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Collaborative Model for ELLs 2014-2015 -continued

This model is being implemented at the Intermediate schools and at the Junior High Schools. The goal for this model is to have an ESL specialist and an academic classroom teacher provide instructional activities which include 1) joint planning, 2) parallel teaching, 3) co-developing instructional materials and 4) co-teaching. The collaborative model implemented last year and will continue this school year to include: 

 

 

• Integration instead of Isolation – students work cooperatively with peers during the course of the school day fostering English language development and reinforcing academic learning.
• Two teachers collaborating and co-teaching so as to provide an effective framework for integrated ESL practices to accommodate the academic, sociocultural, and linguistic needs of English language learners.
• Differentiated instruction for all, especially for ELLs.

 

 

A challenge within the content area is overcome due to teachers working together to ensure that instruction is comprehensible yet including high-level concepts that are vital to students’ development in content-areas. This combination of skills provides English Language learners with high-level instruction and ensures that they do not fall behind in their content-area skills while they learn English.

English as a Second Language (ESL)

ESL/content-based instruction is an English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC 29.061(c) to provide supplementary instruction for all content area instruction; it integrates English as a second language instruction with subject matter instruction which 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.


ESL students are given an intensive program of instruction designed to develop proficiency in the comprehension, speaking, reading, and composition of the English language with a certified ESL teacher.

  • Each elementary school has an ESL program on campus.
  • ESL middle school students attend Northpointe Intermediate and Tomball Intermediate School
  • Creekside Forest and Timber Creek include students in grades K-6th Grade.
  • The junior high schools and high school each have their own ESL program on campus. The collaborative model is incorporated within various content classes.
  • ESLhas transitioned from a pullout model of support to an inclusion model with services being delivered in the mainstream classroom. Those students who require a concentrated self-contained ESL approach to acquire English skills will continue to be served via “Sheltered Immersion” classes.
  • ESL students are taught in English.

The goal of the ESL program:

  • Enable LEP students to become competent in the comprehension, speaking, reading, and composition of English
  • Emphasizes the mastery of English language skills, as well as the content areas of math, science and social studies.
  • Ensures the use of instructional approaches designed to meet the needs of LEP/ELL students
  • Is to be included as an integral part of the total school program
  • Utilizes the essential skills and knowledge required by the state as the curriculum

General Information:

  • ESL students are encouraged to participate in extra-curricular activities when available.
  • ESL students may exit at the end of the year, if their scores in reading and language arts are at or above the 40th percentile of an approved achievement test or they pass the Reading/Writing sections of STAAR in English.
  • An exited ESL student is monitored for two years.
  • Students may re-enter the program if necessary, due to English language difficulties
  • All ESL students PK-12 are given an oral language test and in grades 2-12 they are given an approved achievement test.
  • The Texas English Language Proficiency Assessment System (TELPAS) from the state is used to assess English Language Learners (ELLs) in grades K-12. This assessment measures the percent of ELLs making progress in learning English in reading, speaking, listening and writing.

Sheltered English Instruction referred to as SIOP

Sheltered English Instruction is an instructional approach used to make academic instruction in English understandable to ELL students. ELL students do not compete academically with native English speakers since the class includes only ELL students.

Methods of Instruction:

  • Extra linguistic cues such as visuals, props and body language
  • Linguistic modifications such as repetition instruction in various formats and pauses during speech
  • Teachers have thorough discussions with frequent comprehension checks to ensure understanding
  • In Junior High and High School sheltered instruction classes offer trained personnel to provide support for clarity in content area classes.

Newcomers Academy Classes (NAC):

TISD NAC program seeks to provide students with a strong foundation in English language development and acculturation to U.S. schools.

  • NAC is for recent immigrant students or refugees who have limited English proficiency and often low or limited educational experience in their native countries.
  • Tomball Junior High utilizes a newcomers model that places ELL students into a special academic environment separate from native English speaking students for a limited period of time.
  • The goal for NAC is to provide students with a firm academic foundation, to develop English Language proficiency and basic survival skills.
  • To develop their multicultural understanding and promote inter-cultural communication.
  • To encourage students to continue their education and increase their access to long term educational opportunities.
  • To enhance their self- esteem.

Key Features of NAC:

  • Orientation to school and society- all students participate in special classes and extracurricular activities designed to familiarize them with the school society and their own communities.
  • A specialized curriculum that emphasizes rapid English language acquisition and academic content instruction.
  • Access to a wide range of support services such as counseling, tutoring, parent workshops, health services, interpreters and others.
  • Individualized attention made possible through a low teacher/student ratio.
  • Multicultural education-regardless of the language of instruction, all newcomers programs place a high premium on encouraging students to take pride in their native language and culture.

LPAC Framework Link