Admin

Multilingual Services Department

Vision:

Produce the Nation’s Best

Mission:

We exist to prepare each English Language Learner academically and socially to be a

  • critical thinker
  • problem solver; and
  • responsible and productive citizen.

Core Beliefs and Commitments:

  1. We believe each student can learn at or above grade level and will have equal opportunity to do so
    We will provide every English Language Learner equal access to quality instruction that meets their unique linguistic needs so that they reach their full academic potential.  We will monitor compliance with federal and state law and allocate Title III resources to ensure equity for each English Language Learner.
  2. We believe Aldine ISD can achieve higher levels of performance through clearly defined goals that set high expectations for student achievement.
    We will provide the instructional support necessary for students to acquire the English language and to become academically successful in the mainstream classroom.  We will guide teachers and administrators in the use of data and level of student English proficiency in listening, speaking, reading, and writing to meet the educational needs of each ELL so that students excel in a global, multilingual, and multicultural society.
  3. We believe in the value of parents as the first and best teachers and that the community must actively participate in the development of all children
    We will improve educational outcomes for our students by reaching out to the parents of our English Language Learners so that they become involved in their child’s school.  We will provide parents the tools they need to become active in the educational process by funding specific projects for the community.
  4. We believe in the value of each employee, in his/her personal and professional growth, and in empowering each one to be accountable to make decisions aligned with the vision of the school district
    We will provide each employee who impacts English Language Learners with the knowledge, resources, and support that they need to produce successful graduates, ready for higher education. 
  5. We believe all environments should be supportive, safe, and secure
    We understand the importance of valuing our students’ culture and home language.  We will welcome our English Language Learners in our schools and ensure that the learning environment is supportive and nurturing.  We recognize that this feeling of security is essential in reducing their affective filter so that English language acquisition and academic success is maximized.

    1. Provide educators the tools needed to deliver appropriate quality instruction that meets unique linguistic needs so that English Language Learners reach their full academic potential. 

    1. Use Needs Assessments and Program Evaluations as guides to plan needed staff development sessions each month.
    2. Set the stage each year by focusing educators, via the Bilingual/ESL Symposium, on research-based instructional strategies and best practices that enhance English language proficiency.
    3. Provide training in the SLA and ESL curriculums so that instruction is linguistically accommodated (communicated, sequenced and scaffolded) commensurate with students’ levels of English language proficiency to ensure that students learn the knowledge and skills in the required curriculum.

     

    2. Monitor compliance with federal and state law and allocate Title III resources to ensure equity for each English Language Learner.

    1. Plan and deliver differentiated LPAC training three times each year.
    2. Hold audits and give immediate feedback so that a systematic process is in place at each campus.
    3. Give individualized guidance at the beginning and end of each year to ensure proper student placement and instruction.
    4. Use Needs Assessments and Program Evaluations as guides in making purchasing decisions consistently throughout the year.

     

    3. Provide necessary instructional support so that students acquire the English language and become academically successful in the mainstream classroom. 

    1. Provide consistent training on delivering focused, targeted, and systematic second language acquisition instruction based on students’ English proficiency level.
    2. Emphasize language-rich instruction that provides English Language Learners with a sound foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.


    4. Guide teachers and administrators in the use of data and level of student English proficiency in listening, speaking, reading, and writing to meet the educational needs of each student.

    1. Analyze student progress measured by TELPAS and guide district instructional focus so that there is progression of second language acquisition from one proficiency level to the next each academic year.
    2. Collaborate with teachers and administrators so that students are taught at the appropriate English instructional level based on data.

     
    5. Market our vision, mission, core beliefs and commitments, and goals to stakeholders (teachers, administrators, students, parents, and community) through positive and professional public relations.