EB Portal - ESL Framework Lever 1

Responsive Navbar

Lever 1 Essential Action:

Leadership understands and supports ESL program fidelity through quality staffing and professional development (PD), development of ESL curriculum, assessments, and resources that ensure ongoing program fidelity and student success.

1.1

An ESL vision and mission are supported by measurable goals and a clearly focused plan that commits to high academic expectations, English proficiency, and global awareness.

1.1.a - A clear ESL program vision and mission aligned to the ESL rubric with measurable ESL goals clearly focused on high academic expectations, English proficiency, and global awareness.

1.1.b - ESL program is clearly articulated in district policy and approved by the board for support.

1.1.c - ESL program ensures effective communication with all stakeholders to highlight student and teacher successes through multiple communication strategies.

1.1.d - Post and communicate ESL program goals to students and families.

1.2

A strategic recruitment plan to hire and retain highly effective leaders.

1.2.a - Develop a strategic recruitment plan to hire and retain highly qualified and effective campus and district leaders who are knowledgeable about and committed to evidence-based practices within ESL programs.

1.2.b - Create detailed job descriptions and establish interview protocols specifically for ESL leaders.

1.3

A safe school environment that elevates all students’ experiences and fosters a sense of belonging.

1.3.a - Home language is elevated to equal status with English.

1.3.b - Perception data is used to measure experiences and a sense of belonging for all students.

1.4

Individual professional development plans with measurable goals that improve linguistic and academic outcomes for emergent bilingual students.

1.4.a - A comprehensive professional development plan aligned with ESL program goals includes the analysis of student academic performance data for district and campus administrators, teachers, and all school staff for continuous monitoring and support of CBLI implementation (e.g., classroom observations, school walkthroughs).

1.4.b - Support teachers to set and reach their own professional development goals to continuously improve on best CBLI practices.

1.4.c - Professional development is ongoing, job-embedded, properly modeled, and monitored for the implementation of training outcomes as part of the comprehensive professional development plan.

Clear role descriptions, expectations and shared responsibilities to support ESL program.

1.5.a - Facilitate professional development for directors, coordinators, campus principals and assistant principals, coaches, specialists, counselors, and central office staff involved in supporting the ESL program.

1.5.b - Actively participate in local, state, and national conferences and events to support the effective implementation of the ESL program and CBLI practices.

A clear assessment policy to review student data that includes refined instruction, enrichment practices, and linguistic supports.

1.6.a - Maintain a strategic use of instructional language and use campus and district assessment policies to provide linguistic support.

1.6.b - Adhere to district assessment policy, observation and feedback systems, and data protocols aligned with ESL programming.

1.6.c - Systems and protocols to review student data to refine instructional and enrichment practices based on a well-articulated district-wide assessment policy.

Sufficient funding from a bilingual allotment, centralized (district-controlled) and decentralized (campus-controlled) funds for effective ESL program implementation aligned to DIP and CIP.

1.7.a - Sufficient foundational and supplemental funding from local, state, and federal revenues to implement a high-quality ESL program, including consistent, high-quality professional development aligned to the DIP and CIP.

1.7.b - Open conversations with leaders on the funding needs of the ESL program.

Establish ongoing protocols to foster vertical and horizontal planning within and across content at all levels.

1.8.a - Establish systems to collaborate with instructional leaders to integrate content, English Language Proficiency Standards, and Content-Based Language Instruction (CBLI) practices.

1.8.b - Establish and monitor vertical and horizontal planning to ensure multidisciplinary collaboration between ESL programs, general education, and special programs to address the needs of emergent bilingual students.

1.8.c - Ensure collaboration between the ESL program, general education, and special programs to support the participation of content teachers and support staff in professional development related to CBLI strategies and best practices.

Consistently monitor planning, instructional practice, and student data to ensure collaboration between ESL and general education program.

1.9.a - Analyze assessment data and assess students holistically through an asset-based lens to ensure academic and linguistic progress.

1.9.b - Consistently monitor planning, instructional practice, and student data to ensure collaboration between ESL and general education program.

An allocation of resources for classroom use that facilitate alternative assessment methods, provide linguistic accommodations, and facilitate instructional support.

1.10.a - Establish, support, and monitor assessment expectations that include linguistic accommodations and alternative assessment methods, as appropriate.

Systems are fostered to involve stakeholders through highly effective communication and decision-making practices, including targeted professional development for administrators and content specialists in effective formative assessment practices.

1.11.a - Regularly convene Instructional Leadership Team (ILT) meetings focused on quality CBLI implementation for emergent bilingual students.

1.11.b - Regularly provide progress reports and updates on the ESL program to board members and other district administrators.

1.11.c - ESL program evaluation is conducted and shared annually with the board of trustees and other district administrators.

Provide a high-quality, standard-based TEKS and ELPS curriculum and high-quality instructional materials as indicated in DIP and CIP.

1.12.a - Staff at all levels are involved in the development and procurement of curriculum and resources that align with TEKS and ELPS.

1.12.b - Curriculum and resources are clearly aligned with CBLI best practices and incorporate an asset-based critical lens according to the goals of the ESL program.

1.12.c - Established systems for collaboration between ESL specialists and general education content specialists to create aligned resource documents, such as year-at-a-glance, scope and sequence, exemplar lessons, instructional resources, etc.

Use student language proficiency data to differentiate and accommodate resources, instruction, and assessments as needed for students in ESL program.

1.13.a - Prioritized procurement of supplemental resources that address the specialized language needs of emergent bilingual students at varying levels of language proficiency aligned with campus and district improvement plans.