DEPARTMENT OF ENGLISH LANGUAGE LEARNERS

Vision

All English Language Learners will be socially, linguistically, and academically accomplished by actively engaging in a rigorous standards-based curriculum and promoting that ELLs become bilingual, biliterate, and bicultural to graduate ready for college, career, and life in a global, multi-cultural society.

Mission

Our mission is to help ensure that English Language Learners (ELLs) attain English proficiency and academic success. The Department of English Language Learners is responsible for designing professional development to support all school personnel in order to improve teaching and learning in the classroom and provide supplemental resources, supporting the implementation of quality, research-based instructional programs for ELLs.

 

A.I.S.D. Strategic Plan

 Key action steps identified in the District's Strategic Plan at the "ALL" student level include ELLs, but the following components specifically address ELLs:

1.7  Ensure that the District's program for English Language Learners is research based, responsive to the needs of the District's ELL population, and that it is fully designed, implemented, supported, and monitored for its impact on student learning.

3.4  Enhance quality and access to professional development in using data and feedback to inform instruction, and to meet the needs of English Language Learners and Special Education students in the least restrictive environment.

Academic Plan for English Language Learners PK-12 (click on link to view diagram)

In order for the Austin Independent School District to address the academic needs of the increasing number of language minority students who require a comprehensive instructional delivery plan that develops social and academic English, an academic plan for English Language Learners PreK-12 is being implemented. The plan serves as a coherent and aligned instrument to assure and assist in closing the achievement gap between English Language Learners and the other student groups in the district.

Process for Elgibility

In order for a child to be eligible for ELL services, the student must have a documented language other than English on the Home Language Survey and score a 1 or a 2 on an oral language proficiency assessment. Texas schools offering a bilingual program must also assess students' oral and written proficiency in their native language in grades PK to 5th grade. Students in grades 2 to 12 who score below the 40th percentile on their reading and language arts section of a norm-referenced test are classified as limited English proficient even if their oral language proficiency score reflects English proficiency. The campus based Language Proficiency Assessment Committee (LPAC) will recommend the appropriate educational program for each identified student.

Program Descriptions

AUSTIN ISD ENGLISH LANGUAGE LEARNER PROGRAM DESCRIPTIONS

 

Program	Description	Population
1.  Dual Language One-Way Two-Way	Students will develop language proficiency in two languages. Students will develop academic proficiency in two languages. Students will develop positive cross-cultural attitudes. Students will participate in a rigorous academic program that accelerates their learning.	Students who are ELLs and who meet specific criteria. Students who are from the general population and meet specific criteria. ELL students with identified disabilities under IDEA and 504
2.  Late Exit Bilingual Education	ELL students are taught subject matter in both L1 and L2 Students’ cognitive proficiency is developed in both L1 and L2. Balanced literacy model is implemented beginning in grade PK with the focus on developing academic English and academic L2 Vietnamese bilingual programs have modified versions of the Late Exit Bilingual Education Model.	Student who is dominant in their L1. Student may or may not be immigrant. Students’ parents/guardians approve Bilingual Education instruction. ELL students with identified disabilities under IDEA and 504
3.    ESL Program ES- PK-5/6* MS- 6-8 HS- 9-12	ELL students are provided on grade-level core content instruction through the use of second language methodology. Balanced literacy model is implemented beginning in grade PK-5 with the focus on developing academic English ESL/ESOL courses meet the ELAR requirement at the secondary level for newcomers	Student who speaks a language other than English Students’ whose parents/guardians deny Bilingual Education instruction (PK-5th), but agree to ESL instruction OR Students’ parents/ guardians approve ESL instruction (6-12).ELL students with identified disabilities under IDEA and 504.
4.    Elementary and Secondary Newcomers	ELL students receive explicit scaffolded, on-grade level instruction in both content  area and English language development and literacy skills. All instruction is scaffolded at the English language proficiency level of the student.	Recently arrived  immigrant (0-3 years in US schools)  who speak a language other than English Students may or may not have been schooled previously Students’ parents/ guardians approve ESL instruction ELL students with identified disabilities under IDEA and 504
5. Long Term ELLs Grades 6-12	Specialized ELA and reading class which provide rigorous English instruction that focuses on academic language development and intensive literacy instruction.	ELLs in US schools for 7 or more years, and making progress in their English acquisition at a slow rate, in grades 6-12 Students usually lack the academic vocabulary and literacy skills to be successful in the classroom.
6. Bilingual/ Special Education and Resource- Preschool Program for Children with Disabilities    (PPCD)	ELL students with disabilities are taught subject matter in L1 and L2 according to IEP Support services can include bilingual comprehensive individual assessment, and speech therapy. Resource services can include reading specialist, behavior specialist, and community teacher support for life skills students.	Three-to-five year old ELLs identified with a disability Cannot be six by September 1 Student whose dominant language is Spanish Student whose parents/ guardians approve services Student with identified disabilities under IDEA

All AISD Bilingual/ESL Programs are in compliance with Commissioners Rules, Chapter 89 and the Texas Education Code, Chapter 29.

*Grades PK-5 (in some elementary campuses through grade 6). 

Exited ELLs are monitored by Dept of ELLs, but since they are not provided instructional support, they are not included in the above chart.

 

 

Family Support

Family Support services include District and campus level outreach to involve ELLs, their families, and community participants in fostering educational success.

• Comunity stakeholders involved in advisory capacities are the English Language Learners Community Advisory Council (ELL CAC) and Dual Language Advisory Committee.
• La Feria Para Aprender, held annually in January.  http://feriaparaaprender.com/find-your-feria/austin/
• Latino Academic Achievement Awards (LAAA) held annually in May to recognize outstanding secondary Latino students
• Translation services also provided to assist campuses in delivering materials and information to families in their native language whenever possible.
• Training for parents is provided for the parent representatives of the Language Proficiency Assessment Committee (LPAC).

 

View the Department of                                                                              English Language Learners Brochure!