Bilingualx2fESL Programs in BISD

Bilingual/ESL Programs in BISD

Bilingual Education Pre-k through 5th:
• The Beaumont Independent School District Bilingual Education model encompasses the Transitional Bilingual/Early Exit and Transitional Bilingual/Late Exit for Spanish speaking students which are integral parts of the required regular education program that address the affective, linguistic, and cognitive needs of ELLs. 
• Both models are designed to service identified Limited English Proficient students in a dual-language setting in which both English and Spanish are utilized during instruction before the student becomes eligible to transfer to an English-only instructional setting. 
• Curriculum resources include state-adopted English and Spanish instructional materials and supplementary resources. 
• The LPAC designates the student’s language proficiency and academic achievement in order to insure that ELLs have an opportunity to master the TEKS of the required curriculum.

 

 

Transitional Bilingual/Early Exit Pre-k through 5th:
• In a Transitional Bilingual/Early Exit model students are provided instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. 
• Non-academic subjects such as art, music, and physical education may also be taught in English. 
• Exiting of a student to an all-English program of instruction will occur no earlier that the end of Grade 1 or no earlier than two years or later than five years after the student enrolls in school.

 

 

Transitional Bilingual/Late Exit Pre-k through 5th:
• In a Transitional Bilingual/Late Exit model academic growth is accelerated through cognitively challenging academic work in the student’s first language (Spanish) along with meaningful academic content taught through the student’s second language. 
• The goal is to provide academic achievement and full academic language proficiency in Spanish and English.
• Non-academic subjects such as art, music, and physical education may also be taught in English. Exiting of a student to an all-English program of instruction will occur not earlier than six years or later than seven years after the student enrolls in school.

 

 

English as a Second Language Model Pre-k through 12:
• The Beaumont Independent School District’s English as a Second Language model encompasses the ESL Pull-Out Program and ESL Content-Based Program which are integral parts of the required regular education program that address the affective, linguistic, and cognitive needs of ELLs designed to develop proficiency in listening, speaking, reading, and writing in the English language. 
• Curriculum resources consist of state-adopted ESL language instructional materials and supplementary resources. 
• ELLs participate with their English speaking peers in regular classes such as art, music, and physical education and have a meaningful opportunity to participate with other students in all extracurricular activities. 
• The LPAC designates the student’s language proficiency and academic achievement in order to insure that ELLs have an opportunity to master the TEKS of the required curriculum.

 

 

ESL Content-Based Program Pre-k through 12th:
• The ESL Content-Based program model is an English program that serves only students identified as ELLs by providing a full-time certified teacher. 
• The program integrates ESL instruction with subject matter instruction that focuses not only on learning a second language, but using that language as a medium to learn math, science, social studies, and/or other academic subjects. 
• Students are exited to an all-English program of instruction with ESL support no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school.

 

 

ESL Pull-Out Program Pre-k through 5th:
• The ESL Pull-Out Program model is an English program that serves only students identified as ELLs by providing a part-time certified teacher to provide language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.
• Instruction may be provided by the ESL teacher in a pull-out or inclusionary delivery model. 
• A student may be exited to an all-English program without ESL support no earlier than Grade 1 or, if the student enroll sin in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school.

In both programs, the use of ESL support/strategies does not impede upon the awarding of credit in any of the required courses and/or electives toward meeting promotion or graduation requirements.

 

 

5th Grade Bilingual and/or ESL entering Middle School:
Students entering middle school that are still identified as LEP will continue ESL services. In order to determine the student’s academic placement the following documentations are reviewed:
• Years in U.S. Schools, 
• Cognitive Academic Language Proficiency score derived from the Woodcock-Muñoz Language Survey-Revised, 
• Standardized test scores, 
• and/or TELPAS scores. 

Therefore, 
• student will either be mainstreamed with one ESL course, 
• or receive sheltered instruction (usually newcomers) in the core content areas in addition to one ESL or study skills course.
Student’s receiving sheltered instruction also participate in the language learning program Rosetta Stone a minimum of 100 minutes per week.

 

 

High School:

Students entering high school that are still identified as LEP will continue ESL services. In order to determine the student’s academic placement the following documentations are reviewed:
• Year’s in U.S. Schools, 
• Cognitive Academic Language Proficiency score derived from the Woodcock-Muñoz Language Survey-Revised, 
• Standardized test scores, 
• and/or TELPAS scores. 

Therefore, 
• student will either be mainstreamed with one ESL course, 
• or mainstreamed and monitored.