Bil/ESL PEIMS PowerPoint

Report
PEIMS
& Bilingual/ESL
Reporting
PEIMS
PUBLIC EDUCATION INFORMATION
MANAGEMENT SYSTEM
2012-2013
Joan Hartung
PEIMS Coordinator
(210) 370-5322
[email protected]
TEA Resources
 TEA
Web Site http://www.tea.state.tx.us/
Use the A-Z Index on the TEA home page to locate
any of the TEA resources:
 PEIMS
Home Page
http://www.tea.state.tx.us/index4.aspx?id=3012
TEA Resources
Student Attendance Accounting Handbook (SAAH)
http://www.tea.state.tx.us/index2.aspx?id=7739
FSP ADA funding guidelines
addressing programs areas:
Section
4 – Special Education
5 – Career & Technical Education
6 – Bilingual/ESL
7 – PreKindergarten
8 – Gifted & Talented
9 - Pregnancy Related Services
10 – Nontraditional Schools
(DAEP, JJAEP)
11 – Nontraditional Programs
(OFSDP, Dual Credit, OFYP,
Gateway to College)
ESC Resources
ESC20 LPAC Framework Resource
http://portal.esc20.net/portal/page/portal/esc20public/bilesl/LPACFramework
Use the A-Z Index on the ESC home page to locate LPAC homepage
Due Dates
PEIMS LEP Reporting
PEIMS Reporting Requirements for Students Identified as LEP
PEIMS Submissions Impacted by LEP Data
Reporting:
PEIMS Reporting Timeframe
Also known as:
Submission 1: Fall Snapshot
Submission 3: Summer Submission
Submission 4: Extended Year Submission
Submission 1: Represents the state of the district on
the last Friday in October
Submission 3: Cumulative submission representing all
activity during the course of the regular school year
Submission 4: Represents program participation for
summer school program
Fall Reports Current Year Enrollment & Employment on a specific date in October


Snapshot Date and As Of Date are used interchangeably and mean the last Friday in
October (October 26,2012)
Exception: Leaver data (prior year students) are reported based on leaver status as of the
School Start Window. Ends last Friday in September (September 28,2012)
Summer Reports a summary of the years attendance including special program ADA, discipline
and Classroom Link data
 Attendance reported by 6 week reporting periods. This is where ADA funding is reported for
Foundation School Program (FSP), Special Education, Bilingual/ESL, CTE and PRS.
 Data reported based upon the regular school calendar. Summer school not reported in this
submission.
Bilingual/ESL
PEIMS & Bilingual / ESL

19 TAC, Chapter 89, Subchapter BB

Commissioner’s Rules Concerning State Plan
for Educating English Language Learners
“Every student in the state who has
a home language other than English
and who is identified as an English
language learner shall be provided
a full opportunity to participate in a
bilingual education or English as a
second language program”
Bilingual/ESL
19 TAC §89.1201. Policy.

School Districts are required to:
 Identify English language learners based on criteria
established by the state
 Provide Bilingual Education and English as a Second
Language (ESL) programs
 Seek certified teaching personnel
 Assess achievement for essential skills and knowledge
ESL Program Goals
Bilingual Education Program Goals
Develop literacy and academic skills
in the primary language and English
to enable LEP students to become
competent in the
Listening, Speaking,
Reading and Writing in the
English language.
Integrate use of second language
methods to enable LEP students to
become competent in the
Listening, Speaking,
Reading, and writing in the
English language
Bilingual/ESL
19 TAC §89.1205. Required Bilingual Education and English as a Second
Language Programs



Requirements for Districts to Offer Bilingual program
 Districts with enrollment of 20 or more LEP students
 in any language classification
 in the same grade district-wide
“Elementary Grades” Pre-K through Grade 5
• Grade 6 included when clustered with elementary
 Bilingual education provided by dual language program
Districts are authorized to establish a bilingual education program at grade
levels where it is not required
Districts that are not required to offer a bilingual program, shall
provide English as a Second Language program to all Limited
English Proficient(LEP) students regardless of the students’ grade
levels, home language and the number of students identified.
**SAAH 6.8 Bil/ESL Services Your District is Required to Provide for more
details
Home Language Survey




Conduct only one home language survey of each student.
Administered to students new to a Texas district
Previously enrolled students who were not surveyed in the
past
Signed by Parent, Guardian – Pre-K thru 8th grade




Bilingual/ESL
Or by Student - Grades 9th thru 12th
Original copy shall be kept in the student’s permanent
record (copy sent with TREx records)
Administered in English and Spanish or shall be translated
into the home language when possible.
Used to establish the student’s language classification for
determining whether the district is required to provide a
bilingual education or English as a second language
program.
§89.1215. Home Language Survey
SAAH 6.12.1 Home Language Survey Requirements
Bilingual/ESL
Fall Data – 110 Enrollment

Home Language Code - Code Table C092.
 This code is required on all students – PK & up.
 Home language indicates the language spoken in the
student’s home, as determined by the home language
survey.
http://portal.esc20.net/portal/page/portal/esc20public/bilesl/LPACFramework
- ESC 20 resource: Home Language Surveys
141 languages currently identified. Original Home
language survey is kept for documentation.
Bilingual/ESL
Home Language Survey
SAAH Question and Answer Document – October 22, 2012
 Q
How many home language survey forms are
needed in any student file? Is it true that the oldestdated one should remain and all others be destroyed
even if the oldest one is not from the district the student is
currently attending?

A Only one home language survey should be in a
student’s file. That home language survey should be the
original home language survey for the student (i.e., the
oldest-dated one [or a copy of the oldest-dated one]).
Also, if there is already an existing home language
survey for a student, a new one should not be created.
SAAH FAQ located on:
http://www.tea.state.tx.us/index2.aspx?id=7739&menu_id=645&men
u_id2=789
Bilingual/ESL
ESC 20 LPAC Framework
Language Proficiency Assessment Committee
Within 4 weeks of enrollment (20 days) LPAC should:
Review documentation of student’s language proficiency and academic status
Recommend placement in BIL or ESL
Acquire Parental Permission
Bilingual/ESL
Student Data
Record Types – What is collected?

LEP Indicator Code (110 Record & 400/500 Record)

Bilingual Program Type Code (110 Record)

ESL Program Type Code (110 Record)

Home Language Code (110 Record)

Parental Permission Code (110 Record)

Immigrant Indicator (110 Record)

Bilingual/ESL Days Present (400/500 Record)

BIL/ESL Summer School Indicator (101 Record)
110 Record – Fall Submission
400/500 record – Summer Submission
101 record – Extended Year Submission
Bilingual/ESL
Fall Data – 110 Enrollment
E0790 LEP-INDICATOR-CODE
LEP-INDICATOR-CODE indicates whether the student has been identified as
limited English proficient by the Language Proficiency Assessment Committee
(LPAC), or English proficient (19 TAC §89.1220), according to criteria
established in 19 TAC §89.1225.
Bilingual/ESL
Fall Data – 110 Enrollment
E1042 BILINGUAL-PROGRAM-TYPE-CODE
BILINGUAL-PROGRAM-TYPE-CODE indicates whether the student is participating in a stateapproved bilingual education program which is a full-time program of dual-language
instruction through the TEKS in the content areas (mathematics, science, health and social
studies) in the primary language of limited English proficient (LEP) students and also for
carefully structured and sequenced mastery of English cognitive academic language
development. (See 19 TAC §89.1210(b).)
Bilingual/ESL
Fall Data – 110 Enrollment
E1043 ESL-PROGRAM-TYPE-CODE
ESL-PROGRAM-TYPE-CODE indicates whether the student is participating in a stateapproved English as a Second Language (ESL) program. An ESL program in grades PK – 8
is a program of intensive instruction in English from teachers either certified or endorsed in
ESL who use second language acquisition information to teach LEP students the ESL TEKS.
An ESL program in grades 9 – 12 is a program of intensive instruction in English from
teachers trained in recognizing and dealing with language differences. [See 19 TAC
§89.1210(f).]
Bilingual/ESL
Fall Data – 110 Enrollment
E0896 PARENT-PERMISSION-CODE
PARENTAL-PERMISSION-CODE indicates whether the student's parent or legal guardian
has approved placement of the student in the required bilingual or English as a Second
Language (ESL) program. (See 19 TAC §89.1240.)
Bilingual/ESL
Fall Data – 110 Enrollment
E0797 IMMIGRANT-INDICATOR-CODE
Exit Bilingual/ESL
Student Attendance Accounting Handbook 6.9.2 Exit Criteria
The following chart shows the criteria for transferring a LEP student out of the
bilingual or ESL education program at different grade levels.
IMPORTANT: The exit criteria shown in this chart are accurate as of the publication
date of this handbook but are subject to change. Visit the TEA Bilingual Education
web page at http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720 for
the most current exit criteria.
Bilingual/ESL
Students Exited BIL/ESL

Students who are exited from the program are
monitored for 2 years. During that time they are
reported on the LEP Indicator for PEIMS as:

F - Student exited from LEP status - Monitored 1 (M1)


student has met criteria for bilingual/ESL program exit, is no
longer classified as LEP in PEIMS, and is in his or her first year of
monitoring as required by 19 TAC §89.1220(l) and is not
eligible for funding due to the fact that they are not LEP.
S - Student exited from LEP status - Monitored 2 (M2)

student has met criteria for bilingual/ESL program exit, is no
longer classified as LEP in PEIMS, and is in his or her second
year of monitoring as required by 19 TAC §89.1220(l) and is
not eligible for funding due to the fact that they are not LEP
Bilingual/ESL
Fall Data – 110 Enrollment
Valid PEIMS Coding Combinations
Description
LEP
Code
BIL
Code
ESL
Code
Parental
Permission
Non-LEP student, not participating (default)
0
0
0
Blank
LEP Student, not participating
1
0
0
C, 7, 8
- grade PK-08
1
0
2, 3
A, B, E
- grade 09-12
1
0
2, 3
A, F
- grade PK-08
1
2, 3, 4, 5
0
D
- grade 09-12
1
4, 5
0
D (Special Warning
F, S
0
0
blank
F, S
0
2, 3
G
F, S
2, 3, 4, 5
0
G
0
0
2, 3, 4, 5
0
0
2, 3
3
H
LEP Student in ESL program
LEP Student in Bilingual program
Non-LEP Exited student; participating
- in ESL program
- in BIL program
Non-LEP student; participating
11095)
Bilingual/ESL
Fall Data
Standard Reports – PRF5D002
This report provides student counts by grade
for LEP, Bilingual, ESL and Parental Denials
'C.' Only students enrolled on the PEIMS Fall
As-Of date are included on this report.
Bilingual/ESL
Fall Data Standard Reports - PRF5D052
This report provides a listing of students
with various demographics and their
program enrollment information. A
separate report is created for each grade
level, with subtotals by grade.
Bilingual/ESL
Fall Data My Report Requests- PRF5D052
This report is available as a Filtered report
under My Report Requests:
Fall – Student Reports – Student Indicator
By Grade, filter on LEP, Bilingual/ESL (LBE).
Same information as on previous report,
except it is ONLY on LEP Students.
Questions ???

similar documents