Dr. Elsa Barron
Bilingual/ESL Programs and Compliance Coordinator
Email: ereyna@laredoisd.org
Phone: (956)273-1830
Iliana Hinojosa Molina
Bilingual/ESL Strategist & LPAC Compliance
Email: ihmolina@laredoisd.org
Phone: (956)273-1827
Maria Griselda Martinez
Bilingual/ESL Strategist
Email: mgmartinez3115@laredoisd.org
Phone: (956)273-1825
Maria Francisca Gonzalez
Bilingual/ESL Strategist
Email: mfgonzalez@laredoisd.org
Phone: (956)273-1828
Laredo Independent School District affirms that bilingual education programs assist all Emergent Bilingual Students to acquire the necessary skills of listening, speaking, reading, and writing in English in an effort to achieve academic excellence and succeed beyond graduation in an interconnected society. Together will meet the cognitive, affective, and linguistic needs of Emergent Bilinguals within a culturally supportive environment in the classroom to promote student achievement. LISD Bilingual Education Programs are committed to educational excellence and continuous achievement for all Emergent Bilingual Students.
Laredo ISD will promote a consistent district-wide Bilingual Education Program that focuses on meeting the individual needs of students through a rigorous, affective, cognitive, and linguistic curriculum. Classroom instruction in the Bilingual Program shall utilize the student's native language as a foundation for teaching academic content that reflects the Texas Essential Knowledge Skills (TEKS) and higher-level thinking skills while building English proficiency to a level that will ensure successful English transition. The conceptual refinement of languages (Spanish and English) will assist Emergent Bilinguals as a scaffold to better understand the content being presented. Instruction in English as a Second Language (ESL) program will take place primarily in students' general education classrooms. Teachers will employ sheltered instruction strategies, ELPS, and other research-based instructional approaches to support English language development.
The Laredo Independent School District and the Bilingual/ESL Department are committed to addressing the needs of students identified as Emergent Bilinguals and to assure all Emergent Bilinguals receive equitable educational opportunities that enhance their affective, linguistic, and cognitive needs in accordance with TEKS, ELPS, federal regulation, and state policy.
Transitional Bilingual/Early Exit
General Description
Transitional Bilingual/Early Exit is a bilingual model in which students identified as Emergent Bilingual are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school.
Certifications
Instruction in this program is delivered by a teacher appropriately certified in bilingual education under TEC, Subchapter 29.061(b)(1) for the assigned grade level and content area.
Goal
The goal of an the Early-Exit transitional bilingual program is for the program participants to utilize their primary language as a resource while acquiring full proficiency in English.
Instructional Approach
This model provides instruction in literacy and academic content through the medium of the student's primary language through conceptual refinement, along with instruction in English that targets second language development through academic content.
ESL/Pull Out
General Description
An ESL/Pull Out program model is an English acquisition program that serves students identified as Emergent Bilinguals through English instruction.
Certifications
Instruction in this program is provided by an appropriately certified ESL teacher under the TEC, Subchapter 29.061(c) through English Language Arts and Reading.
Goal
The goal of ESL/Pull Out is for Emergen Bilingual students to attain full proficiency in English in order to participate equitably in school.
Instructional Approach
This model targets English language development through academic content instruction that is linguistically and culturally responsive in English Language Arts and Reading. Instruction shall be provided by the ESL teacher in a pullout or inclusionary delivery model.
Summer School Program
General Description
The Summer School Program model shall address the affective, linguistic, and cognitive needs of Emergent Bilingual Students in accordance with Subchapter 89.1210(b) relating to Program Content and Design.
Certifications
Teachers shall possess certification as required by the TEC, Subchapter 29.061, and Subchapter 89.1245 of this title (relating to Staffing and Staff Development).
Goal
The goal of the Summer School Program is for Emergent Bilingual Students to continue in the development of English language proficiency, literacy, and academic skills needed for success in school.
Instructional Approach
The program shall be operated for the equivalent of 120 hours of instruction. The student/teacher ratio for the program district-wide shall not exceed 18 to one.
Eligibility
To be eligible for enrollment:
a student must be eligible for admission to kindergarten or to Grade 1 at the beginning of the next school year and must be an Emergent Bilingual student; and
a parent or guardian must have approved placement of the student in a Bilingual or ESL Program.
2023 Summer Programs
Identification and Classification Procedures
Upon enrollment of a new student in Laredo ISD, a Home Language Survey (HLS) is completed by the parent or guardian. For transfers, an attempt is made to acquire the original HLS through Texas Records Exchange (TREx) online portal. The HLS shall contain the following questions:
What language is spoken in the child's home most of the time?
What language does the child speak most of the time?
If the response on the HLS indicates that a language other than English is used, the student shall be tested.
Testing Materials
Oral Language Proficiency Test (OLPT)
Pre-LAS, LAS Links
shall be administered by staff who are proficienct in the language of the test and trained in the testing requirements
administer OLPT in English and primary language if the district is required to offer a bilingual program
Norm-Referenced Instrument
TEA Approved Norm-Referenced Standarized Achievement Test (Reading/Language), 40th percentile or above for students at non-STAAR grade levels (1st, 2nd, 11th, & 12th)
Reclassification of Students
TEC Subchapter 89.1226
(i) For exit from a bilingual program or ESL program, a student may be classified as English proficient only at the end of the school year in which a student would be able to participate equally in general education, all-English instruction program. This determination shall be based upon all of the following:
a proficiency rating on the state-approved English language proficiency test (TELPAS) for exit that is designated for indicating English proficiency in each of the four language domains (listening, speaking, reading, and writing);
passing standard met on the reading assessment instrument under the Texas Education Code (TEC), Subchapter 39.023(a), or, for students at grade levels not associated by the aforementioned reading assessment instrument, a score at or above the 40th percentile on both the English reading and the English language arts sections of the state-approved norm-referenced standardized achievement instrument; and
the results of a subjective teacher evaluation using the state's standardized rubric.
(j) A student may not be exited from the bilingual education or ESL program in prekindergarten or kindergarten. A school district must ensure that English learners are prepared to meet academic standards required by the TEC, Subchapter 28.0211.
(k) A student may not be exited from the bilingual or ESL program if the language proficiency assessment committee has recommended designated supports or accommodation on the state reading assessment instrument.
Parents, Families, and Community Corner - Title III
Announcements, Resource Center, At-Home Learning Strategies, Self-Care Tips, and More...
Anuncios, Centro de Recursos, Actividades en el hogar, Consejos para el cuidado personal, y más...
Literacy at Home
Preparing to Apply for College
Language Proficiency Assessment Committee (LPAC)
The LPAC, or Language Proficiency Assessment Committee, shall include:
An appropriately certified bilingual or ESL educator (depending on what program the student is served in)
A parent of an Emergent Bilingual student participating in the bilingual or ESL program
A campus administrator in accordance with TEC (Principal, AP, or Dean)
In addition to the three required members of the LPAC, the school district may add other trained members to the committee.
Resources for Bilingual Teachers and Students
Bilingual Education Scholar Awards
Summit K 12
LPAC Clerks Recognitions
