education program shall be commensurate with Policy Guidelines the students' level of proficiency in each language and include suggestions their level of academic achievement. The students' level for program of language proficiency and academic achievement shall implementation and be designated by the language proficiency assessment time allotments for committee. TAC 89.1210 time in English  Student Permanent Records

 Bilingual and ESL programs are an integral part of the  Confirmation by total school programs and located in the regular public Assistant schools, rather than separate facilities; and enrollment of Superintendent LEP students in schools does not exceed 60% of the total through CNI student enrollment for that school. TAC 89.1235  Bilingual Program implementation should:  Campus/student 1. Begin at prekindergarten, kindergarten, or schedules Grande 1, as applicable; 2. Continue without interruption incrementally through the elementary grades; and Consider expansion to middle school and high school whenever possible. TAC 89.1205(a-c)

Check each Evidence/Location standard Standard Comments that is present  The principal of each school campus, with the assistance  CIPs align DIP with of the campus SBDM committee, develops, reviews, and respect to goals for revises the campus improvement plan for the purpose of ELL students improving student performance for LEP students. There is evidence that the goals, objectives, strategies/activities address this student population. TAC 89.1265(d)  SUMMER SCHOOL REQUIREMENTS: An LEA required to  District Board of offer bilingual or ESL offers a summer program that Trustee Agendas addresses the affective, linguistic, and cognitive needs of  Calendar reflects 120 LEP students for children eligible for admission to hour requirement kindergarten or first grade at the beginning of the next  Copies of parent school year and provides the necessary resources to surveys were available conduct the program effectively 1. Students must be eligible for admission to kindergarten or first grade at the beginning of the next school year and must be LEP. 2. The program focuses on language development the knowledge and skills appropriate to the level of the student. 3. Enrollment is optional with the parents of the students 4. The program is operated on a one-half day basis, a minimum of three hours each day, for eight weeks or the equivalent of 120 hours of instruction. 5. Student/teacher ratios district-wide do not exceed 18:1. 6. Teachers in the program possess certification or endorsement. 7. The LEA maintains records of eligibility, attendance, and progress of students in the program. TAC 89.1250, TEC 29.060

General Comment s

Procedures Check each standard Standard Confirmation by Assistant Superintendent through CNI Evidence/Location Comments that is present  Each LPAC for the bilingual program a Bilingual programs shall include a  Student cumulative folders Parents often invited to professional bilingual educator, a professional transitional language  LPAC documents and LPAC meetings at educator, a parent of an English language learner LEP student (currently meeting rostersAnnual LPAC Northside. in the program), and a campus administrator. (A parent serving on an minutes LPAC may not be an employee of the LEA.) TAC 89.1220(b), TEC 29.063

 ESL LPAC membership consists of one or more professional personnel, a  Student cumulative folders campus administrator, and a parent of an English language learner LEP  LPAC Annual LPAC student in the program. (A parent serving on an LPAC may not be an documents and meeting employee of the LEA.) TAC 89.1220(cB), TEC 29.063 rostersReview Forms

 The LEA provides LPAC training to all members of the committee  Agendas and sign-in sheets including parents. There is evidence of training, including agendas and sign-in sheets. TAC 891220(a), TEC 29.063  LPAC parent representatives are provided notice about LPAC meeting,  Parents are contacted by including meeting time and location, well in advance. Meeting times Parent Liaison by should be convenient for parents and accommodate their work phone/email/letter. schedules. Meeting agendas, minutes and other materials are presented in a language and format that parents understand. TAC 89 1220(m)  The LEA uses an effective process to identify English language learnersLEP  Policy and Procedure students served by the adopted program(s). TAC 89.1225 Handbook Awareness training is  Registration systems and provided to registers policies regarding enrollment procedures for students who may require Bilingual/ESL services. For ELLLEP students who also receivequalify for services throughin the  ARD or LPAC parent *Establish and  special education program, a professional member of the LPAC serves on representatives should be communicate procedure the ARD committee. LPAC and ARD committees work collaboratively to present at ARD and LPAC for LPAC/ARD make Bilingual/ESL entry, assessment, and exit decisions. TAC meetings concerning collaboration. There was 89.1230(b), TAC 89.1225 (k)TAC 89.1225 students served by both evidence of corrective Special Ed/Bilingual ESL action taken for instances programs. of lack of LPAC/ARD  Alternative assessment collaboration.

Check each Evidence/Location standard Standard Comments that is present  The students’ ; permanent records contain the following documentation:  Student permanent record District procedure is in 1. HLS (original – only one copy kept) TAC 89.1215 (a) files place for LPAC to 2. The identification of the student as an ELLLEP  District procedure is in place complete student folder 3. The designation of the student’s level of language proficiency for LPAC to complete student checklist at annual LPAC. 4. The recommendation of program placement folder checklist at annual Documentation for 5. Parental approval of entry or placement into the program LPAC or another designated missing components 6. The dates of entry into, and placement within the program. point in the year. should be noted at time of 7. Assessment information as outlined in Chapter 101, Subchapter folder audit. AAThe dates of exemptions from the criterion-reference test, criteria used for this determination, and additional interventions provided to ensure adequate yearly progress; 8. Additional instructional interventions provided to students to ensure adequate yearly progress

9. The dates of exit from the program and parent approval 10. notification; 11. The rResults of monitoring for academic success, including students formerly classified as ELLsLEP. TAC 89.1220(l)m, TEC 29.063(c)(4)

 Before the administration of state assessments, the LPAC determines the  Student permanent records Ensure state assessment appropriate assessment option for each ELL as outlined in TAC Chapter and copies are maintained at decisions are included in 101, Subchapter AA, 101.1005LEP student. All testing decisions are made district level all LEP students’ on an individual student basis and in accordance with administrative  Transmittal documents for permanent record file, if procedures established by the TEA. TAC 101.1005 (a) campus/district testing applicable. coordinator Documentation reflects LPAC decisions regarding test form [general form,  LPAC Decision-Making Spanish form (grades 3-5), linguistically accommodated form, modified meeting documentation is form, or alternate form] TAC 101.1005 (b) present in all ELLs’ There is evidence that the LPAC considered the following: permanent record (including Academic program participation (Bilingual/ESL) and language instruction; parent denials). Language proficiency, including literacy, in English and/or Spanish;  Number of years enrolled in US schools; Previous testing history; Level achieved on the state English language proficiency assessment in reading;

Check each standard Evidence/Location that is Standard Comments present The LEA administers the TELPAS reading, in grades 2-12 and TELPAS  Database listening, speaking, and writing to K-12 to all LEP students enrolled,  Student permanent record  including student with parent denials. TAC 101.10031 file (CSRs)  Upon initial enrollment and at the end of the school year, the LPAC  Student permanent record Some information appears reviews all pertinent information on ELLsLEP students. The LPAC files to be absent, or reviews pertinent information and shall: unavailable from years 1. Designate the language proficiency level of each ELL past. Not necessarily the 2. Designate the level of academic achievement of each ELL fault of the district. 3. Designate, subject to parent approval, the initial instructional placement of each ELL in the required program A procedure has been 4. Facilitate the participation of ELLs in other special programs for established to clarify which they are eligible provided by the school district with folder documentation and either state or federal funds maintenance. 5. Classify students as English proficient in accordance with the criteria described in 89.1225 (h) and recommend their exit from the bilingual education or ESL program. meets during the year, as needed. TAC 89.1220(g); TEC 29.063(c)  The LPAC uses required criteria to exit LEP student from the bilingual  Student permanent record education or ESL program. 89.1225(h-k) files  Pre-K and K students are not exited from the bilingual/ESL program. TAC  Campus/district records 89.1225(i), TEC 28.0211  The LPAC promptly notifies the parent of the student’s reclassification as  Student permanent record English proficiencycy and exit from the bilingual/ESL program and files acquires approvalparent approval for this action. TAC 89.1240(b), TEC 29.056 (a)  The LPAC monitors the academic progress of each student who has  Student permanent record exited from a bilingual education or ESL program forwithin two years files afterof exiting to determine whether the student is academically successful. Instructional staff is aware of F and S students. TAC 89.1207(a)(1), TAC 89.1225(j), TEC 3929.023, TEC 29.063 (c)(4), 89.1220 (l)(1)(i)561  The LEA shall, at least annually, report to parents the progress of their  Student permanent record Documentation should be child as a result of participating in the program offered to ELLsLEP maintained in student’s students. TAC 89.1265(c) permanent record folder.

Instruction

Check each standard that is present Evidence/Location Standard Comments The LEA has established data-driven  Eduphoria instructional and monitoring  Data Dig (2) processes to ensure the learning  Curriculum-based needs of LEP students are met. assessments Planning includes TELPAS, TAKS,  Policy and Procedures benchmarks, PGPs, and local Handbook assessments; criteria and timelines  Teacher Lesson Plans for monitoring and evaluating reflect TAKS student success. TAC 89.1207(a)(1), TAC 89.1225(j), TEC 29.0561 A bilingual program shall be  Policies and Instructional framework for developmentally appropriate and Procedures Handbook ESL instruction and English based on current research best  Evidence of a language development within practices research. TEC 89.1210(b) Transitional Late-Exit the Late-Exit Bilingual program Bilingual Program should be articulated and aligned. Bilingual classrooms are staffed  Copies of state with certified teachers able to certifications deliver high-level academic maintained at Central instruction in English as a second Office language and the assigned language of instruction. Best practices are utilized to meet More structured student the special needs of LEP students participation in academic including: English is needed to increase 1. Second language English acquisition. acquisition strategies 2. Active engagement of Native Language Instruction students in speaking, observed in Pre-K, K, 1, 3, and listening, reading, and 4 writing Instructional strategies that improve academic vocabulary, reading comprehension, and language acquisition TAC 74.4(A)(3) Classroom instruction effectively There was not consistent integrates second language evidence of classroom acquisition and differentiates instruction that effectively instruction based on students’ integrated second language levels of language proficiency with acquisition and differentiated quality content area instruction to instruction based on students’ ensure ELLs acquire social and levels of proficiency. academic language proficiency in English, learn the knowledge and There is a need for a more skills in the TEKS, and reach their articulated framework for full academic potential and is explicit, academic English routinely monitored. TAC language development. 89.1201(D), TAC 74.4(A)(3)(6) There were examples of outstanding instruction noted in two classrooms at the middle school (ESL) and high school levels (World Geography).

 Provide intensive and ongoing  Paraprofessional More information is needed English language development for support about intensive and ongoing LEP students in Grade 3 or higher  Intervention classes support for beginning and that are at the beginning or for failing students intermediate students at the intermediate stages of language  Accelerated high school level. proficiency. 19 TAC 74.4(B)(4) instruction program  Weekly meetings to monitor students  Duck Advisory  Mandatory 9 th period  The LEA uses state-adopted  Master list of all textbooks in the bilingual education adopted materials and special language programs. available for each TAC 89.1210 (c), (e); TEC 31.029 campus related to ELLs General Comments Parent Involvement and Parent Notification Requirements

Check each standard that is present Evidence/Location Standard Comments The LEA ensures open  All notifications to Parent Liaisons support communication and involvement parents from the parents in both Spanish and with parents of LEP students and is district are in English English communication. culturally responsive to their needs. and Spanish Phone calls and home visits  Sign-in sheets are made as needed.  Agendas The LEA provides opportunities for  District-wide Headsets for translation; parents of LEP students to showcase bilingual office staff; open participate in school-sponsored  Campuses showcases computer lab for parents; activities, including support with  Noche de Familia newsletters; parent school work.  Dia del Nino involvement guidelines  Agendas  Sign-in sheets

The LEA routinely communicates  Student permanent Review of LPAC information, with parents regarding the Bilingual records forms, benefits at meetings and ESL programs, its benefits to the student, LPAC processes, and general school events in students’ home language. TAC 89.1240(a), TEC 29.056(d), TEC 29.066 General Comments Professional Development

Check each standard that is present Evidence/Location Standard Comments The LEA plays a significant role in  Agendas for district Extensive records were building the capacity of staff professional maintained. through professional development development that and technical assistance activities. address LPAC The LEA must offer professional procedures, ELPS development programs for teachers Implementation, ESL that incorporate second language Strategies acquisition methods that are  Teacher records developmentally, affectively,  Sign-in sheets linguistically, and cognitively  Staff development appropriate. TAC 89.1245 records checklist The LEA plans professional  Alignment of development activities to ensure professional ELL students improve academic development with the language achievement in all core DIP content areas. TAC 89.1245 The LEA assures attendance of key  Sign-in sheets personnel, including administrators,  Agendas in professional development  Campus-based activities designed to increase ELL professional student achievement. development  Attendance at ESC professional development

The LEA has establish a professional  District plan for PD Evidence is available that this development plan designed to related to ELLs training has been provided; improve the quality of instruction  Agendas however, more monitoring for ELL students, including: ELPS  Sign-in Sheets and support is needed for training, Sheltered Instruction,  Alignment of PD with effective implementation. Bilingual literacy instruction, LPAC, DIP ESL Academy for certification. General Comments Program Evaluation

Check Standard Comments each Evidence/Location standard that is present The LEA has developed a comprehensive strategy for Ask Barbara for Board Agenda annual Bilingual/ESL program evaluations. TAC verification 89.1220(m), TAC 89.1265, TEC 7.028, TEC 29.056 (c), TEC 29.062(a) The annual evaluation report developed by the LEA includes information on students’ academic progress and other information necessary to evaluate the quality of the program. The report, as a minimum, should include: 1. Academic progress of LEP students in either language; 2. The extent to which they are becoming proficient; 3. The number of students exited from the Bilingual and ESL programs; 4. The number of teachers and paraprofessional trained and the frequency, scope, and result of the training. This evaluation is maintained at the LEA level. TAC 89.1265(b) The LEA conducts periodic assessments and continuous  Student permanent diagnosis in the languages of instruction to determine record folders program impact and student outcomes in all subject areas. TAC 89.1265(a) The LEA evaluates all available data and uses this data to  DIP design strategies to improve ELL student achievement in  CIP the District and Campus Improvement Plans. TAC  Professional 89.1265(d); TEC 11.253 Development Plan General Comment s