https://padlet.com/wjones31/ELLLegalRequirements Wesley Jones, Angelo State University en-us 2019-07-18 17:58:06 UTC 2019-07-19 03:10:40 UTC hello@padlet.com wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615186 My professional perspective is working as a principal at Cross Plains High School. I received my Bachelor of Science degree in 2008 from Angelo State University. This Legal Guide Padlet is a for principals to navigate the legal requirements of providing educational services for students who are identified as English Language Learners (ELL). This topic was was chosen due to the increasing amount of students who come from homes where English is not spoken as the primary language.  These students require additional support, in contrast to their peers who are native English speakers, to overcome language barriers in order succeed.]]> 2019-07-18 20:44:09 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615186 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615221 I interviewed Brandon McDowell who is the Superintendent of Coleman Independent School district about the legal requirements pertaining to serving students who are classified as ELL.

How do laws concerning students who are English Language Learners impact a school?

Mr. McDowell noted that the law requires that once a school has more than 20 students in a grade level, the school must hire a bilingual certified teacher and offer dual-language instruction. He also stated that if a school does not meet the 20 student threshold, English as a second language (ESL) programs must still be implemented at the school. Additionally, schools must have a Language Proficiency Assessment Committee established to qualify students for the the bilingual or ESL programs and monitor their academic progress towards English Language Proficiency Standards (ELPS).

Best Practices for ELL students

Mr. McDowell identified three of his best practices when approaching the topic of ELL students:
1) Educate the parents of the students who qualify for ELL services of the benefits of the ELL program.
2) The design of the ELL program should be to get those students to a place where the ELPS are satisfied and the students can be "Exited" out of the ELL program. In other words, "Begin with the end in mind".
3) Ensure that teachers continually attend professional development  trainings to provide the most effective instruction for this group of students.

Emerging issues in ELL education.

A challenging aspect of ELL education is the perennial shortage of bilingual certified teachers and ESL certified teachers in the face of a growing number of students who need these programs. School districts are placing an emphasis on recruitment and trainings to satisfy legal requirements. 

(B. McDowell, personal communication, July 15, 2019)
 ]]> 2019-07-18 20:44:46 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615221 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615257 The Texas Classroom Teachers Association (TCTA) published an article explaining the ways a school can stay in compliance with rules released for the 2018-2019 school year. TCTA explains the clarifications released by the Texas Education Agency (TEA) after the initial release of the new rules regarding bilingual and ESL certification caused confusion and concern for educators across the state. 

This article was beneficial in that the complex rules for compliance were simplified in a manner that will allow school administrators to move forward and take actions to meet the legal requirements of providing services to ELL students.

Texas Classroom Teachers Association (TCTA), (2019). TEA: New rules don't require all ELAR teachers to obtain ESL certification. Retrieved from https://tcta.org/node/14829-tea_new_rules_don_t_require_all_elar_teachers_to_obtain_esl_certification]]> 2019-07-18 20:45:08 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615257 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615277 This article explains that English learners need more STEM opportunities in education as those skills will be beneficial in the workplace.

Additionally, the author discusses that STEM subjects can allow students to learn concepts and demonstrate understanding in a nonverbal way which can help overcome inherent language barriers. STEM activities can foster a sense of community and belonging as these assignments are often experimental and group oriented.

Furthermore, the author points to the need to implement collaboration strategies between STEM teachers and ESL teachers to develop STEM vocabulary.

Harper, A. (2019). English language learners need equal access to STEM opportunities, report find. Education Dive. Retrieved from https://www.educationdive.com/news/english-language-learners-need-equal-access-to-stem-opportunities-report-f/548679/

]]> 2019-07-18 20:45:29 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615277 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615291 This article, by Corey Mitchell, details the important role principals play in the academic trajectory of ELL students. Studies observed the effect classification has on these students. During end-of-year meetings to review progress of ELL students,  decisions are made that determine whether or not students will be admitted to or exited from ESL programs. The article makes two key points about the classification of students:
1) Identifying students as ELL who do not need these services can have a negative impact on the students education due to a reduction in expectations by the classroom teacher.
2) Students who are rightfully identified as ELL are often motivated to catch up with their English-speaking peers.

The article places heavy emphasis on the role a knowledge principal can play in the success of these students.

Mitchell, C. (2019). English-learners and reclassification: Principals play pivotal role, study finds. Education Week. Retrieved from http://blogs.edweek.org/edweek/learning-the-language/2019/02/ell_reclassification_principals_play_pivotal_role.html]]> 2019-07-18 20:45:40 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615291 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615306 PUB. L. 90-247 (1968) – Statutory - This federal statute is the Bilingual Education Act which was passed in 1968. This law authorizes funding for local school districts to design, implement, and conduct bilingual education programs. This law can be viewed in its original form at   https://www.govinfo.gov/content/pkg/STATUTE-81/pdf/STATUTE-81-Pg783.pdf]]> 2019-07-18 20:45:56 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615306 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615318 PUB. L. 88-352 (1964) – Statutory - Title VI of the Civil Rights Act of 1964 forbids the exclusion or discrimination in any federally funded program based on race, color, or national origin and would later be utilized to give English Language Learners access to public school. This federal statute can be viewed in its original form at https://www.govinfo.gov/content/pkg/STATUTE-78/pdf/STATUTE-78-Pg241.pdf]]> 2019-07-18 20:46:07 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615318 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615325 414 U.S. 563 (1974) – Judicial - The Lau v. Nichols case decided at the Supreme Court ruled that a lack of supplemental language instruction for students with limited language proficiency was not in compliance with the Civil Rights Act of 1964 and requires that all schools provide some type of instruction that accommodates their abilities. This judicial law can be accessed at  https://cdn.loc.gov/service/ll/usrep/usrep414/usrep414563/usrep414563.pdf ]]> 2019-07-18 20:46:14 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615325 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615333 Tex. Educ. Code § 29.051 – Statutory - This state law requires the establishment of bilingual and special language programs in public schools as well as providing additional funding for the operation of these programs. This law can be read at https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#B ]]> 2019-07-18 20:46:22 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615333 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615344 19 Tex. Admin. Code § 89.1226 details the testing and classification requirements of school districts for ELL students beginning during the 2019-2020 school year. This law was chosen because local school board policy directly aligns with state statutes and administrative code. 
http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html]]> 2019-07-18 20:46:28 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615344 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615384 19 Tex. Admin. Code § 247.2 (3)(D) states that an educator shall not deny benefits to any student on the basis of national origin or disability.  National origin can often indicate a student who is a non-English speaker and lack of proficiency does amount to a barrier that places the student at an academic disadvantage. This ethical rule ensures educators take an active role in guaranteeing the inclusion of ELL students. 
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2]]> 2019-07-18 20:47:06 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615384 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615388 Elizaveta Shkurina details on going research and recommendations in her blog post "Successful ESL Program Models". Shkurina outlines research-based methods to developing and implementing an effective ESL program. 

Shkurina, E. (2018, August 6). Successful ESL program models. [blog post]. Retrieved from https://blog.youragora.com/how-to-create-a-successful-esl-program]]> 2019-07-18 20:47:11 UTC https://padlet.com/wjones31/ELLLegalRequirements/wish/371615388 wjones31 https://padlet.com/wjones31/ELLLegalRequirements/wish/371615403 What I learned about ELL legal requirements.
National, state, and local laws require that students be given equitable access to education. Language barriers  constitute a burden on students that educators are ethically and legally required to address within their organization, curriculum, and instruction. 
The Texas Administrative Code offers the best guidance in terms of legal compliance and practical application of the processes required to provide services to ELL students. This law is adjusted every few years. In order to stay in legal compliance and provide the best educational opportunities to ELL students. Follow this list of recommendations:

1. Make ELL students a priority 
2. Evaluate the current capabilities to provide necessary services emphasizing staff qualifications and curriculum alignment.
3. Gather data from the Home Language Survey promptly for accurate identification.
4. Provide useful training to the Language Proficiency Assessment Committee.
5. Build a plan for coordination between the ESL program and regular curriculum. 
6. Communicate with parents about their role and benefits of the ESL program.
7. Monitor progress and adjust instruction based on student growth.
8. Annually train teacher on English Language Proficiency Standards (ELPS).
9. Hold annual reviews to determine students growth and possible exit from ESL and bilingual programs.
10. Stay apprised of changing legal requirement published by the Texas Education Agency.

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