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Title III Bilingual/ESL

Philosophy

English Language Learners can achieve success in learning when they are provided adequate support and instruction.
Goal

The goal of the Bilingual and ESL program is to provide research-based professional staff development and support through technical assistance as required by state and federal mandates.

For Title III Bilingual/ESL Contracted Clients, Region 7 ESC shall:

  • Provide analysis of Bilingual/ESL program effectiveness and assistance in evaluating program design through Classroom Observation, Data Analysis, and Customized Technical Assistance upon request.
  • Analyze data and offer guidance and resources in best practices and researched-based instruction to support campus and district Bilingual/ESL program goals as requested.
  • Provide unlimited participation in professional development at no charge, including but not limited to Fall and Spring LPAC and Assessment.
  • For reduced fees, offer TExES Exam Prep for $50, BTLPT Assessment for $100 and Sheltered Instruction for $100.
  • Offer unlimited attendance to the Enrichment Educational Summer Institute at reduced fee or no cost per participant. This institute includes presenters from the regional, state, and national levels.
  • Analyze data and offer on-sire guidance and training as requested to support the LEA in meeting state and federal accountability standards, including AEIS, PBM, AYP, and AMAOs.
  • Facilitate networking meetings for Title III Bilingual/ESL coordinators.
  • Summarize Bilingual/ESL updates provided TETN.
  • Facilitate an Advisory Council Networking Meeting to conduct a Needs Assessment for program enhancement.
  • Provide on-site/clustered professional development upon request.

Revised Texas English Language Proficiency Standards (ELPS) were approved by the State Board of Education in the 2007-2008 school year. The ELPS outline the instruction schools must provide to ELLs in order for them to have the full opportunity to learn English and succeed academically. 

The ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS. 

English Language Proficiency Standards:

  • Introduction
  • School Responsibilities
  • Cross Curricular Second Language Acquisition Essential Knowledge and Skills
  • Proficiency Level Descriptors

The intent of the Language Proficiency Assessment Committee (LPAC) Manual is to establish a framework for the LPAC process and to describe the steps necessary to implement a consistent and standardized process successfully across a school and across the state.

Sheltered Instruction is an approach to instruction and classroom management that teachers can use to help English Language Learners acquire and learn English and content area knowledge and skills.

Sheltered Instruction Observation Protocol (SIOP)

  • Lesson Preparation
  • Building Background
  • Comprehensible Input
  • Strategies
  • Meaningful Interaction
  • Practice and Application
  • Lesson Delivery
  • Review and Assessment

All students in grades K-12 who are identified as Limited English Proficient (LEP), including LEP students who parental denials, are required to be assessed.

TELPAS is administered to meet ESSA requirements for assessing the English Language Proficiency of grades K-12 ELLs (English Language Learners) in the language domains of listening, speaking, reading, and writing.

Each language domain is assessed separately.

Teachers use proficiency level descriptors (PLDs) as rubrics to holistically determine the proficiency level of their ELLs.

There are four proficiency levels:

  • Beginning
  • Intermediate
  • Advanced
  • Advanced High

Contact Us

Joseph Pino, M.A.
Bilingual/ESL Spanish
jpino@esc7.net
(903) 988-6793

Crissy Haynie, M.S.
Specialist
chaynie@esc7.net
(903) 988-6762

Carmen Delgado, M.Ed.
Bilingual/ESL Spanish
cdelgado@esc7.net
(903) 988-6861

Viki Sparks, M.Ed.
Director
vsparks@esc7.net
(903) 988-6840

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