WISD: Addressing the needs of

English Language Learners

WHS: 2015-2016
Viana Armstrong, M.Ed.
Waxahachie ISD Bilingual & ESL Coordinator
varmstrong@wisd.org 972-923-4727 X 216

Education

Districts

Who am I?
Experience

ESL & Bil.

PreK: 3 yrs
Kinder: 3 yrs
Bil. Kinder: 15 yrs
1st Grade:1 yr
ESL K-5th: 1 yr
Instructional
coach: 1 year
Bil./ESL Coor: 1 yr
Adjunct Prof: 4 yrs
Total: 25 years in
public education

Other

Chapter 89. Adaptations for Special Populations

Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English
Language Learners
89.1210. Program Content and Design
(e) English as a second language programs shall be intensive programs of instruction designed
to develop proficiency in listening, speaking, reading, and writing in the English language.
Instruction in English as a second language shall be commensurate with the student's level of
English proficiency and his or her level of academic achievement. In prekindergarten through
Grade 8, instruction in English as a second language may vary from the amount of time
accorded to instruction in English language arts in the general education program for English
proficient students to a full-time instructional setting using second language methods. In high
school, the English as a second language program shall be consistent with graduation
requirements under Chapter 74 of this title. The language proficiency assessment
committee may recommend appropriate services that may include content courses
provided through sheltered instructional approaches by trained teachers, enrollment in
English as a second language courses, additional state elective English courses, and special
assistance provided through locally determined programs.

89.1201. Policy

(c) The goal of ESL programs shall be to enable English

language learners to become competent in listening, speaking,
reading, and writing in the English language through the
integrated use of second language methods. The ESL program
shall emphasize the mastery of English language skills, as well as
mathematics, science, and social studies, as integral parts of the
academic goals for all students to enable English language
learners to participate equitably in school.

89.1210. Program Content and Design

f) The English as a second language program shall be an integral part of the regular educational program
required under Chapter 74 of this title. School districts shall use state-adopted English as a second language
instructional materials and supplementary materials as curriculum tools. In addition, school districts may use
other curriculum adaptations that have been developed. The school district shall provide for ongoing
coordination between the English as a second language program and the regular educational program. The
English as a second language program shall address the affective, linguistic, and cognitive needs of English
language learners as follows.
(1) Affective. English language learners shall be provided instruction using second language methods in
English to introduce basic concepts of the school environment, which instills confidence, self-assurance, and a
positive identity with their cultural heritages. The program shall address the history and cultural heritage
associated with both the students' home language and the United States.
(2) Linguistic. English language learners shall be provided intensive instruction to develop proficiency in
listening, speaking, reading, and writing in the English language. The instruction in academic content areas
shall be structured to ensure that the students master the required essential knowledge and skills and higherorder thinking skills
(3) Cognitive. English language learners shall be provided instruction in English in language arts,
mathematics, science, and social studies using second language methods. The instruction in academic content
areas shall be structured to ensure that the students master the required essential knowledge and skills and
higher-order thinking skills.

89.1210. Program Content and Design

(g) The English as a second language program shall be implemented with consideration for
each English language learner's unique readiness level through one of the following program
models.
(1) An English as a second language/content-based program model is an English program
that serves only students identified as English language learners by providing a full-time
teacher certified under the Texas Education Code (TEC), 29.061(c), to provide
supplementary instruction for all content area instruction. The program integrates English
as a second language instruction with subject matter instruction that focuses not only on
learning a second language, but using that language as a medium to learn mathematics,
science, social studies, or other academic subjects. Exiting of a student to an all-English
program of instruction without English as a second language support will occur 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. At the high
school level, the English language learner receives sheltered instruction in all content areas.

Chapter 74. Curriculum Requirements

Subchapter A. Required Curriculum
74.4. English Language Proficiency Standards
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html
(1) The English language proficiency standards in this section outline English language proficiency level descriptors and student
expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the
required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and
Skills (TEKS) for each subject in the required curriculum.
(2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language
proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English
needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in
English academic settings.
(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs
acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic
potential.
(4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their
current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are
expected to speak and write.
(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12.
(6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may
exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level
descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the
next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs

Chapter 74. Curriculum Requirements

Subchapter A. Required Curriculum
b) School district responsibilities. In fulfilling the requirements of this section, school districts shall:
(1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and
writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and
advanced high levels delineated in subsection (d) of this section;
(2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is
linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of
English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum;
(3) provide content-based instruction including the cross-curricular second language acquisition essential
knowledge and skills in subsection (c) of this section in a manner that is linguistically accommodated to help the
student acquire English language proficiency; and
(4) provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or
higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading,
and/or writing as determined by the state's English language proficiency assessment system. These ELLs require
focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of
English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based
instruction and accelerated learning of English.

WISD Home Language Survey Results: fall, 2015

Language

Number of students

English

6992

Spanish

942

Arabic

Other Languages

Russian

Cantonese

German

Farsi, Gujarati, Ibo/Igbo, Panjabi, Portuguese, Romanian,

Shanghai, Vietnamese, Chinese, & Japanese

1 of each

What Second Language Learners need to know:

ELPS
(English Language
Proficiency Standards)

How to teach what students

need:
Sheltered Instruction

Content Area Standards

(what to teach)

Listening
Speaking
Reading
Writing

Preparation
Building background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

TEKS
STAAR
District curriculum: TRS

English as a Second Language

Sheltered Instruction strategies are provided
through content/core classes or pull-out.
English only instruction by certified ESL teachers.
Per PEIMS snapshot for fall 15:
77 Secondary ESL students in WISD

English Language Learners at WHS

How do we help our ELLs at WHS?

Sheltered Instruction
Follow accommodations that Joy has provided according to their TELPAS PLDs
(Proficiency Language Descriptors)
Help them progress linguistically, cognitively and affectively towards EXIT criteria and
fluent English status
Vocabulary development (preteach vocabulary & provide opportunities to practice)
Beware of idioms and rate of speech
Be empathetic- just because they dont speak English, doesnt mean that they are not smartthey may know the content in another language
Use content and language objectives and allow opportunities for students to talk and then
write
Incorporate the ELPS into your lesson plans
ELPS Academy Linguistic Instructional Alignment Guide (LIAG)
Sentence Stems
www.elltx.org
http://www.eslcafe.com/

Put these dates on your calendar:

November 2-3, 2015

Carlene Thomas (Region 10) and I will be back
to see you during your PLC time. Please bring a
unit of study and we will develop language and
content objectives as well as discuss vocabulary
development.