2022-2023 Multilingual Dept. Handbook

Revised 6-29-22 Division of Curriculum and Instruction 2022- 2023 Bilingual, ESL, World Languages & Migrant Handbook

Facts provided by: English Learner Portal

Table of Contents Slide 2 Slide3-5 Fun Facts Slide 6 Table of Contents Slide 7 Slide 8 Calendar Slide 9 Multilingual Department Training Dates & Resource Page Slide 10 Slide 11 Mission Statement & Goal Slide 12 Slide 13 HCISD Bilingual & PK Campuses Slide 14 Feeder Schools Program Design Dual Language Framework Dual Language program Entry Dual Language Academy Framework Bilingual Program Classroom Components Slide 14-21 Slide 22-25 Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Learners

Table of Contents Compliance: LPAC Slide 31 Slide Language Proficiency Assessment Committee (LPAC) Slide 32 COVID-19 SUPPORT: SPECIAL POPULATIONS NEW Slide Duties of the Language Proficiency Assessment Committee (LPAC) Slide 41 Slide ELLevation Slide Slide How do teachers register for an ELLevation login? Slide Ellevation Strategies Slide Slide Identifying ELs Slide 24-25 Slide Guide for LPAC Process Beginning of the Year/ Initial LPAC Slide ● New to district ● Newcomer (NAC) Slide ● Transfer students Slide ● Previously enrolled at Hays CISD Guide for LPAC Process Beginning of the Year/ Initial LPAC Guide for LPAC Process Middle of the Year Guide for LPAC Process End of the Year Identifying ELs Guide for LPAC Process Beginning of the Year/ Initial LPAC ● New to district ● Newcomer (NAC) ● Transfer students ● Previously enrolled at Hays CISD Guide for LPAC Process Beginning of the Year/ Initial LPAC Guide for LPAC Process Middle of the Year

Table of Contents PEIMS Slide Slide TELPAS Slide Parents Slide EL Civics (ESL & GED) Slide Parent Advisory Council Slide Accountability Slide RDA (formerly PBMAS) Slide Domain 3 Slide Bilingual Slide Early Exit Transitional Bilingual Program Slide Two-Way Dual Language Slide 11 Dual Language Academy Entry Criteria Slide 12 Dual Language Academy Slide 13 English as a Second Language (ESL) Slide Sheltered Instruction (SI) Slide Course Sequence Slide Slide World Languages (Languages Other than English) Slide AAPPL Slide Credit By Exam (CBE) Slide Course Sequence / Content Resources Slide Migrant Program Slide

Dates to Remember First and Second Semester Please note: These are just a few important dates. These are not all the dates and deadlines for the year. Fall semester: Spring Semester: July- Aug. Jan.- Feb. Sept. - Oct. March- April Nov. - Dec. May- June Fall & Spring: Bilingual ELAC English Language Committee & ESL ELAC dates are TBD ● Communication Newsletters 4 Jan-Feb Year at a Glance

Multilingual Department Training Dates & Resource Page Elementary ● HCISD Bilingual Program PD Plan, 2022-23 Secondary ● HCISD LOTE PD Opportunities, 2022-23 ● PD 2022-23 Secondary ESL Both ● PD 2022-23HCISD Pre-LAS & LAS/BOY LPAC Training PK-12 ● HCISD Sheltered Instruction/ ESL Certification Professional Supports, 2022-23 ● Texas LAS Links Paper Administration Digital Library ● TEA Bilingual/ESL Homepage ● TEA English Language Support Page ● HCISD Multilingual Parent Nights 2022-23 ● ELLevation

Multilingual Department Program Mission Hays CISD will prepare all students from diverse cultures and backgrounds to become successful, productive citizens within our global society. At Hays CISD we are dedicated to preparing our students to accept the challenges and opportunities of the next century. The students’ achievement will be directly related to their ability to communicate. The ability to speak, read, and write more than one language is advantageous in a global economy. Hays CISD provides a transitional early-exit, a 2-way dual language bilingual program and an ESL program. It is the goal of Hays CISD to support bilingual education with an assets-based mindset. This is accomplished through the following program goals: Program Goals · Achieve academic proficiency in all subjects, meeting or exceeding district guidelines. · Enable students to maintain skills in their primary languages as well as develop skills in their secondary language, thus enabling them to function fully in the general academic program and in future occupational opportunities. · Provide opportunities to develop and identify with their cultural heritage as well as cultivate an understanding of other cultures and develop a positive attitude toward fellow students, their families, and their communities. · Become bilingual/ bi-literate members of the community as well as lifelong learners.

HCISD Bilingual/DL & PK Campuses 2022-2023 Early-Exit Dual Language Bilingual Full Day ESL Full Day PK Campuses/Grades Campuses/Grades PK BVES- PK-3 BVES- 4th-5th: DL BVES Buda Phase out CRES- All SHES- PK-5th: DL HES* Kyle 1st-3rd - DL Academy TGES- All CRES Fuentes UES- All SHES Tobias TGES Negley Elm Grove Carpenter Hill Pfluger Science Hall Blanco Vista Camino Real HES* Sunfield Uhland does not offer PK all students go to HES (Hemphill Elem.)

Elementary & PK Feeder Pattern 2022 - 2023

Hays CISD Feeder Schools & LPAC Contacts Hays HS Lehman HS Johnson HS LPAC Chair: LPAC Chair: LPAC Chair: Tonya Kallfelz Homero Gonzalez Kathy Avila ESL Teacher(s): ESL Teacher(s): ESL Teacher(s): Patricia Canela Mari Lopez, Sylvia Laurel LPAC Clerk: Eric McCune LPAC Clerk: Claudia Cruz-Hidrogo Maggie McCarty Dora Sosa LPAC Clerk: Cynthia Vasquez Middle Elementary Middle Elementary Middle Elementary BMS NES SMS UES MMS CRES LPAC Chair: LPAC Chair: LPAC Chair: LPAC Chair: LPAC Chair: LPAC Chair: Ginger Dominic Lapa Rick Salinas Alejandra Pete Medellin Elsa Ibarra Treviño-Diaz/ Vasquez Yvonne ESL Teacher(s): Javier Gonzalez ESL Teacher(s): LPAC Clerk: Schneider Steven Schmitz LPAC Clerk: Felipe Portillo Ariana Quiñones Eliah Erazo Lydia Alvarez ESL Teacher(s): LPAC Clerk: LPAC Clerk: NA Rosabell Treviño Alma Bocanegra WMS PFES CMS HES DMS TGES LPAC Chair: LPAC Chair: LPAC Chair: LPAC Chair: LPAC Chair: LPAC Chair: Victor Hernandez Michael Snead Christina Miranda Rebecca Herring Staci Koehler Claudia Vasquez ESL Teacher(s): ESL Teacher(s): ESL Teacher(s): Antonio Rivera Erika Liesman Melissa Hall Briana Cantu Kristiania Lorentzen-Marzullo Melanie Martinez Gloria Zepeta BVES FES BES LPAC Chair: LPAC Chair: LPAC Chair: Lizette Rodriguez Emily Marshall Lucia Nerio LPAC Clerk: TES EGES Maria Fuentes LPAC Chair: LPAC Chair: KES Patty Manco SHES LPAC Chair: CHES Kristin Seibel LPAC Chair: Randy Klima LPAC Chair: Shawn Maxwell SFES LPAC Chair: Hilary Adamson

ESL Campus Designation Revised: 6/29/22 When Bilingual services are not offered in ESL campuses students will attend the following Bilingual schools Blanco Vista Uhland Science Hall Tom Green ● Tobias ● Hemphill ● Pfluger ● Buda ● Fuentes ● Carpenter Hill ● Kyle ● Elm Grove ● Negly ● Sunfield Middle School New Arrival Center (NAC) Feeder Pattern Chapa Simon ● Simon ● Wallace ● Dahlstrom ● Barton ● McCormick High School NAC Feeder Pattern Lehman 3 classes

Program Design of Dual Language Dual Language programs address the affective, linguistic, and cognitive needs of students being educated in two languages from kindergarten to fifth grade as per Ch. 89, TEA’s Commissioner’s Rules. The research on dual language education has been clear and concise. Dual language has as its educational goal bi-literacy (on level reading, writing, and math proficiency in both languages) for children by the end of 5th grade. It equally values, validates, and incorporates both languages in the curriculum. The dual language model provides a true equal educational opportunity for Spanish speaking children because it continues to develop the language that they bring to school while adding the second language. Program implementation begins in kindergarten, and moves up through the grade levels as the child progresses. The program model must be implemented for at least 4 to 6 years. Hays CISD has the Two-Way Dual Language Program it is provided at two elementary campuses; Blanco Vista in 2nd-5th grades and Science Hall Elementary in K-5th. ● Language arts instruction in native language (L1) K-1 ● Explicit instruction in English and Spanish phonemic awareness and phonics instruction ● Spanish speakers are provided with English Language Arts enrichment. and English speakers receive Spanish Language Enrichment ● In grades two through five, literacy is provided in both languages. ● Science instruction is provided in Spanish for Kindergarten through second grade. Beginning in third grade students are provided with Science instruction in English in order to prepare them to take the state assessment in English in the fifth grade. ● Math instruction is provided in English. ● Social Studies instruction is provided in Spanish and it is integrated through Language Arts. ● Students have a language of the day, alternating between English and Spanish. ● Students who meet the reclassification criteria may exit the program for state purposes at the end of 3rd grade but may continue the dual language program and will be literate in both English and Spanish. Students in grades PreK-5 are served by certified bilingual teachers; physical education, music, and art, provide opportunities to develop cognitive and affective skills. ● Students that transfer in from an out of district dual language program may continue in the Hays CISD DL program upon review of previous district documentation by LPAC and program capacity.

K-5 Two-Way Dual Language Program Link: https://drive.google.com/file/d/1NnDY4WBaFb-4lYMEGMYakVZg5K1ZjL8I/view?usp=sh aring

2 Way Dual Language Academy Program Entry Criteria for 1. Parent MUST attend a parent information meeting to become familiar with the program and its expectations 2. Parent fills out the program application 3. SHES will reach out to the parent listed on the program application to schedule a time to assess the student on an oral language proficiency assessment. These time slots are tentatively scheduled during the weeks of June 14 & June 21 4. Student must score FLUENT in their native language on the state approved oral language proficiency assessment **Note: Based on interest, the program may require a lottery system

K-5 Academy Dual Language Program

Program Design of Transitional Early-Exit Bilingual Program The transitional early-exit bilingual program addresses the affective, linguistic, and cognitive needs of students as per Ch. 89, in TEA’s Commissioner’s Rules. The goal of the program is for ELs to become competent in listening, speaking, reading, and writing in English through the development in literacy and academic skills in the primary language and English. Students receive bilingual instruction with the goal of reclassifying them between two and five years of being in the program. Hays CISD provides the Transitional Early-Exit Program at the following elementary campuses and grades; Blanco Vista Elementary, PK-1; Camino Real Elementary, PK-5; Hemphill Elementary, PK; Science Hall Elementary PK/K; Tom Green Elementary, K-5; Uhland Elementary, K-5. ● Students in Kindergarten are taught Language Arts in their native language. ● Students receive explicit instruction in English and Spanish phonemic awareness and phonics starting in Kindergarten. ● Science instruction is provided in Spanish for Kindergarten through second grade. Beginning in third grade students are provided with Science instruction in English in order to prepare them to take the state assessment in English in the fifth grade. ● Math instruction is provided in English. ● Social Studies instruction is integrated in the Language Arts Block. ● Students have a language of the day, alternating between English and Spanish in grades PK-5 to validate both languages and build an inclusive school culture. M/W/F= Spanish T /Th= English ● Students who meet the reclassification criteria may exit the program for state purposes no earlier than the end of 1st grade. 2022-23 English Learner Reclassification Chart -New updated coming soon

K-5 Early-Exit Transitional Bilingual Model FRAMEWORK

Program Design of English as a Second Language Program Instructional Design and Content Grades K - 5 All elementary campuses have ESL certified teachers at every grade level. ESL campuses provide content - based ESL instruction for students whose native language is other than English and who are not served in the bilingual program. State-adopted English texts and supplementary materials are used as curriculum tools to enhance the learning process Grades 6-12 English as a Second Language supports students in English language development as well as in content area learning. The focus on timely acquisition of proficiency in English, especially for recent arrivals, is critical. Content support is needed and built into the program as a part of the students’ instructional day. The English as a Second Language (ESL) program in grades 6-12, is an intensive program of instruction designed to develop proficiency in listening, speaking, reading and writing in the English language. Students are enrolled in an ESL block according to proficiency level. They receive academic support through sheltered instruction in content area classes. Content area teachers are trained in Sheltered Instruction using The 7-Steps to a Language Rich Interactive Classroom and are prepared to make content comprehensible to English Language Learners. Instructional modifications are provided for English Language Learners in content area classrooms. Recent Arrivals Recent arrivals to the United States face an interesting challenge. The bilingual/ESL program is built as a sequential, long term process; however, a student who arrives as a monolingual speaker at the second grade level or higher will need to be supported in their primary language in order to acquire academic concepts in a timely manner. Campuses should have books available for them in their primary language and will work to coordinate this process and develop a plan for the support of students who have recently arrived in the United States. These plans may include tutorial support, sheltered instruction, lab support, home/family intervention or community intervention. An ESL teacher should be available to help these students with the acquisition of social and academic English. Students in grades 6- 8 who are recent arrivals may enroll in the New Arrival Center at Simon or Chapa Middle school, depending on attendance zone. In grades 9 –12 they may enroll in a New Arrival Center which is housed at Lehman. The ESL teacher in the New Arrival Center is trained to work with recent arrivals and provides instruction for half of the day for the first year. During the other half of the day, students attend sheltered content and elective classes. During their second year in U.S. schools, students who need additional support may continue in the New Arrival Center for one additional year or students can transition into content area classes with teachers who are trained in sheltered instruction and ESL supports continue as recommended by the LPAC (courses are customizable based on students’ needs). English Proficiency As students develop English proficiency and move into the general education classrooms, there are several considerations to take into account. First and foremost, students who have been exited from the program must be formally monitored for first two years. After the first two years, TEA tracks for the third and fourth year. The Language Proficiency Assessment Committee will evaluate the progress of these students at the end of every grading period for the first 2 years and document it in Ellevation. The LPAC Chair on each campus gathers data at the end of each grading period to present to the LPAC .

Program Design of English as a Second Language Program Instructional Design NAC Procedures MS and HS ESL and NAC Course Scheduling Proposed Secondary Campus SI Teams Over-Age EL Students

Bilingual Environment Components Do's and Don'ts









Conceptual Refinement WHY: Reteaching/Intervention/Tiered Support Conceptual Refinement (CR) is a strategy used by PK-5th Grade teachers at the end of each lesson cycle to support L2 learners of respective content while at the same time support consistent Academic Rigor. In this model, the central goal of a subject area lesson is the learning of the concept, while the secondary goal is the development of the language that the subject or concept is taught in. For instance, a lesson in science not only seeks for the learner to acquire the concept, but to also develop language (in this case Spanish) in the process of learning that concept. Both these goals can be more readily achieved by a learner learning a concept in his/her native language. Therefore, learners learning subject matter in their L2 require additional support for at least the first three-four years (PK-2nd). The activity that supports the comprehension of subject matter by L2 learners is described as conceptual refinement. During conceptual refinement, L2 learners of math, science or social studies that need additional concept review are homogeneously grouped and provided L2 reinforcement immediately following the end of each lesson for about 15-20 minutes. Conceptual refinement is conducted in the same language of instruction, using different examples and working with the L2 learner on a closer on-one basis. For instance, first grade English dominant students learning science in a second language are homogeneously grouped for conceptual refinement immediately following the science lesson in order to clarify or reinforce the lesson or concept just taught. Using CR allows teachers to \"raise the academic expectations (rigor) teaching to the top 25% of the class, and consistently using bilingual pairs while supporting concept learning of L2 learners. In summary, this activity provides additional opportunities for L2 learners to understand subject area concepts learned in the L2 while they develop the L2, but at a high academic level. Sources: Key Features of Gómez and Gómez Dual Language Enrichment Model Art and Science of Teaching / Reviving Reteaching Robert J. Marzano

Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Learners ● §89.1201. Policy. ● §89.1203. Definitions. ● §89.1205. Required Bilingual Education and English as a Second Language Programs. ● §89.1207. Bilingual Education Exceptions and English as a Second Language Waivers. ● §89.1210. Program Content and Design. ● §89.1215. Home Language Survey. ● §89.1220. Language Proficiency Assessment Committee. ● §89.1225. Testing and Classification of Students. ● §89.1227. Minimum Requirements for Dual Language Immersion Program Model. ● §89.1228. Two-Way Dual Language Immersion Program Model Implementation. ● §89.1229. General Standards for Recognition of Dual Language Immersion Program Models. ● §89.1230. Eligible Students with Disabilities. ● §89.1233. Participation of English Proficient Students. ● §89.1235. Facilities. ● §89.1240. Parental Authority and Responsibility. ● §89.1245. Staffing and Staff Development. ● §89.1250. Required Summer School Programs. ● §89.1265. Evaluation.

Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Learners Texas Education Agency Department of Special Populations Division of English Learner Support

Flowchart for Identification of English Learners

General Information Evaluation and assessment Evaluation and assessment are integral parts of the educational process. Ongoing assessment of student progress is important in ensuring that all students are reaching the level of cognitive, linguistic, and affective attainment described in the curriculum. Assessments are both formative and summative in nature and should be comprehensive inasmuch as they clearly describe the performance of the students in the areas listed above. These assessments are multi-dimensional and made through the following: Classroom Observations and Interviews Observing and documenting student performance in a classroom situation is an important part of student assessment. The teacher will conduct a personal interview with each student to determine his/her proficiency in understanding and speaking English in a variety of settings, both social and academic, and be inclusive of the student’s self-assessment of his/her own progress. Classroom observations also play an important part in the determination of student academic progress and should complement the traditional grading system. Reports In order to assess the student’s overall progress, it is important for the Bilingual/Dual language teacher to obtain periodic reports from other personnel such as counselors, therapists, specialists, and other teachers. Because all students have unique learning needs, this ongoing communication is important. The teacher should document to file any such dialogue and correspondence. Please see Appendix for related forms. Conferences Parent-teacher-student conferences play an important role in the student assessment process. These communications help the teacher plan appropriately for instruction and involve the parents in the learning process. Testing Formal testing is a part of the academic program of Hays CISD. The program is committed to full academic rigor in the curriculum. Students who are English language learners will participate in the formal assessment process. The assessment will be determined by the Language Proficiency Assessment Committee (LPAC). The Dual Language program will assess students in both their primary and secondary language. The goal of the program is for the student to be able to perform equally well on tests of academic performance in either language. Test data collected will include: Pre-LAS/ LAS Link, TELPAS,STAAR (English or Spanish). Students will be expected to make a categorical gain in language proficiency every year until they reach the Advanced High level. If a categorical gain is not made, an intervention plan will be prepared for the student. Test data may include norm-referenced tests, formal and informal reading assessments, Individual Reading Inventories, Kindergarten Assessment of Basic Skills, Hays CISD CBAs, as well as teacher developed tests and performance tasks. English proficient students will be tested using the LAS Link assessment at the EOY to chart progress in the L2 (Spanish). The reading and writing portions can be administered whole group and the listening and speaking portions are administered 1:1. Spanish proficient students are progress monitored in the attainment of L2 (English) using TELPAS at the EOY.

Special Education Guidance Related to ARD Committee and LPAC Collaboration Under 19 TAC §89.1225(m)1 Grades 1–12 Under Texas Administrative Code (TAC) §89.1225(i), districts are required to use the 2019-2020 English Learner Reclassification Criteria Chart found at Guidance on Identification/Reclassification: LPAC and ARD Committee Collaboration to reclassify English learners (ELs) as English proficient. The reclassification criteria under TAC §89.1225(i) apply to the vast majority of English learners also have identified special needs. In rare cases, an English learner with significant cognitive disabilities who is receiving special education services may qualify to be reclassified using criteria permitted under TAC §89.1225(m), which gives special consideration to an English learner for whom assessments and/or standards under TAC §89.1225(i) are not appropriate because of the nature of a student’s particular disabling condition. Students eligible to be considered using the reclassification criteria under TAC §89.1225(m) should only be those designated to take STAAR Alternate 2 and/or those who meet participation requirements for TELPAS Alternate, as determined by the language proficiency assessment committee (LPAC), in conjunction with the admission, review and dismissal (ARD) committee

Membership & Responsibilities LPAC Framework- Training LPAC Parent- Training English & Spanish Educators & Parent EL Portal LPAC Clerk and PEIMS Shared Responsibilities

Language Proficiency Assessment Committee (LPAC) The Language Proficiency Assessment Committee, comprised of school personnel and parent representatives, meets to evaluate student performance and to plan for each student’s instructional program. The Language Proficiency Assessment Committee meets within four weeks of enrollment of a student, monthly as needed and at the end of each academic year. Training for all members of this committee must be completed prior to the committee meeting. Please note the Teacher Checklist/Dates to Remember for the scheduled training. Information discussed in the Language Proficiency Assessment Committee is considered confidential information and falls under the guidelines of FERPA (Family Educational Rights and Privacy Act); therefore, all members will be asked to complete a confidentiality statement to be filed in the district LPAC Membership For Bilingual programs, the Language Proficiency Assessment Committee is comprised of the following members: Required members: Administrator Bilingual teacher ARD/Special Ed. Teacher (If applicable) Parent Representative (NOT working for the district and that has been trained) Recommended additional members: Parent of a student with limited English proficiency General education teacher Counselor/ 504 Representatives LPAC Clerks For English as a Second Language programs, the Language Proficiency Assessment Committee is comprised of the following members: Required members: Administrator ESL teachers ARD/Special Ed. Teacher (If applicable) Parent Representative (NOT working for the district and that has been trained) Recommended additional members: Parent of a student with limited English proficiency General education teacher Counselor LPAC Clerks

Duties of the Language Proficiency Assessment Committee (LPAC) The Language Proficiency Assessment Committee (LPAC) meets to make decisions regarding the instructional program for each student. The teacher with folder responsibility will ensure that all data is collected and compiled and that all forms and paperwork are complete prior to the meeting of this committee. Review all necessary information on each student with limited English proficiency including, but not limited to: ● Home Language Survey ● Language Proficiency Tests (English & Spanish)- pre-LAS/ LAS Link ● Norm-referenced language proficiency test- TELPAS ● Student’s achievement in content areas (grades, records, observations) ● Student’s emotional and social attainment 1. Make recommendations concerning placement of the student. 3. Review the progress of the student with limited English proficiency at the end of each year to determine future placement. 4. LPAC must monitor progress of students at the end of every grading period. 5. An end of the year review must be done for all students being served in Bilingual Education and ESL programs, all M1 and M2 students and parent denials. 6. The committee will determine and document STAAR testing status (i.e., exempt, Spanish, English, recommendation to ARD Committee). 7. Meet as necessary to review student progress- LPACs may be called at any time.

Identifying EBs: Students will be identified through the Home Language Survey which is required of all students upon enrollment in the district. If any other language is indicated the student must be tested for eligibility into program. The testing should be done by trained staff designated on each campus. TESTING ❖ The English Pre-LAS or LAS Link Oral is administered to every student. ❖ The Spanish Pre-LAS or LAS Link Oral is administered in PK-5 to Spanish speakers. ❖ LAS Oral (Listening and Speaking), reading & writing are administered in English & Spanish to grades 2-5. ❖ LAS Oral (Listening and Speaking), reading & writing are administered in English 6-12. LPAC meeting ❏ LPAC meeting must be held within 4 weeks of the student’s entry into school. ❏ Committee reviews testing data and other academic information. ❏ Committee decides if student is EL or Non-EL. ❏ EBs identified as special needs students who are in resource content area classes must also be served in a language program and placed with a bilingual teacher or by an ESL teacher. ❏ ARD and LPAC committee members must meet to determine if students with special needs are ELs or Non-ELs. ❏ If it is determined by LPAC that the student is not eligible for services, then the LPAC still needs to meet and check off on the LPAC form that the student Does Not Qualify. Parent Notification ❏ Permission forms are sent to parents of EBs. ❏ If parents approve, then the date the parents give permission is the student’s entry date into the program. ❏ If parents deny bilingual services, a conference MUST BE held by a campus administrator and LPAC coordinator to explain the benefits of the program to the parents. The parents can change their decision. If parents still deny then a parent denial form needs to be filled out. (Copies of all documentation are placed in students blue folder along with Home Language Survey, LPAC forms and parent permission form.)

Guide for LPAC Process Beginning of the Year/ Initial LPAC Students New to the District When you receive a new to district student, check the Home Language Survey to determine if the student should be tested. If the survey indicates a language other than English, you must: ● Request from previous school district any LPAC documentation and assessment results ● Administer: Pre-LAS: PK-K in English and Spanish ● Administer: LAS Oral: 1st-5th in English and Spanish ● Administer: LAS Oral: 6th-12th in English only ● Administer: LAS Oral, Reading & Writing: 2nd-5th in English and Spanish ● Administer: LAS Oral, Reading & Writing: 6th -12th Grades English only Hays CISD Newcomer Arrival Center Criteria & Procedures ● NAC Program ● NAC Students: Eligibility Criteria ● Teacher Support ● NAC Course Scheduling ● Home Campus/ Receiving campus Hays CISD Criteria and Procedure for Referring a Student to a Bilingual Campus from an ESL campus Transfer Students within the District If a student transfers from within the District, communicate with the attendance clerk so that he/she may request the folder from the previous campus. If information is missing, speak to the Assistant Principal (LPAC Chair) to ensure that all necessary documentation is completed, sent home for signatures, and then placed in the blue folder. Previously enrolled EBs in Hays CISD When a student leaves and then returns to Hays CISD, TEAMS automatically codes the student with the same code they last left with while in Hays. Therefore, in TEAMS and or ELLevation the student might show up as LEP but that doesn’t mean that a LPAC was conducted. A LPAC MUST be conducted to re-enter and code the student with the same or new coding. SIS usually will send you a notice, like the one shown below. 7654… (Student ID) (Student name) was re-enrolled at 109 on 08-21-2018. This student has been automatically reactivated as LEP active with LEP Indicator = @lep_indicator Important additional steps that need to occur. Click on the link above and open it as a google sheet. Additional resource: How to look up any students State Assessment Scores on TEA website You have 4 weeks from the time the student enrolls, including holidays, to assess and hold a LPAC and obtain parent permission for program entry.

Guide for LPAC Process Beginning of the Year/ Initial LPAC You have 4 weeks from the time the student enrolls, including holidays, to assess and hold a LPAC and obtain parent permission for program entry. Before: ● Review Flowchart for New to district, State or Country EB ● Input student data on the Google sheet for Possible ELs and LPAC minutes and share with LPAC Chairs, LPAC Clerks and PEIMS Clerk (you probably already have one started) ● TAMS look up for students that are transfers and you need assessment records ● If student being referred to NAC you must follow this process ● If student is recommended to attend a bilingual campus instead of an ESL you must complete this process ● LPAC Clerks communicate with the Assistant Principal (LPAC Chair) and write in the date(s) you will be holding 22-23 BOY: Initial LPAC meeting/calendar/schedule ● ALL LPAC members get yearly trained on the LPAC Framework ● A copy of all LPAC members signed Statement of Confidentiality. ● Have a copy of the Certificates of Completion- Tracker of all LPAC members who will be part of the LPACs ● Let the committee members know the dates and times of BOY LPACs ● Contact your LPAC parent representative to confirm a date ● Parent Training Resource Page ● Make sure to add pre-LAS & LAS test results in ELLevation ● Schedule BOY LPACs in ELLevation and pre-populate all necessary information prior to the actual LPAC. During: ● Initial LPAC Meeting Procedures Print out a copy of this so you can have it during the meeting ● LPAC member roster- Sign in sheet ● Review pre-LAS/LAS, last LPAC recommendation or any documentation on the student with LPAC committee ● Discuss appropriate program placement for the student. ● Add Notes to the comment sections in ELLevation.Sample Suggested teacher comments for BOY LPACs.docx After: ● Send copy of initial BOY LPAC report form to the parents ● Send Parent Permission/ Notification Forms home, via phone or email for acknowledgment ● Share LPAC Parent permission forms minutes/ recommendation Report to PEIMS for coding ● Create a blue folder after PEIMS code student ● Place the following forms in the blue folder: ● Home Language Survey ● Lang. assessment(s) (Pre-LAS / LAS) results: All answer booklets/ student profile sheet ● Any and all LPAC Documentation: TREX, copy of state assessment results, previous district LPACs, Etc. ● A copy of initial BOY LPAC from ELLevation ● Parent Approval/ Reclassification Permission Form (Hays CISD or previous district)

Guide for LPAC Process Middle of the Year During state assessments for STAAR, STAAR Spanish, and TELPAS, certain accessibility features may be provided to students based on their needs. In general, these procedures and materials are available to any student who regularly benefits from the use of them during instruction. A student cannot be required to use them during testing and there is no need to document their use on the answer document or in the Texas Assessment Management System for online administrations. Coordinators are responsible for ensuring that test administrators understand the proper implementation of these procedures and use of these materials. In some cases, a student who uses them may need to complete the test in a separate setting to eliminate distractions to other students and to ensure the security and confidentiality of the test. In addition, if the administration of an accessibility feature requires a trained test administrator to view secure test content, he or she must complete the appropriate section of the security oath. 2022–2023 Accessibility Features 2022-2023: STAAR Decision MOY LPAC Making Guide Quick Checklist of Designated Supports for STAAR & TELPAS Eligibility for STAAR English I Assessment Special Provision ELLevation MOY LPACs With Digital Teacher Feedback User Guide

Guide for LPAC Process End of the Year Annual Review: ● At the end of the school year, all English language learners (including parent denials) and all ● monitored students are reviewed to determine progress and need for reclassification. ● All EL students with parent denials are offered the program again until they meet exit criteria. ● All students who are in the Bilingual or ESL programs must be tested in the spring before the LPAC meets. Exiting (grades 3-12): ● According to state law, students in Pre-K through Kindergarten cannot be exited from the program. ● According to state law, at the end of the first grade, students can be considered for exiting. ● Hays CISD has made the decision to not exit students from the program until the 3rd grade when students demonstrate mastery in reading English through STAAR Reading. Criteria for exiting: 1.Show mastery of reading/ Eng. 1 or 2 sections of STAAR in English without any accommodations provided by LPAC 2.Score Advanced High on all domains in TELPAS ● Send home parent permission form for exiting (See forms T5-E and T5-S). ● Turn in signed parent form to PEIMS clerk. ● Special Education students may not be exited from the program simply because they receive Special Education services. Monitoring Students: ● The LPAC must monitor the progress of exited students every grading period for the first two years. ● The LPAC must monitor, monitor year 3 & 4 EBs every year at EOY and report it to PEIMS. ● Students who are M1 & M2 must be monitored and forms in ELLevation must be completed for students at the end of every grading period. ● Students must be monitored every progress report by classroom teacher or the ESL teacher in middle school/ high school ● Students who are failing any subject or elementary students reading below grade level need to be reported to LPAC Coordinator and Multilingual Director. ● If students are not doing well at the end of the grading period, an intervention plan must be created within an LPAC meeting. ● Re-entry of a reclassified student is possible if the student is not performing satisfactorily. Documentation of student support before considering moving back to EB status must be presented at the LPAC. A parent approval form for re-entry must be sent home and returned with signature.

Guide for LPAC Process End of the Year End of the Year Checklist . □ Schedule LPAC meetings □ Call Parent Representative and inform of LPAC schedule. □ Schedule LPAC meetings □ LPAC member roster- Sign in sheet □ Review Reclassification of ELs who also have Identified Special Needs □ Ensure that teachers have information needed to conduct an LPAC meeting □Summer school letters sent home and returned □STAAR Results/ STAAR ALT □TELPAS results □Reclassification Notification of Program Model 5th going to 6th grade □ Notification of Program Reclassification- Going into Monitor years □Possible student listing for teachers to complete EL Reclassification Rubric □ Review STAAR Eligibility for Special English I/II EOC Provision student list □Ensure that teachers have made comments to be transferred into LPAC forms ●Elementary ●Secondary

PEIMS I. Basic LPAC Procedures- A. Home Language Survey- Parents have 2 weeks to amend the HLS if the student has not been tested for language proficiency. If changes need to be made PEIMS clerks will have to go in and manually changed the data in TEAMS. B. Testing- New state testing Pre-LAS and LAS (Oral, Reading & Writing) C. Initial LPAC- LPAC MUST meet within 4 weeks of student enrollment including holidays D. Parent Permission- A signature is required in order to code student into the program. A phone call or email can now be accepted as a last attempt effort to have parent signature for program entry. (no more PPF) Remember to date and time stamp with your initial and with whom you spoke with when you receive parent permission via phone. E. Coding- Coding is done after ALL documentation are completed, signed and dated. Our school district has many programs: Dual Language early exit, Late exit, Two-Way, ESL content base & ESL pull out. It is very important that coding is done accurately. Please talk to your LPAC chair to make sure coding is correct. Also make sure that students that move within district and transfers throughout the year get the appropriate program coding according to the school they attend. NEW: There is a special coding for students passed the 4 years of monitoring (more information to come) ELs Program & Parent Permission Coding II. Transfering students within the district III. ELLevation- Ellevation is the data system we use to document all EL testing data, participation is programs, accommodations, teacher resources and more. ALL Hays CISD staff have access to this program. Some only have limited access depending on your job title. If you would like more information please click on the link to create an account. Your LPAC chair can help you with how the system works and run reports for you. IV. LPAC- LPACs are conducted at least 3 times a year: Initial/ Beginning of the year (BOY), Middle of the year (MOY) and End of year (EOY). Please make sure you make a copy and edit the district spreadsheet “Possible ELs and LPAC Minutes” to keep track of possible Els that register. This will help LPACs and PEIMS clerks with documentation and coding of program entry and reclassification/exit. V. Migrant- District, Staff & Parent Testimonials VI. Blue Folders- All EL documentation will remain in the blue cumulative folder and will be the responsibility of the PEIMS clerk/ LPAC Clerk/ LPAC chair to make sure the folder is created for each qualifying EL. All documents need to be signed and dated before a blue folder is created. Schools with LPAC clerks: the LPAC clerks are responsible for all documentation in the folders. They are to keep the folders in order and up to date. Blue folder checklist

World Languages CREDENTIALING AND PLACEMENT PROCESS CREDENTIALING GUIDELINES: ● Students may be placed into a higher level of a World Languages course based on a student survey and completion of the Hays CISD World Languages Placement Exam or a nationally recognized proficiency exam for languages not offered in Hays CISD. ● If a student places into Level 2, the student will be awarded credit for Level 1 and Level 2 based on proper completion of the Level 2 course. Students will receive a numerical grade for the Level 2 course and a \"P\" for the Level 1 course. NOTE: Students wishing to attend a university or college will need to take the Level 3 course of the same language. Many colleges and universities wish to see numerical grades for at least two years of World Languages courses during the admissions process. For this reason, Hays CISD will recommend students who are placed into a higher level course to take the subsequent course of the same language. PLACEMENT PROCESS: ● Counselors and teachers who believe a student should be placed into a higher level World Languages course than they are currently enrolled in, must have that student complete the student survey and the Hays CISD World Languages Placement Exam for the appropriate language. ● The Hays CISD World Languages Placement Exam will be reviewed by the recommending teacher and counselor based on the grading guidelines provided. Students will be placed according to these results. Placement recommendations for students will be inputted into the Hays CISD World Languages Placement Form which can be found here. A copy of the responses will be available for all counselors and administrators to view in TEAMS for future reference. Any questions regarding placement and credentialing of students in World Languages courses should be directed to the World Languages District Lead and the Director of Multilingual Education. Logan Stroud [email protected] World Languages District Lead Patricia Melgar-Cook [email protected] Director of Multilingual Education

World Languages RECOGNITION OF ACADEMIC ACHIEVEMENT IN WORLD LANGUAGES RECOGNITION OF ACADEMIC ACHIEVEMENT IN WORLD LANGUAGES One of the goals of the World Languages department is to grow all world languages programs by providing our students with opportunities that foster success not only in their future education, but also in their future careers. Students who complete advanced placement world languages courses in high school, including Spanish 4 AP, French 4 AP, and ASL 4 Advanced, will be recognized for their academic achievement in world languages. This recognition will include the following accolades: ● The opportunity to take a nationally recognized proficiency exam. (i.e. The ACTFL Assessment of Performance towards Proficiency in Languages (AAPPL) exam or the Avant STAMP™ (STAndards-based Measurement of Proficiency) language test.) With this type of exam, students will receive a language proficiency report explaining their level of proficiency in a given language. This report can be used on a résumé for employment. ● A certificate of proficiency from the district based on the results of their nationally recognized proficiency exam. ● A letter of recognition in academic achievement in world languages from the director of multilingual education and the world languages district lead. ● The opportunity to earn The Global Seal of Biliteracy™. This is a credential that celebrates language skills and expands future opportunities for its recipients. A uniform standard is used to empower its awardees to be a valuable asset in multilingual environments. The Global Seal of Biliteracy enables recipients to showcase their language skills to any school or employer across state lines and national borders, with a unique serial-numbered document. ● A set of graduation honor cords to display the student’s academic achievements in world languages during their graduation ceremony.

World Languages Credit By Examination 6-12 (CBE) A student in grades 6-12 may be awarded credit based on performance on a CBE taken either with no prior instruction or with prior instruction. Students may not attempt to earn credit by exam for the same high school subject more than two times. In order for a school district to administer a CBE for a course that has a state end-of-course (EOC) assessment instrument, the school district or the provider of the assessment must certify, prior to the first administration, that the examination ● meets the criteria listed above; ● and has been externally validated and determined to align to and appropriately address all assessable TEKS for the course; assess the appropriate level of rigor for each student expectation; and yield comparable distribution of results across tested subgroups. No Prior Instruction Students who have had no prior instruction must be awarded credit for the applicable course if the student receives one of the following scores: ● Three or higher on an AP exam ● A scaled score of 50 or higher on a CLEP exam ● 80% or higher on any other locally approved exam Additionally, if a student is given credit on the basis of an examination on which the student scored 80% or higher, the school district must enter the examination score on the student's transcript, and the student is not required to take an applicable end-of-course assessment instrument for the course. If a student fails to earn credit by exam for a high school course before the beginning of the school year when the student would normally be expected to enroll in that course according to the district’s course sequence, the student must satisfactorily complete the course in order to earn credit. Prior Instruction Students who have had prior instruction in a course may be awarded credit for the applicable course, subject to local district policy, if the student scores 70% or higher on a CBE approved by the local board of trustees. Prior instruction is determined by the local school district. Scheduling School districts are required to provide at least one window each quarter for students to test, unless the exam selected by the district has a different administration schedule. Students may take a specific exam only once during each testing window. A school district is prohibited from charging a fee for credit by examination. A school district must provide opportunities for a student who is homeless or in substitute care who transfers to the district after the start of the school year to be administered a CBE at any point during the school year. Quarterly Testing Windows July 1 - September 30 January 1 - March 31 October 1 - December 31 April 1 - June 30

World Languages AAPPL EXAM What is the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)? The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is an assessment of standards-based language learning across the three modes of communication (Interpersonal, Presentational, and Interpretive) as defined by the National Standards for Foreign Language Learning. The AAPPL assesses Interpersonal Listening/Speaking, Presentational Writing, Interpretive Reading, and Interpretive Listening, and ratings are assigned according to the ACTFL Performance Descriptors for Language Learners. The four components of the test take a total of approximately two hours. Each component can be administered separately. The AAPPL can be ordered as a combined four-component test or in other bundled options. What is the format of the AAPPL? The AAPPL is delivered over the internet, under proctored conditions, and requires that each candidate have headphones with a microphone. There are three forms of the AAPPL that assess different ranges of language ability. Form A is generally for students in the Novice to Intermediate ranges according to the ACTFL Performance Descriptors for Language Learners; Form B is appropriate for students in the Intermediate to Advanced ranges. Form E offers the Interpersonal Listening and Speaking (ILS) mode for students in grades 3 and 4 and targets the Novice to Intermediate level. What is the content of the AAPPL? The AAPPL assesses the ability of a candidate to engage in linguistic tasks on topics of personal, social, and academic relevance across the three modes of communication. Each task, such as writing an email message, video-chatting in the target language, or making selections from something heard or read, takes place in the context of the language classroom. AAPPL's content is all new every year, developed ACTFL in direct collaboration with assessment, pedagogy and language experts. What kind of score does the AAPPL provide? A single AAPPL Score, according to the ACTFL Performance Scale, is issued for each component of the test (Interpersonal Listening/Speaking, Presentational Writing, Interpretive Reading, and Interpretive Listening). Test takers receive a written AAPPL Score Report consisting of an AAPPL Score for each component, a brief narrative explaining each score, and recommendations for improvement. Official scoring is conducted by ACTFL Certified AAPPL raters. How do I request the AAPPL? For schools, school districts, and State DOE, you will be required to set up a free account with Language Testing International. We will collect some basic administrative information and then provide access to a secure web-based scheduling utility. Using this utility, the teachers, schools, and school districts can request assessments, track those requests, confirm appointments, see results, and run reports. Because the AAPPL is computer-based, schools can arrange for candidates to take the assessment in a proctored setting at any time. All that is needed is computers meeting the minimum specifications, detailed here, in an appropriate test environment. Results of assessments are also posted and stored on the client utility website, allowing schools to track their testing activity easily in a single location.

World Languages Course Name Credits Grade Levels Prerequisites American Sign Language I (ASL) 1 9-12 None American Sign Language II (ASL) American Sign Language III (ASL) 1 10-12 ASL I American Sign Language IV (ASL) Computer Science I 1 11-12 ASL II Computer Science II 1 12 ASL III Computer Science III (Advanced) 1 9-12 None AP Computer Science Principles 1 10-12 Computer Science I AP Computer Science A Computer Science II, AP Comp. French I 1 11-12 Science Prin. And AP Comp. A French II French III Advanced Teacher approval needed AP French IV Algebra I, Introduction to Computer French V Advanced Spanish I 1 10-12 Science, GTT I, II, III, IV (MS) or Spanish II Spanish III Advanced CS Proficiency exam AP Spanish IV AP Spanish V Computer Science I, or AP Computer 1 11-12 Science Principles, and Alg. I (can also be used for a math credit) 1 9-12 None 1 9-12 French I 1 10-12 French II & See Suggested Guidelines 1 11-12 French III Pre-AP & See Suggested Guidelines French IV AP, counselor and teacher 1 12 approval 1 9-12 None 1 9-12 Spanish I 1 9-12 Spanish II & See Suggested Guidelines 1 9-12 Spanish III Pre-AP & See Suggested Guidelines 1 10-12 AP Spanish IV

World Languages Course Sequence Continued Students must take at least two years of the same foreign language for admission to many colleges and universities. Some schools require three. All encourage more. Although American Sign Language is a state-approved World Languages (LOTE) credit, not all colleges and universities accept it as credit in all fields. Interested students should contact the prospective college or university for specific guidelines. Although Computer Science I, II, III, AP Computer Science Principles and AP Computer Science A are state-approved World Languages (LOTE) credits, not all colleges, universities accept it as credit in all fields. Interested students should contact the prospective college or university for specific guidelines. All prerequisites are suggested guidelines designed to aid the student in choosing the course in which he/she will most likely succeed. A student’s teacher is the best advisor for content specific information. Suggested Guidelines for LOTE Advanced (formerly Pre-AP) & AP courses ● Successful completion of previous year’s Advanced World Languages (LOTE) course with an average of 85+. ● Successful completion of previous year’s regular World Languages ( LOTE) course with an average of 90 or above. ● Student should have strong personal commitment to accomplishing goals and objectives of the course. ● Student should have high academic interest & work ethic in World Languages ( LOTE) and English Language Arts. ● Student is encouraged to seek teacher's recommendation and/or guidance. ● Student should have passed STAAR Reading and Writing. The curriculum for AP courses is prescribed by the College Board. For AP course information, access http://apcentral.collegeboard.com/course/description Content Resources Title Link World Languages Success Guide https://tinyurl.com/worldlangsuccessguide World Languages Curriculum 2022-2023 https://tinyurl.com/worldlangcurriculum World Languages TEKS https://tinyurl.com/worldlangteks American Council on the Teaching of Foreign https://tinyurl.com/worldlangactfl Languages (ACTFL) Can-do Statements Key Terms in World Languages https://tinyurl.com/worldlangkeyterms District Workshop Presentations https://tinyurl.com/worldlangdistrictplc

Migrant Student- Program Hays CISD migrant student populations varies every year. We do not have many but change frequently. It is important that PEIMS updates student codes because students are added yearly. Videos: District, Staff and Migrant Parents Testimonials Migrant students on campus notification Notification of a migrant student in teachers classroom PFS Student Progress Review Form Migrant Education- Region 13 Education Service Center

Hays CISD in conjunction with Student Information System (SIS) method to hold, collect and document English Learners (ELs) data

How to register for an ELLevation login? ❖ If a teacher has never login into Ellevation they will need to create an account. The link below will help guide them to do this. https://login.ellevationeducation.com/Registration/SignUp/v76p31 ❖ ELLevation offers educators a detailed look at English Learners. Using Ellevation, educators can review a student's proficiency level, accommodations and more, and monitor current, reclassified, and exited students. Imagine that: all the information in one place, available anytime/anywhere – even on your couch. ❖ The Ellevation Dashboard offers a comprehensive view of EL-related data. Educators can filter and view data at the district, grade, classroom, and school levels to easily view trends and group students ❖ While all students have unique needs, ELs can pose certain complexities rooted in cultural and linguistic differences. To personalize instruction for English Learners, educators can use Ellevation to get a sharp understanding of each student’s strengths and challenges, and work closely with colleagues to develop plans and coordinate instruction