Bilingual Education (BEA)

San Angelo Independent School District is committed to all English Language Learner's (ELL) language and academic needs. We utilize interventions that provide language support allowing students to achieve academic success on state assessments and benchmarks in all content areas while attaining English Language proficiency.

Mission Statement

All Limited English Proficient (LEP) students will become proficient in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills and through the integrated use of second language methods.

Goals (Set Forth By San Angelo ISD)

  1. Students will reach high academic standards, at a minimum attaining "meets proficiency" or better in English Language Arts, Reading, and Mathematics on the Texas Assessment of Knowledge and Skills (TAKS) standard exams;
  2. Improve monitoring and tracking of student achievement by using a variety of data;
    • Six Weeks Grades
    • Benchmarks
    • Response To Intervention (RTI)
    • Texas English Language Proficiency Assessment System (TELPAS)
    • Teacher Observations
    • Previous Information from Campuses (student records)
    • Cultural Background
    • Immigration Status
  3. Develop district guidelines that will assist Language Proficiency Assessment Committee's (LPAC) to be more productive to ensure the fulfillment of the potential impact of quality of learning for our English Language Learner (ELL) students;
  4. Improve classroom instruction for ELL students by supporting research based strategies and promoting staff development opportunities;
  5. Promote parental involvement of all ELL students;
  6. Provide ELL students with extended learning and enrichment opportunities;
  7. Enhance ESOL courses at the secondary level to be a more meaningful language literacy development course;
  8. Increase program evaluation through improved levels of communication among all working with the Bilingual/ESL programs;
  9. Promote language literacy and extend language literacy learning opportunities beyond the classroom;
    • Technology
    • Rosetta Stone
  10. Enhance relationship with Angelo State University or other outside entities to promote learning opportunities for ELL students both academically and intrinsically.

Program Models

Elementary

San Angelo Independent School District implements a Transitional Bilingual/Early Exit Program model for our elementary campuses. This model serves students identified as Limited English Proficient (LEP) in both English and Spanish and transfers students to English-only instruction. This model provides instruction in literacy and academic content areas through the medium of the student's first language, along with instruction in English, and oral and academic language development. The transition will not occur earlier than two years or later than five years after the student enrolls in school.

Secondary

At the secondary level, English as a Second Language (ESL) allows for individualized instruction, such as tutorials, for the progression of student achievement and comprehension. In addition, this program serves students identified as Limited English Proficient (LEP) by providing a part-time ESL certified teacher to provide English Language Arts instruction. The student remains in a mainstream instructional arrangement in the remaining content areas.

Teacher and Parent Resources

Colorin Colorado

United States Department of Education

Texas Education Agency Bilingual Department

Project Share

Texas English Language Learners Portal

Language Proficiency Assessment Committee (LPAC)

The Language Proficiency Assessment Committee’s (LPAC) responsibilities follow a cycle throughout the year. The responsibilities include: Identification, Assessment and Documentation Review, Placement, Instructional Methodologies and/or Interventions, Collaboration, Annual Review, Assessment, and Parental Notification.

When a student enrolls in school and indicates a language other than English on the Home Language Survey, the LPAC’s time requirements begin. Within four weeks of enrollment (or 20 school days), the LPAC should review documentation of the student’s language proficiency and academic status, and recommend placement in a Bilingual, English as a second language (ESL), or mainstream education program. Parental permission must be acquired within the 20-day period. The LPAC must also recommend instructional methods and interventions and determine the state criterion-referenced assessment options at the appropriate time.

The LPAC also facilitates the participation of limited English proficient students in other special programs for which they are eligible, ensures parent notification of student progress and LPAC decisions made on behalf of the child, and continuously monitors assessment results, interventions, and program appropriateness.

Documents for Administrators

BOY LPAC Review
EOY LPAC Review
Chapter 89 SUBCHAPTER B
Home Language Survey
Interactive LPAC Training Flowchart - English
LPAC At-a-Glance
LPAC Meeting Minutes
Notice of LPAC Meeting
Parent Notification Approval Letter
Bilingual Program Parent Denial
ESL Program Parent Denial
Exit Approval
Bilingual/ESL Requirements Checklist
Peims Coding Change Form
Parental Report on Student Progress for ESL
Special Education Exit – ESL Program
Special Education Exit – Bilingual Program
STAAR Special Provisions (Secondary Only)
STAAR Participation Explanation
MOY Assessment LPAC Form
STAAR Accommodations Quick View

Documents for Parents

LPAC Certificate of Training - English
LPAC Certificate of Training - Spanish
LPAC Parent Membership Request Letter
LPAC Parent Trainer Slides- English

LPAC Parent Trainer Slides - Spanish
Home Language Surveys:

Documents for Teachers

Interactive LPAC Training Flowchart - English
Active Monitored ELL Progress Report
Common Linguistic Accommodations

Documents for LPAC Committee

Language Proficiency Assessment Committee Member Roster
LPAC Confidentiality Statement
Training Sign In and Oath