Transcript FINANCIAL PERFORMANCE - Project ISLA

LEP Cycle III- Grant
Awardees
February 7, 2006
Georgina K. González
Director of Bilingual/ESL Education
Susie Coultress
Assistant Director
Texas Education Agency
February 7, 2006
1
Limited English Proficient
• Texas Education Code (TEC)§29.052 defines…
“Student of limited English proficiency
(LEP) – a student whose primary language is
other than English and whose English language
skills are such that the student has difficulty
performing ordinary class work in English.”
• The term English Language Learner (ELL) is
used interchangeably with LEP.
2
684,583
Total
Identified
English Language Learners
(ELLs)
PEIMS, Fall 2004
3
Texas Student
Profile
Grades PK-12
2000-2001
1,650,560 (41%)
1,713,436 (42%)
586,712 (14%)
12,120 (0.3%)
2004-2005
Hispanics 1,969,097 (45%)
White
1,660,392 (38%)
African Am. 623,535 (14%)
Native Am.
14,350 (0.3%)
PEIMS
4
Texas ELL Special
Language
Program
Participation
•
•
•
•
•
ELLs
Bilingual
ESL
ELL Parental Denials
Not Served
PEIMS
684,583
356,029
274,485
45,600
8,469
5
Major Language
Groups in Texas
Schools
More than 100
languages are
represented in
Texas schools
Spanish
Vietnamese
Urdu
Korean
Arabic
629,682
11,306
3,491
2,885
2,830
PEIMS, Fall 2004
6
Number Of Limited
English Proficient (LEP)
Students
School Year
•
•
•
•
•
2000-01
2001-02
2002-03
2003-04
2004-05
Number of
LEP Students
570,603
601,791
630,686
660,707
684,583
7
Number of Bilingual Students Per Grade 2000-2005
80,000
60,000
40,000
20,000
0
PK
Bilingual
K
Bilingual
1
Bilingual
2
Bilingual
3
Bilingual
4
Bilingual
5
Bilingual
6
Bilingual
2000-01
47,717
49,369
52,885
48,465
42,297
28,790
20,816
4,282
2001-02
41,752
52,946
55,419
51,201
44,912
30,862
22,045
4,343
2002-03
45,161
56,338
57,684
52,654
47,409
33,142
23,484
4,520
2003-04
50,298
58,927
60,648
55,051
47,705
33,547
25,878
4,829
2004-05
55,119
62,556
62,771
57,883
50,552
34,819
26,605
5,185
8
Texas Regions with
Highest ELL
populations
•
•
•
•
•
Region 4 (Houston) 174,483
Region 1 (Edinburg) 139,936
Region 10 (Dallas)
114,583
Region 11 (Ft. Worth) 66,763
Region 19 (El Paso)
51,099
9
Identification
of LEP
students
To identify our LEP students the Texas Administrative
Code (TAC §89.1215) requires districts to include two
specific questions in the home language survey
presented to the parents of new incoming students to the
districts:
(1) "What language is spoken in your home most of the
time?"
(2) "What language does your child (do you) speak most
of the time?
If a language other than English is written as a response
then appropriate assessments are required.
10
Legal
Requirements
When is a Bilingual Program required?
• Each school district which has an enrollment of
20 or more limited English proficient students
(LEP) of the same language classification in the
same grade level district-wide shall offer a
bilingual education program for LEP students in
Pre-K to grade 5
• Grade 6 shall be included when clustered with
the elementary grades TAC[§89.1205 (a)] 11
Legal
Requirements
When is an English as a Second Language
(ESL) Program required?
All LEP students for whom a district is not required to offer a
Bilingual education program shall be provided an ESL
program, regardless of the students’ grade levels and home
language, and regardless of the number of students.
Texas Administrative Code (TAC) [§89.1205 (d)]
12
Texas Education Service Centers (ESCs)
provide statewide program assistance
13
Numerical Change in Population by Race/Ethnicity
in Texas for 1980-1990 and 1990-2000
2,500,000
2,329,761
2,000,000
1,500,000
1,000,000
1,354,081
941,383
783,036
445,293
500,000
307,220
283,818
178,037
0
Anglo
Steve H. Murdock
Institute for Demographic and
Socioeconomic Research
College of Business
The University of Texas at San
Antonio
Black
1980-1990
Hispanic
1990-2000
Other
Percent Change in Population by Race/Ethnicity for
1980-1990 and 1990-2000 in Texas
100
Percent Change
88.78
81.15
80
60
53.68
45.35
40
22.53
16.77
20
10.07
7.61
0
1980-1990
Steve H. Murdock
Institute for Demographic and
Socioeconomic Research
College of Business
The University of Texas at San
Antonio
1990-2000
Anglo
Black
Hispanic
Other
Proportion of Net Population Change Attributable to Each
Race/Ethnicity Group in Texas for 1980-1990 and 19902000
70
60.27
60
49.11
50
40
34.14
30
20.26
20
11.52
10.29
10
7.95
6.46
0
1980-1990
Steve H. Murdock
Institute for Demographic and
Socioeconomic Research
College of Business
The University of Texas at San Antonio
1990-2000
Anglo
Black
Hispanic
Other
Language Proficiency Assessment
Committee (LPAC)
The Language Proficiency
Assessment Committee (LPAC) is
responsible for:
• Identifying
• Processing
• Annually reviewing
• Exiting
• Monitoring
all ELL students on each campus.
17
LPAC Process Manual has new
updates
• http://www.tea.state.tx.us/cu
rriculum/biling/teares-lpacprocessmanual.html
18
LPAC Process Manual has new
updates
• Pages 2, 3, 4, 18-36, 38-53, 81, 84,134137,145-154,188,190,217-237,239-252 have
been changed. In the LPAC Manual
• Slide 57 changed in pp presentation
• Now we have a linked and a not linked
LPAC
19
News from the field of English
Language Learners Research
A large scale study has been completed by
Dr. Claude Goldenberg and Dr. Michael Kamil of
California State University
Their Preliminary report reflects the following:
• Primary language instruction is very important for the
academic success of second language learners
• Vocabulary development is a critical factor in second
language literacy
• Parents with low literacy will increase their personal
libraries when informed of the importance of reading and
book availability for their children
• (American Association of Publishers October 2004Washington D.C.)
20
Best Practice for English
Language Learners
• Integrated Language and Content Instruction
• Lessons and units that foster concept
development, practice, and application
• Building background knowledge by providing
concrete experiences
• Instruction that incorporates students’ cultures
and language
(Dr. Emma Violand-Sánchez, Supervisor
English for Speakers of Other Languages & High Intensity Language Training
Arlington Public Schools, Oct. 2004)
21
Recent Literacy development
findings in Spanish-speaking ELLs
• Spanish phonemic awareness, letter
identification, and word reading measured
in grade 2 were reliable predictors of
English performance on parallel tasks at
the end of grades 3 and 4
(The International Dyslexia Association quarterly newspaper August,
Carlo, Calderon, and Proctor, Spring 2005)
22
Recent Literacy development
findings in Spanish-speaking ELLs
• Vocabulary-building activities that
require students to interact
meaningfully with words through
writing, making personal and semantic
connections, and that specifically
teach word learning strategies appear
to be the most promising pedagogies
to increase reading comprehension.
(The International Dyslexia Association quarterly newspaper August,
Carlo, Calderon, and Proctor, Spring 2005)
23
Recent Literacy development
findings in Spanish-speaking ELLs
• L1 word reading skills transfer to L2,
but children must have first language
literacy in the skill for the transfer to
take place; oral proficiency in the first
language is not sufficient.
• Vocabulary is an extremely important
predictor of reading comprehension
(The International Dyslexia Association quarterly newspaper August,
Carlo, Calderon, and Proctor, Spring 2005)
24
Recent Literacy development
findings in Spanish-speaking ELLs
• Children instructed bilingually were
able to achieve high levels of English
and Spanish literacy. Adjusting for
SES, they were at the 7.2 grade level
in Spanish Broad Reading and the 5.8
grade level in English Broad Reading
at the end of Grade 5.
(The International Dyslexia Association quarterly newspaper August,
Carlo, Calderon, and Proctor, Spring 2005)
25
Research Challenges
• Key areas:
– Students who have both language learning
issues and learning disabilities
– The importance of the links between language
and literacy of ELL’s
– Biliteracy in children whose home language is
other than English, not only Spanish.
(The International Dyslexia Association quarterly newspaper August, Carlo,
Calderon, and Proctor, Spring 2005)
26
Assessment in Texas for
ELL’s -TELPAS
•
Texas ELL assessment is one of the best in the nation
– It is valid and reliable
– It empowers the teacher who is with the student all year
around to evaluate the level of proficiency in the various
domains
– It uses two types of assessment: paper and pencil as well as
the observation instrument evaluate the student not on a one
time performance only but also on a profound evaluation of
his/her multiple performance
– It directly impacts instruction which is what Dr. Margo Gotlieb
an OELA presenter touts as the purpose of good assessment.
– The training is a positive tool in providing services for students
acquiring a second language.
– The cost is relatively small and the time is minimal when
compared to California which for the implementation of their
testing had to acquire one million tape recorders.
27
New in Assessment
• In the 2004–2005 school year a new plan for
field-testing and constructing the Spanish
versions of TAKS was implemented. As a
result, the spring 2006 Spanish and English
versions of the TAKS reading, mathematics,
and science tests will not contain the same
set of transadapted test questions. Some test
questions may continue to be highly parallel
translations, some may be more loosely
translated, and some may be completely
different.
28
New in Assessment
• This new test development process
enables the English and Spanish tests
to assess the eligible student
expectations more fully and
authentically. Districts should be
aware that the operational and
released tests will reflect this new
development process beginning with
the spring 2006 administration.
29
New in Assessment
• The new process does not
require any change in
performance standards, test
objectives, eligible student
expectations, total number
of test questions, or number
of questions per objective.
30
TELPAS
• Latest information on Language
Accommodated Test for Math and
other recent updates are posted on
a letter found:
• http://www.tea.state.tx.us/student.as
sessment/resources/letters/2006/05
0907_updates.pdf
31
TEA Student Assessment
Contact Info:
Student Assessment Division
(512) 463-9536
website:
www.tea.state.tx.us/student.assessment/
32
Review of NCLB AMAOs
AMAOs are Annual Measurable
Achievement Objectives.
AMAOs are NCLB accountability
measures related to English
language proficiency.
33
Our AMAO 1 objective is –at least one
proficiency level of progress each year
based on TELPAS
Our AMAO 2 objective is – attainment
of TELPAS rating of Advanced High
34
AMAO 3 measures the adequate
yearly progress (AYP) of ELLs as
described in section 1111(b)(2)(B) of
NCLB.
35
Title III update-NEW
• Please note that the Title III 2005-2006
Compliance Report will be collecting
new information next year. The Title III
Compliance Report will be asking all
Title III-funded LEAs to report the total
number of students assessed for LEP
identification in Grades K-2 and 3-12
for school year 2005-2006.
36
Title III update-NEW
• Also, the compliance report
will collect data on private
school participation that was
previously collected in the
NCLB consolidated
application for federal
funding in eGrants.
37
Direct any questions related to
NCLB accountability and Title
Programs to:
TEA NCLB Division
512-463-9374
TEA NCLB website:
www.tea.state.tx.us/nclb
38
SBEC IS A DEPARTMENT OF TEA
• Here are the rules for the new
Bilingual and ESL certifications. The
main point addressed is the
difference between the
endorsements (that only used the
grade level of certification as a
guide) and supplements, that use the
grade level AND content area of the
educator’s base certification as a
guide.
39
SBEC IS A DEPARTMENT OF TEA
• The holder of the Bilingual Generalist:
EC-4 certificate may teach in a
bilingual pre-kindergarten program, a
bilingual kindergarten program, and
a bilingual program in Grades 1
through 4. The holder of the Bilingual
Generalist: EC-4 may teach the same
content areas, in either a bilingual or
general education program,
40
SBEC IS A DEPARTMENT OF TEA
• as the holder of the Generalist: EC4 certificate may teach under
§233.2(a) of this title (relating to
Generalist). The holder of the
Bilingual Generalist: EC-4
certificate may also teach in an
English as a second language
program in EC-Grade 4.
41
SBEC IS A DEPARTMENT OF TEA
• The holder of the Bilingual Generalist: 4-8
certificate may teach in a bilingual program
in Grades 4 through 8. The holder of the
Bilingual Generalist: 4-8 may teach the
same content areas, in either a bilingual or
a general education program, as the holder
of the Generalist: 4-8 certificate may teach
under §233.2(b) of this title. The holder of the
Bilingual Generalist: Grades 4-8 certificate
may also teach in an English as a second
language program in Grades 4-8.
42
SBEC IS A DEPARTMENT OF TEA
• The holder of the Bilingual Education
Supplemental: EC-4 certificate may teach in
a bilingual program at the same grade
levels and in the content area(s) of the
holder's base certificate. The holder of the
Bilingual Education Supplemental: Grades
EC-4 certificate may also teach in an English
as a second language program at the
same grade levels and in the content
area(s) of the holder's base certificate.
43
SBEC IS A DEPARTMENT OF TEA
• The holder of the Bilingual Education
Supplemental: 4-8 certificate may teach in
a bilingual program at the same grade
levels and in the content area(s) of the
holder's base certificate. The holder of the
Bilingual Education Supplemental: Grades 48 certificate may also teach in an English as
a second language program at the same
grade levels and in the content area(s) of
the holder's base certificate.
44
SBEC IS A DEPARTMENT OF TEA
• The holder of the English as a Second
Language Generalist: EC-4 certificate may
teach in an English as a second language
program in pre-kindergarten through Grade
4. The holder of the English as a Second
Language Generalist: EC-4 may teach the
same content areas, in either an English as a
second language or a general education
program, as the holder of the Generalist:
EC-4 certificate may teach under §233.2(a)
of this title.
45
SBEC IS A DEPARTMENT OF TEA
• The holder of the English as a Second
Language Generalist: Grades 4-8
certificate may teach in an English as a
second language program in Grades 48. The holder of the English as a Second
Language Generalist: Grades 4-8 may
teach the same content areas, in either
an English as a second language or a
general education program, as the
holder of the Generalist: Grades 4-8
certificate may teach under §233.2(b)
of this title.
46
SBEC IS A DEPARTMENT OF
TEA
• The holder of the English as a Second
Language Supplemental certificate
may teach in an English as a Second
Language program at the same
grade levels and in the same content
areas) of the holder's base certificate.
47
SBEC IS A DEPARTMENT OF TEA
• Here is the link to the list of earlier versus new
tests:
• http://www.sbec.state.tx.us/SBECOnline/ab
out/asepassoctest.pdf
• Please open this link every so often as test
dates may change, especially regarding
bilingual and LOTE tests (such as the TOPT).
48
SBEC IS A DEPARTMENT OF TEA
• If there is any additional information
you need, please call or write
Christopher.
• Christopher Sánchez
• Division of Educator Standards
• Texas Education Agency
• (512) 936-8233
• [email protected]
49
Performance-Based
Monitoring
January 2006 Update
50
PBM Data Integrity:
Who Moved My Framework?

The data integrity framework is not the
same as the PBMAS framework.

Three distinctly different components to the
Performance-Based Monitoring System (page 7 of
the Texas Education Agency Performance-Based Monitoring
System for Texas School Districts and Charters)



PBMAS
Data Integrity
Additional TEA Oversight
51
PBM Components: Related But
Different and Distinct
Annual
Performance
Data
Integrity
TAKS Data
State
Accountability
Leaver Data
AYP
Discipline
Data
PBMAS
Texas FIRST
Attendance
Audits
Random Data
Validation
TEA
Oversight
District
Governance
Dispute
Resolution
CTE/CR Reviews
Local
Independent
Financial Audits
Imminent Risk
Response
52
2005 PBM Data Integrity: Student
Assessment Data Integrity Indicators
Brief Update
53
Slide from November TETN
Other analyses of student assessment data in 2005 may include
review of SDAA II participation data and exemption of students
with limited English proficiency.
54
2005 PBM Data Integrity: Student
Assessment Data Integrity
2005 PBMAS Manual
p. 37 (BE/ESL #10)
p. 89 (SPED #06)
55
2006 PBMAS Preview
2005 and 2006 side-by-sides for each program
area




BE/ESL likely to be first side-by-side (perhaps
February 2006 TETN)
Followed by CTE (perhaps March 2006 TETN)
NCLB and SPED later (perhaps April 2006 TETN)
Other System Components (perhaps May 2006 TETN)
2006 PBMAS Manual
56
Interventions Update: Upcoming
Presentations
TCASE Preview: PBM Update
(concurrent session)
 Midwinter Preview: Preparing for
CTE/CR On-Site Review
(concurrent session)

57
Interventions Update: RF Monitoring



Enforcement letter to LEAs
Hiring activities
Assistance with materials development
58
Interventions Update: Approaching
Timelines for 2005-2006

BE/ESL


Stage 2: January 27, 2006
CTE



Stage 2: January 13, 2006
Stage 3: January 27, 2006
Stage 4: January 27, 2006
59
Interventions Update: Approaching
Timelines for 2005-2006

NCLB







Stage 1C:
Stage 2A:
Stage 2B:
Stage 2C:
Stage 3A:
Stage 3B:
Stage 3C:
January 13, 2006
January 13, 2006 (completion)
January 13, 2006
January 27, 2006
February 3, 2006
February 10, 2006
February 10, 2006
60
Interventions Update: Approaching
Timelines for 2005-2006

SPED



Stage 1B: January 13, 2006
Stage 2: February 3, 2006
Stage 3: February 17, 2006
61
PBMI TETN Dates (Thursdays 9 a.m. to 12:00 p.m.)
2006 Dates
January 5
February 23
March 16
April 6
May 4 – Cancel
May 19 – Replacement Date (Friday, 9:00 to 12:00)
June 1
June 29
August 3
September 7
October 5
November 2
December 7
62
2005 PBMAS Indicators
• BE/ESL #1(i-v)—LEP English TAKS Passing
Rate
• BE/ESL #2(i-v)—BE English TAKS Passing
Rate
• BE/ESL #3(i-v)—ESL English TAKS
Passing Rate
• BE/ESL #4(i-iv)—LEP Spanish TAKS
Passing Rate
• BE/ESL #5(i-iv)—BE Spanish TAKS
Passing Rate
• BE/ESL #6(i-iv)—ESL Spanish TAKS
Passing Rate
63
2005 PBMAS Indicators
• BE/ESL #7(i-v)—LEP Year-After-Exit Eng
TAKS Passing Rate
• BE/ESL #8(i-v)—BE Year-After-Exit Eng
TAKS Passing Rate
• BE/ESL #9(i-v)—ESL Year-After-Exit Eng
TAKS Passing Rate
• BE/ESL #10—LEP TAKS/SDAA II
Participation Rate
• BE/ESL #11—LEP Annual Dropout Rate
• BE/ESL #12—LEP RHSP/DAP Graduation
Rate
64
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Accountability and Data Quality Products
The confidential products located at this secure site include ACCT (state accountability products); AEA (alternative education accountability
products); AYP (federal accountability products); and PBM (data integrity and PBMAS).
Reports, listings, and downloads on this site are confidential and should be treated as such. These products are not designed to be
shared with the public. Read the full TEA Statement of Confidentiality.
New Items
Preliminary 2005 Adequate Yearly Progress (AYP) Information (Contains link to Residential Care and Treatment Facilities Data Collection site - posted 8/10/05)
Recent Postings
Accountability Data Tables - Standard Procedures (posted 8/1/05)
Accountability Data Tables and Student Listings - AEA Procedures (posted 8/1/05)
Accountability Summary Reports - both Standard and AEA Procedures (posted 8/1/05)
Annual Dropout Information for 2003-04 (posted 6/16/05)
Completion Information for the Class of 2004 (posted 6/16/05)
Texas Education Agency Secure Environment
Texas Education Agency, 1701 Congress Ave, Austin, TX 78701-1494
Thanks for using the system.
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Performance-Based Monitoring
The Division of Performance-Based Monitoring is responsible for developing the Performance-Based Monitoring Analysis System (PBMAS) which
is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas
(bilingual education/English as a second language, career and technology education, special education, and certain programs under the No
Child Left Behind Act). From the data contained in the PBMAS, the division also designs and maintains the annual Performance-Based
Monitoring Analysis System Summary Report. This is a district-level report that includes specific data for each performance indicator in the
PBMAS. A technical resource for understanding this summary report is the PBMAS Manual available on the division's website.
The Division of Performance-Based Monitoring is also responsible for developing and reporting on a variety of data integrity indicators, including
indicators to examine leaver/dropout records, disciplinary data, and student assessment data.
If you have questions about the PBMAS or the performance-based monitoring data integrity indicators that are not addressed in the PBMAS or
data integrity manuals available on the division's website, please contact your Education Service Center or the Division of Performance-Based
Monitoring by telephone at (512) 936-6426 or via email at [email protected].
Please select one of the following:
Data Integrity:
Disciplinary Alternative Education Program (DAEP)
(posted - March 31, 2005)
Performance-Based Monitoring Analysis System (PBMAS)
(posted - March 31, 2005)
Texas Education Agency Secure Environment
Texas Education Agency, 1701 Congress Ave, Austin, TX 78701-1494
Thanks for using the system.
Framework for 2005-2006
Performance-Based Monitoring
Bilingual / ESL Education
Level of Performance
Concern
Stage of
Intervention
Low
1A
Low-Moderate
1B
High
2
Substantial
3
Activities
LEA Action
Address
Focused Data Analysis (FDA)
Retained locally and submitted on
random basis
Areas in need of
improvement
Focused Data Analysis (FDA)
CIP
CIP submitted to TEA
Areas in need of
improvement
Focused Data Analysis (FDA)
LEA Public Meeting
CIP
All activities submitted to TEA
Areas in need of
improvement
Special Program
Effectiveness Review
All required activities submitted to
TEA
(Includes Targeted On-Site
Review)
On-site findings must be addressed
in CIP
CIP
Areas in need of
improvement
Bilingual/ESL Monitoring
•
•
•
•
•
•
•
Stages of Intervention 1A,1B
Focused Data Analysis
Continuous Improvement Plan
Stage 2
Focused Data Analysis
Continuous Improvement Plan
Public Program Performance Review
(LEA Public Meeting),
• Program Effectiveness Review
Optional
• Stage 3
• http://www.tea.state.tx.us/pmi/bemon/
Public Meeting
• http://www.tea.state.tx.us/pmi/bemon/ppp
r.html
• If your district is required to conduct a
public meeting then you can go to this
URL and download several Spanish
documents for the parents.
Bilingual / ESL Education
Program Monitoring
Pilot Plan | 2005-2006
ESC/outside support and/or
TEA Oversight,
Interventions, Sanctions
NO
Evaluate for effectiveness,
update, and implement
Bilingual/ESL CIP
YES
ONGOING
Implementation
OK?
Resubmit CIP
(ESC/outside
support)
NO, 1st Time
Stage1
Intervention*
Focused Data Analysis (FDA)
CIP
TEA Desk
Review of CIP
CIP
OK?
YES
Stage 2
Intervention
Focused Data Analysis (FDA)
LEA Public Meeting
CIP
TEA Review of
Submissions
Review
OK?
NO, 2ndTime
TEA Oversight,
Interventions
and/or
Sanctions
NO
Districts
w/ substantial or
multi-program
concerns
Other Random
Data and
Self-Evaluation
checks
Special Program Effectiveness
Review
Information
Collection and
Review (TEA
data review and
LEA submission)
Implement CIP
Evidence of
Change
(timely review and
check points)
YES
Targeted TEA
On-Site Review
(fiscal and/or
other issues)
ONGOING
NO
YES
CIP
OK?
ONGOING
*Required level of submission to TEA varies depending upon initial PBMAS review.
An optional program effectiveness review can be completed at any stage of
intervention to support FDA and CIP development.
CIP = Continuous Improvement Plan
TEA | Bilingual/ESL Education
February 2005
PBMAS 2005 Indicator
Program
Area
Indicator
Name
2004
PBMAS
2005
PBMAS
BE/ESL
LEP English
TAKS Passing
Rate
PL assigned
Report Only
BE/ESL
BE English TAKS
Passing Rate
PL assigned
Report Only
BE/ESL
ESL English
TAKS Passing
Rate
PL assigned
No change
71
PBMAS 2005 Indicator
Program
Area
Indicator
Name
2004
PBMAS
2005
PBMAS
BE/ESL
LEP Annual
Dropout Rate
PL assigned
No change
BE/ESL
LEP Spanish
TAKS Passing
Rate
PL assigned
Report Only
BE/ESL
BE Spanish TAKS PL assigned
Passing Rate
No change
72
PBMAS 2005 Indicator
Program
Area
Indicator
Name
2004
PBMAS
2005
PBMAS
BE/ESL
ESL Spanish
TAKS Passing
Rate
PL assigned
No change
BE/ESL
LEP Year-AfterExit TAKS
Passing Rate
PL assigned
No change
BE/ESL
BE Year-After-Exit PL assigned
TAKS Passing
Rate
Report Only
73
PBMAS 2005 Indicator
Program
Area
Indicator
Name
2004
PBMAS
2005
PBMAS
BE/ESL
ESL Year-AfterExit TAKS
Passing Rate
PL assigned
Report Only
BE/ESL
LEP TAKS/SDAA
Participation Rate
PL assigned
LEP
TAKS/SDAAII
Participation
BE/ESL
LEP Progress on
RPTE
Report Only
TBD in
coordination with
Title III AMAOs
(TELPAS)
74
PBMAS 2005 Indicator
Program
Area
BE/ESL
Indicator
Name
LEP RHSP/DAP
Graduation Rate
2004
PBMAS
Report Only
2005
PBMAS
No changes
75
Bilingual / ESL Tools & Materials
and Proposals for 2005-2006
• Focused Data Analysis and Optional
Program Effectiveness Review
Guidance Document
• FDA Template
• LEA Public Meeting Guidance
Document
• LEA Public Meeting Templates (3)
• Optional Program Effectiveness
Review Template
• RPTE-3 years or more beginner will be
reviewed
76
PBM and PMI
contact info:
Performance Based Monitoring
Division (PBM)
512-463-9515
www.tea.state.tx.us/pbm
Program Monitoring and
Interventions Division (PMI)
512-463-9414
www.tea.state.tx.us/pmi
77
Texas English
Language Learner
Initiatives
And
Training
78
LEP Student Success Initiative
(SSI) Grant, Cycle 1
•
Approximately $7,000,000 available for
LEP SSI Cycle 1 grants during the 20042005 project period.
•
First time that we have a state funded
LEP initiative.
79
LEP Student Success Initiative
(SSI) Grant, Cycle 2
•
•
•
•
Approximately $9,000,000 available for
LEP SSI Cycle 2 grants during the 20052006 project period.
34 districts/charter schools received this
funding
Increase ELL TAKS achievement, English
reading proficiency, grade promotion,
and secondary credit accrual; and
Increase teachers prepared to enable
ELLs to meet state performance
expectations and reduction of ELL
teachers under a Bilingual exception or
80
Needs Assessment for
Cycle 2 LEP SSI Grant
To obtain needs assessment
information on the SSI Initiative,
please contact Dr. Frank Lucido
at :
http://coe.tamucc.edu/ell
81
LEP SSI Grant, Cycle 3
The grant was finally posted at:
http://www.tea.state.tx.us/opge/
disc/lep_c3/index.html on
Monday.
The eligibility list is also located
there.
82
LEP SSI Grant, Cycle 3
This cycle is revised to include direct
professional development from ESCs
Grantees are required to conduct
comprehensive needs assessment
with the technical assistance from
the Texas A&M University at Corpus
Christi (TAMUCC) Institute for Second
Language Achievement (ISLA).
83
LEP SSI Grant, Cycle 3
Number District Name Eligible
Amount
108-902 Donna ISD $ 500,000
015-911 East Central ISD $ 195,250
108-903 Edcouch-Elsa ISD $
500,000
241-903 El Campo ISD $ 172,680
011-902 Elgin ISD $ 267,400
84
LEP SSI Grant, Cycle 3
Number District Name Eligible Amount
108-917 Evins Regional Juvenile Center $
99,050
058-906 Lamesa ISD $ 136,050
061-914 Little Elm ISD $ 286,640
220-908 Mansfield ISD $ 500,000
250-903 Mineola ISD $ 123,470
108-915 Monte Alto ISD $ 155,290
090-904 Pampa ISD $ 136,790
031-914 Santa Rosa ISD $ 178,970
240-903 United ISD $ 500,000
043-914 Wylie ISD $ 217,080
85
Mathematics English
Language Learner
(MELL) Initiative
Texas State University System
(TSUS)/TEA partnership
The MELL project is focused on creating
practical instructional tools for K-12
educators teaching mathematics to English
Language Learning (ELL) students.
86
MELL Initiative
• Effective Mathematics Instructional
tools
• Professional development
• Classroom-based research
• Best practices in university-based
teacher training programs
• Guidance for policymakers
Additional information regarding
MELL at: www.tsusmell.org
87
Texas Mathematics
Diagnostic System
• Online math tool in English and
• Spanish targeting students in
grades 3-8
• Grades 9-12 will be added in 2006
• Aligned with TAKS/TEKS
• Over 3,000 test items
www.accesstmds.com/tmds
88
2005 TEA summer Trainer of
Trainers (TOT) for educators
serving ELLs:
• All ESCs can provide this
training now
• Bilingual Elementary
Science (1-5)
• Dual Language Program
Implementation
89
What is Dual Language
Immersion (DLI)?
Instruction in Two Languages for English Speakers
And Non-Native Speakers of English
Bilingualism
Biliteracy
High Academic
Achievement
Multiculturalism
90
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
91
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
• 231 Two way Programs are
registered at the
www.Texastwoway.org
92
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
93
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
• We have both two way and one way
programs in Texas. One way
programs are more common in the
borderline areas.
94
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
• One-way dual language:
bilingual program where
homogeneous groups of
students (English language
learners) are instructed in the
TEKS in two languages.
95
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
• Two-way bilingual immersion program: a
program in which monolingual English
speaking children study the regular school
curriculum alongside children who are native
speakers of the target, or second, language;
a portion of the instructional day is taught in
– English and another portion is in the target
language; aims for additive bilingualism and
– biculturalism for all the students involved (TESOL,
1997).
96
1.-Please briefly describe the dual
language program (s) which you
have worked. (one way-two way)
• Additive bilingualism is an enrichment
process where students acquire a
second language with no fear of native
language loss or abandonment of their
own cultural identity. They further
develop and maintain their first
language and cultural identity As a
result, additive bilingualism is
97
enrichment.
2. What critical elements would you
suggest are necessary for the
consideration of implementing and or
maintaining the dual language program?
• Critical features of dual language
immersion
• An integrative philosophy;
• Participation—commitment of 5-7
years;
• High expectations in two languages;
• Additive bilingualism;
98
2. What critical elements would you
suggest are necessary for the
consideration of implementing and or
maintaining the dual language e program?
• Separation of languages for
instruction;
• Promotion of equity; and
• Positive cross-cultural
understandings.
99
3.What steps would you consider
necessary to take to implement a
dual language program?
• Design the program for about a year after
performing a needs assessment and visiting
other successful schools that are
implementing a Dual Language Immersion
Program
• Costs need to be evaluated to see if a whole
school or a strand is chosen as
implementation.
• Funding sources and budgeting needs to take
place.
• Models need to be chosen
• Develop application for participation in the 100
program
3.What steps would you consider
necessary to take to implement a
dual language program?
• Work Out Logistics
– • Plan daily schedules based on the model that was
selected
– • Establish grading procedure consistent with district
grading policy (if applicable)
– • Add grades for Language arts in Spanish
– • Develop rubrics to assess second language
acquisition
– • Develop comprehensive monitoring/evaluation
framework for program and for kids
– • Introduce Information Analysis (see next 5 slides)
101
3.What steps would you consider
necessary to take to implement a
dual language program?
• Determine how classroom instruction
will be monitored (peer mentors,
surveys, walkthroughs, vertical and
horizontal meetings)
• Use student achievement to drive
monitoring and evaluation towards
continued improvement (analysis of
data in quadrant 4; dissagregation of
data in many different ways)
102
3.What steps would you consider
necessary to take to implement a
dual language program?
• Revisit and Refine your Program
• Use summative and formative
evaluation; tied to strategic goals
• Initiate program evaluation (identify
successes and areas in need of
improvement based on Information
Analysis)
• Disseminate evaluation to all
stakeholders
103
3.What steps would you consider
necessary to take to implement a
dual language program?
• Nonnegotiables
• Before having a chance to learn about
instructional practices in DLI programs
and how districts in Texas have
designed, implemented and maintained
DLI programs, it is essential to review
key non-negotiables in the development
of effective DLI programs:
104
3.What steps would you consider
necessary to take to implement a
dual language program?
• Nonnegotiables:
–
–
–
–
Have high standards;
Ensure separation of languages;
Solidify district commitment; and
Maintain the integrity of the model
105
4.-What teacher model would you
suggest and why in terms of cost
effectiveness? (i.e., two teachers, one
teacher)
• http://ldn.tamu.edu/Archives/CBAReport.pdf
• Report developed for the Texas Education
Agency and the Senate Education Committee
• Dr. Rafael Lara-Alecio
• Dr. Martha Galloway
• Dr. Lakshmi Mahadeva
• Ben Mason
• Beverly Irby
• Dr. Genevieve Brown
• Dr. Leo Gomez
106
4.-What teacher model would you suggest
and why in terms of cost effectiveness?
(i.e., two teachers, one teacher)
• The results showed that beyond the state Title
III allotment, DL programs’ annual costs on
average were $290 per pupil in large
programs; $406 per pupil in medium programs;
and $879 per pupil in small programs.
• small DL program was comprised of 10-120
students,
• a medium DL program included 121-240
students, and
• a large program was designated as consisting
of 240+ students.
• http://ldn.tamu.edu/Archives/CBAReport.pdf 107
4.-What teacher model would you
suggest and why in terms of cost
effectiveness? (i.e., two teachers, one
teacher)
• The largest categorical costs for all
three DL program sizes were
associated with managerial costs.
• These costs were significantly
diminished as program size
increased.
108
4.-What teacher model would you
suggest and why in terms of cost
effectiveness? (i.e., two teachers, one
teacher)
• The lowest costs per pupil were
associated with the following:
– (a) Larger DL Programs and
– (b) Two-Teacher Mixed Model Programs.
• No real cost difference was detected
between 50:50 and 90:10 DL program
designs.
109
4.-What teacher model would you
suggest and why in terms of cost
effectiveness? (i.e., two teachers, one
teacher)
• The two-teacher mixed model is one in which
students are being served by two different
teachers, one in Spanish, the other in English,
for differing periods of the day or week. Native
English and native Spanish speakers are mixed
within the same class group.
• This model typically represents (minimally) two
classes of students (approximately 40 students)
which rotate between English and Spanish
instruction in a “team-teaching” type situation in
which planning, curriculum materials, and
110
paraprofessionals are usually shared.
5.What does good teaching look like
in dual language programs?
• Teaching and relabeling not reteaching.
Academic content area being taught at
the highest levels.
111
5.What does good teaching look like
in dual language programs?
• Is DLI simply “good teaching?” No! In
order to work with the social and
linguistic needs of the students, one
must take a closer look at the social and
cultural attributes that the students bring
to the classroom. These needs are
usually embedded within the values that
the students bring that are closely linked
to elements such as culture, language,
and social differences.
112
5.What does good teaching look like
in dual language programs?
•
•
•
•
Language acquisition,
Comprehensible input-Krashen
Sheltered Instruction
Equitable opportunity given to
both groups
113
What test does a student takeEnglish or Spanish?
• The TAKS test needs to be taken
depending on the program model the
language in which the subject is taught
and the decision must be taken in an
individualized basis.
114
BILINGUAL
EXCEPTIONS AND ESL
WAIVERS
Georgina González, Director
Susie Coultress, Assistant Director
Bilingual Program Unit
Division of Curriculum Texas Education Agency
1701 N. Congress Ave.
Austin, TX 78701
(512) 475-3555
115
1. What is a Request for Exception to
the Bilingual Education Program?
• 19 TAC Chapter 89, Adaptations for
Special Populations, Subchapter BB,
Commissioner's Rules Concerning
State Plan for Educating Limited
English Proficient Students, Section
89.1205, Required Bilingual
Education and English as a Second
Language Programs, states the
following:
116
1. What is a Request for
Exception to the Bilingual
Education Program?
• “(a) Each school district which
has an enrollment of 20 or more
limited English proficient students
in any language classification in
the same grade level district-wide
shall offer a bilingual education
program as described in
subsection
117
1. What is a Request for
Exception to the Bilingual
Education Program?
• (b) of this section for the limited
English proficient students in
prekindergarten through the
elementary grades who speak that
language. "Elementary grades" shall
include at least prekindergarten
through Grade 5; sixth grade shall be
included when clustered with
elementary grades.”
118
1. What is a Request for Exception
to the Bilingual Education Program?
• Districts or charter schools that are unable
to provide a bilingual education program
are required by 19 TAC §89.1205(g) to
request from the Commissioner of
Education an exception to the bilingual
education program and approval to offer an
alternative program by submitting Form 1,
Request for Exception to the Bilingual
Education Program.
119
2. What is a Request for Waiver for
English as a Second Language
Program?
• 19 TAC Chapter 89, Adaptations for
Special Populations, Subchapter BB,
Commissioner's Rules Concerning
State Plan for Educating Limited
English Proficient Students, Section
89.1205, Required Bilingual
Education and English as a Second
Language Programs, states the
following:
120
2. What is a Request for Waiver for
English as a Second Language
Program?
• “(d) All limited English proficient students
for whom a district is not required to offer
a bilingual education program shall be
provided an English as a second
language program as described in
subsection (e) of this section, regardless
of the students' grade levels and home
language, and regardless of the number
of such students.”
121
2. What is a Request for Waiver for
English as a Second Language
Program?
• Districts or charter schools unable to
provide an ESL certified teachers to
implement the ESL program are required
by 19 TAC §89.1205(h) to request from the
Commissioner of Education a waiver of
the certification requirements for teachers
who will provide ESL instruction by
submitting Form 2, Request for Waiver for
English as a Second Language (ESL)
Program.
122
3. When is the deadline for
submitting these forms?
• The forms are mailed early in the
summer and are due by October
1 every year…however,
for the 2005-2006 school year the
forms are due December 1, 2005.
The data must be from the
October 1 information.
123
4. If I am a charter school do I
need to have bilingual
certified teachers and ESL
supplemental
certified teachers?
• Yes. The teachers must be
certified appropriately, if
you are required to offer
these programs based on
19 TAC § 89.1205.
124
5. Does TEA verify the colleges
and universities reported on the
bilingual exception form 1 and
ESL waiver form 2?
• Yes. The Bilingual Education Unit
collaborates with the State Board for
Educator Certification which is now
within TEA on colleges and
universities offering
certification programs.
125
6. Does TEA compare bilingual
exceptions form 1 and ESL
waivers form 2 to those previously
submitted to the Agency?
• Yes. Every ESL waiver and
bilingual exception is
compared from one
year to the next
to note progress.
126
7. Can a district or charter school
use permanent substitute teachers
to teach LEP students?
• Only if these teachers have
valid Texas teaching
certificates and are properly
Bilingually certified or ESL
supplemental certified as
required by the program that
the district or charter school is
required to implement.
127
8. Can I have a time extension to
send the bilingual exception form 1
or ESL waiver form 2 late?
• No. Every application is stamped and dated
when it arrives in our office. Receipt dates are
recorded for future reference.
PLEASE
DO NOT FAX FORMS
AS THEY WILL NOT
BE ACCEPTED
128
9. What if I am required to provide a
Chinese bilingual program and cannot
find a Chinese certified bilingual
teacher for my 20 Chinese
LEP first graders?
• You need to apply for an exception to
the Chinese Bilingual program not
only for the twenty first graders, but
also for the other Chinese LEP
students within the elementary
grades. This bilingual exception will
not reflect the district negatively in
the Exceptions and Waivers review. 129
10. What if my district or charter
school has an emergency in the
middle of the year and our certified teacher
needs to move or leave for several months?
Do I need to re-submit my application?
• If the situation occurs after
December 1 for the 2005-06 school
year only, you do not have to
resubmit. Try to serve the students
with a certified teacher. Solve your
situation as quickly as possible and
keep all documentation.
130
11. Do I have to write the same
district/charter school data in the
bilingual exception form 1 and ESL
waiver form 2 if I am submitting both
forms?
• Yes, even though most of the district data
is the same, there are some differences.
The differences are on page 2 of the
Request for Exception to the Bilingual
Education Program letters I, K, and L.
The questions pertain to number of
teachers instructing LEP students under
bilingual education exception for Spanish
and languages other than Spanish.
131
12. What letters do we use for
instructional design?
• You choose the letters and
numbers that will most
appropriately describe the
instructional design used by your
district in that class. TEA has
given you the freedom to create
your own options so that every
possible service can be
showcased.
132
13. Do you share the information
on bilingual exceptions form 1
and ESL waivers form 2 with
Performance Based Monitoring
staff?
•YES!
133
14. Do I code the LEP students
under bilingual exception form 1
as ESL on PEIMS?
• Yes. Only the students who receive
ESL services under an approved
exception to the
bilingual program
are coded ESL on
PEIMS in that grade
during that year only.
134
Bilingual Exceptions /ESL
Waivers
If 20 or more LEP students are identified in
any language classification and in the same
grade district-wide, then…
PK through elementary grades -- bilingual
program is required (include 6th grade if
clustered with elementary grades) Grades
7-12 --only ESL is required
135
Bilingual Exceptions
A bilingual exception form 1 must
include…
…a description of the proposed
alternative program to meet the affective,
linguistic, and cognitive needs of LEP
students;
…a description of the training program
provided to improve the skills of the staff
assigned to implement the proposed
136
alternative program;
Bilingual Exceptions
A bilingual exception form 1 must include..
…the actions the district or charter school will
take to ensure that the required bilingual
program will be provided the next year,
including plans for recruiting & training
teachers an adequate number of teachers to
eliminate the need for subsequent exceptions;
and
…assurance that available certified staff will be
assigned at Pre-K through the succeeding grades
to meet the needs of LEP students.
137
Bilingual Exceptions
A bilingual exception form 1 must show that
the district has…
…taken all reasonable affirmative steps to hire
sufficient certified bilingual teachers;
…% of teachers decreasing under exceptions;
…affirmative hiring policies & procedures;
…not unjustifiably denied employment to
properly certified bilingual teachers in the past
12 months.
138
Bilingual Exceptions
A bilingual exception form 1 must show that
the district is…
…implementing specific measures to
eliminate the need for a bilingual exception;
…providing a training program for staff
assigned to provide the alternative program
and using 10% of the bilingual allotment for
this training.
139
ESL Waivers
An ESL waiver form 2 must include…
…all of those items required for a bilingual
exception except I, K, & L …and…
…the names of the teachers not on permit
who are assigned to the ESL program and
estimated date for completion of the ESL
supplemental certification; The date must
be within the present school year.
140
Bilingual Exceptions/
ESL Waivers
Criteria for Review of Forms
--alternative program is appropriate &
adequate to meet the needs of students and
fulfill the law requirements
-- the recruiting plan is adequate (must
include time lines)
-- the previous year’s recruiting plan was
accomplished
141
Bilingual Exceptions/
ESL Waivers
Criteria for Review of Forms
-- # years bilingual exceptions/ESL waivers
requested
-- # & % teachers on bilingual exception
--# & % teachers on ESL waiver
--# & % teachers on bilingual exception
and/or ESL waiver has decreased yearly
--# and % of student enrollment impacted142
Bilingual Exceptions & ESL Waivers
• Only districts or charter schools that
do not have certified personnel in the
bilingual or ESL programs must
submit one of these two options- BILINGUAL EXCEPTION FORM 1: if teachers
with bilingual certification are not available
(pages 1-5)
 ESL WAIVER FORM 2: if ESL supplemental
certified teachers are not serving LEP students
that are required to receive ESL instruction
(pages1 & 6-8)
143
2005-2006 TRANSMITTAL FORM FOR BILINGUAL EDUCATION
EXCEPTION FORM 1 AND ESL WAIVER FORM 2
______________________
______________
District/Charter School Name
County-District Number
Authority for Data Collection: Texas Education Code (TEC)
Subchapter B, §29.054; Texas Administrative Code (TAC) Title
19, Chapter 89, Subchapter BB, Commissioner’s Rules
Concerning State Plan for Educating Limited English Proficient
Students.
Planned Use of the Data: Documentation of district or charter
school compliance with state requirements for serving students
of limited English proficiency.
Instructions: Please designate a contact person for the
district/charter school, and check one or more of the two
statements below concerning the present status of the
Bilingual/English as a Second Language program in your
district or charter school. For further information, please
contact our office at (512) 475-3555.
144
Original forms must be typed and submitted by December 1, 2005 to the:
Texas Education Agency
Bilingual Education Program Unit, Curriculum Division
1701 North Congress Avenue
Austin, Texas 78701
PLEASE DO NOT FAX FORMS.
145
2005-2006 TRANSMITTAL FORM FOR BILINGUAL EDUCATION
EXCEPTION FORM 1 AND ESL WAIVER FORM 2
____________________________________________________
District/Charter School Contact Person
Email
Phone
□ FORM 1: The district/charter school requests an exception
to the bilingual education program.
(If this statement is checked, this page and Form 1 Request for
Exception to the Bilingual Education Program, on pages 2, 3, 4,
and 5 must be completed and submitted to TEA.)
□ FORM 2: The district/charter school requests a waiver of
certification requirements for its ESL program.
(If this statement is checked, this page and Form 2 Request for
Waiver for the English as a Second Language (ESL) Program,
on pages 6, 7, and 8 must be completed and submitted to TEA.)
146
I
Action Required by
December 1, 2005
FORM 1: REQUEST FOR EXCEPTION TO THE BILINGUAL EDUCATION
PROGRAM
I Am A Winner I
551-555
District/Charter School Name
County-District
Provide complete and accurate responses to the following items. If more space isNumber
needed for
any item, reference an attachment by item number and include all attachments with
submission of this form. Include all necessary supporting documentation.
A.
B.
657
20
C.
19
D.
0
E.
3
F.
19
G.
H.
I.
12
0
2
J.
1
K.
L.
5
4
Number of identified limited English proficient (LEP) students (district-wide)
Number of teachers with bilingual certification employed in the district or charter
school
Number of teachers with bilingual certification currently teaching bilingual
education
Number of non-certified permanent substitute teachers providing bilingual
education instruction
Number of teachers currently on special permit for bilingual education granted by
the State Board for Educator Certification
Number of English as a Second Language (ESL) certified teachers employed in
the district or charter school at all levels
Number of ESL certified teachers currently teaching ESL at all levels
Number of non-certified permanent substitute teachers providing ESL instruction at all levels
Total number of teachers instructing LEP students under bilingual education exception
(Spanish and other languages) Sum of I = K+L
Number of consecutive years since 1999-2000 for which school district or charter school has
requested either bilingual education exceptions or ESL waivers (including this year)
Number of teachers instructing LEP students under bilingual education exception (Spanish)
Number of teachers instructing LEP students under bilingual education exception (languages
other than Spanish)
147
• REFER TO THESE INSTRUCTIONS
TO COMPLETE THE CHARTS ON
THE FOLLOWING PAGE (p.3):
•
Complete only the rows for the grade levels in which you are requesting an exception.
Do not record information for any grade level in which you have appropriately certified
bilingual teachers. (e.g. bilingual-Spanish, bilingual-Vietnamese, etc.)
•
Columns A and B - Language(s) of Instruction: for Language Arts, Math/Science/Social
Studies in each grade level, indicate the language of instruction by placing a check mark ()
in the appropriate column. The PL column refers to Primary Language instruction. The ESL
column refers to English as a Second Language instruction. The district or charter school
should provide as much instruction in the students’ primary language (PL) as needed to
develop literacy and content knowledge. ESL instruction must be provided in language arts
and the content areas.
•
Column C - Number of Students Under Exception: record the number of students who
are not receiving instruction from a bilingually certified teacher at the appropriate grade
level. Add up the number of students and write the total number in the TOTALS row of this
column.
•
Column D – Instructional Design: Create an appropriate code or phrase to describe the
instructional design(s) or method(s) of instructional delivery being used to serve students
under exception. You will be asked to describe these codes in detail in Section 2, question
3. Example: SC = Self Contained Bilingual Classroom.
•
Column E – Number of Classrooms Under Exception: For each grade where data has
been entered, record the number of classrooms where students are receiving the alternative
bilingual services. (Example: If one ESL certified teacher provides instruction to different
grade levels in a pull-out model, this counts as one classroom.) Add up the number of
classrooms and write the total in the TOTALS row of this column.
•
Duplicate the following page, as needed. Complete for each campus and for each
148
language in which an exception is requested.
888-678-987
Campus
A.
Number
We Will Succeed
Campus Name
Language Arts
[Language(s)
of Instruction]
Grade
PK
K
1
2
3
4
5
6
PL
ESL
B.
Math/Science/Social
Studies
[Language(s) of
Instruction]
PL
ESL
x
x
Spanish
Language of
E.
Exception
C.
Number of
Students
Under
Exception
D.
Instructional
Design
x
x
11
10
C
TOTALS
21
Number of
Classrooms
Under
Exception
4
3
7
149
• District: I am a Winner ISD
CountyDistrict Number:444
page 4
of 8
• Section 2: Rationale & Actions to be Implemented
• Provide reasons the district is unable to offer the
bilingual education program. Attach supporting
documentation.
• In order to implement the mandated bilingual
program in “I am a Winner ISD” during 2005-2006
school year it needs nine bilingual certified
teachers and has four. “I am a Winner ISD” made
the following concerted efforts to recruit bilingual
certified teachers to meet the needs of the
identified LEP students in the district during the
spring semester of 2004-2005 and the summer of
2005. The following documentation of effort
during the 2004-05 school year is offered.
150
Sample of Bilingual Exception Form 1
• Beginning in February of 2005, the district
advertised all positions available in the district on
a monthly basis through August of 2005 (see
enclosed flyer-page 5). At each posting
regardless of the medium used the position of
Bilingual Teacher for the elementary campuses
was included. These advertisements were listed
at each “I am a Winner ISD campus, the Region
LXIII Placement Office, faxed to 66 university and
educational service center placement offices,
posted at six job fairs where “I am a Winner ISD
sent recruiters to encourage applicants, run in
the “I am a Winner News”, frequently, run in the
“Victory Advocate” four times a month, and
posted on the TENET UNITE Job Site on the
INTERNET. These listings produced no
applications or inquiries for the district about the
bilingual positions available.
151
Sample of Bilingual Exception Form 1
• Knowing that recruiting through similar means
listed above had not produced applicants in
the past, the district tried some additional
recruiting techniques during the 2004-05
school year which were somewhat more
successful. The district already employs a
few Spanish speaking certified teachers who
do not have Bilingual or ESL supplemental
certification.
152
Sample of Bilingual Exception Form 1
• Beginning in January of 2005 the district posted in
prominent places on each campus and placed in
each teacher’s campus mailbox a flyer (enclosurepage 6) encouraging teachers to take the Bilingual
and ESL supplemental TExES tests. Since that time
the district reimburses out of local dollars the fee for
the test when the teacher passes the test and then
pays the certification fee for the teacher. To date the
district has reimbursed seven teachers for passing
the ESL TExES test and two for passing the Bilingual
Generalist test (both have yet to pass the TOPT Test)
and two for passing the TOPT Test. The district also
paid for any employee willing to attend the training
sessions offered by Region XXVII regarding these
tests. This strategy, although it appears to have had
limited impact on the need for Bilingual Certified
teachers for the current school year (an increase of
one), has produced enthusiasm and the promise of
future success.
153
Sample of Bilingual Exception Form 1
• Another strategy employed by the district to
recruit teachers for this program in future years
was to widely disseminate to all
paraprofessionals the information from the
agency regarding the Tuition Exemption for
paraprofessionals. The district employs a large
number of Spanish speaking paraprofessionals.
These employees received this information and
encouragement to not only pursue teacher
certification, but also bilingual certification as an
area of immediate need and available positions.
Several of these employees have applied for this
assistance beginning with the fall semester of
2004, and are continuing to work toward
graduation and certification. This program also
offers future promise of providing sufficient
applicants to bring the district into full
compliance without an exception within the next
few years.
154
I AM A WINNER INDEPENDENT SCHOOL
DISTRICT
IS SEEKING APPLICANTS FOR THE POSITIONS OF
HIGH SCHOOL ART TEACHER
ASSISTANT BAND DIRECTOR
SECONDARY SPECIAL EDUCATION TEACHER
BILINGUAL TEACHER
Please send complete rèsumè with references
Letter of interest
Current transcript and certification
Papers/records are due as soon as possible.
Applications will be accepted until the positions are filled.
Powerful Leader
Powerful Leader, Superintendent
155
Sample of Bilingual Exception Form 1
• WANTED: Classroom Teachers
• WITH: ESL or Bilingual Certification
• “I am a Winner” needs to employ more teachers
who have English as a Second Language (ESL)
supplemental certification and teachers who have
Bilingual Certification. As the district continues
to recruit qualified applicants with the
certifications desired, it is also encouraging
teachers already in the district to seek these
certifications. A few experienced monolingual
English-speaking “I am a Winner” teachers have
already passed the ESL test and applied for the
supplemental certification without taking the ESL
college courses offered for preparation. Region
LXIII also offers a two-day preparation training for
each of the certifications for teachers planning to
take the test.
156
Sample of Bilingual Exception Form 1
• “I am a Winner” has a growing population who
qualifies for the services required by each of
these programs. If more classroom teachers
were certified ESL and/or Bilingual teachers, the
needs of these students could be better met in
the regular classrooms.
• “I am a Winner” is encouraging its teachers to
consider adding one or both of these credentials
by reimbursing the teacher who passes the test
and receives the certification. The
reimbursement would cover the cost of the test,
which is approximately $80. and the certification
fee which is approximately $85. The district will
also provide the Region LXIII preparation training.
This offer began in 2004 and continues until no
additional Bilingual or ESL teachers are needed.
If you are interested in getting either ESL or
Bilingual certification, please call Claudia Peach
at 000-0000.
157
Sample of Bilingual Exception Form 1
• The bilingual certified teacher in the
student’s primary language will be
serving all identified students during
the language arts time. The rest of
the content area instruction will be
given in Spanish under the
supervision of the bilingual teacher.
The students will be placed in a
classroom with an ESL certified
teacher and a Spanish speaking aide.
158
Sample of Bilingual Exception Form 1 that will
require further investigation
• Section 2: Rationale and Actions implemented
• Question 2: Describe the proposed alternative modified bilingual
education programs to meet the affective, linguistic, and cognitive
needs of the LEP students. Include the manner in which the
students will be given the opportunity to master the essential
knowledge and skills required by the State Board of Education
rules concerning Curriculum
• INSTRUCTIONAL DESIGN A—ALTERNATIVE BILINGUAL
EDUCATION PROGRAM for María Elementary (grades Pre-K, K,
and 1)
• Two of the district’s four certified bilingual teachers are assigned
full time to serve students on the campus. One of the two is fully
certified but does not speak Spanish fluently (Mrs. Christine
Rumble) and the other is fully certified and does speak Spanish
fluently (Mrs. Catalina Inteligente). These two teachers, ten fully
certified ESL teachers, and nine Spanish speaking
paraprofessionals will provide the instruction in the alternative
program described to meet the needs of the LEP students.
159
Action Required by
December 1, 2005
FORM 2: REQUEST FOR WAIVER FOR THE ENGLISH AS A SECOND
LANGUAGE (ESL) PROGRAM
District/Charter School Name
County-District
Number
Provide complete and accurate responses to the following items. If more space is needed for any
item, reference an attachment by item number and include all attachments with submission of this
form. Include all necessary supporting documentation.
Section 1: District/Charter School Data
A.
B.
1
0
C.
0
D.
0
E.
0
F.
0
G.
H.
I.
J.
0
0
1
1
Number of identified limited English proficient (LEP) students (district-wide)
Number of teachers with bilingual certification employed in the district or charter
school
Number of teachers with bilingual certification currently teaching bilingual
education
Number of non-certified permanent substitute teachers providing bilingual
education instruction
Number of teachers currently on special permit for bilingual education granted by
the State Board for Educator Certification
Number of English as a Second Language (ESL) certified teachers employed in
the district or charter school
Number of ESL certified teachers currently teaching ESL
Number of non-certified permanent substitute teachers providing ESL instruction
Number of teachers instructing LEP students under ESL waiver
Number of consecutive years since 1999-2000 for which school district or charter
school has requested either bilingual education exceptions or ESL waivers
(including this year)
160
FORM 2: REQUEST FOR WAIVER FOR THE ENGLISH AS A
SECOND LANGUAGE (ESL) PROGRAM
Highly Qualified ISD
District/Charter School Name
3.
555-555
County-District Number
Provide names of the teachers not on permit who are
assigned to implement the ESL program and estimated date
for the completion of the ESL endorsement for each teacher
under a waiver. Names of teachers who have been listed
on previous waivers cannot be submitted again.
Failure to complete these fields will result in NONAPPROVAL from the Agency. Attach a list if more space is
needed.
Teacher Name
Christine Rumble
___________
Campus Name and
Number
Grade Level(s)
We Can Succeed #123
_________________
5th grade
___________
Date of Completion
(Before May 2006)
April 1, 2005
_____________
161
FORM 2: REQUEST FOR WAIVER FOR THE ENGLISH AS A
SECOND LANGUAGE (ESL) PROGRAM
High Achieving ISD
District/Charter School Name
444-444
County-District Number
Section 3: Assurances
I assure that:
• At least 10% of the bilingual education allotment shall be used to carry out this
training program.
•
The proposed actions described in this request form will be implemented.
•
Documentation of completion of the proposed actions in this form will be
submitted to the Texas Education Agency by October 1, 2006.
Powerful Leader
Signature of Superintendent
Powerful Leader
Typed Name of Superintendent
September 20, 2006
Date signed
[email protected]
Superintendent’s email
__Lengua
Larga
[email protected]
Contact Person for the District/Charter School
Contact email
(555)555-5555
Contact Phone Number
______________________________
Contact Fax Number
162
Professional Development
examples to increase certified
teachers
163
Examples:
• The week-long state-developed Spanish
Literacy Academies for elementary bilingual
teachers, LEER MAS and PRO-LECTURA, will
be provided for teachers on exception in
preparation for the Bilingual Generalist test. The
district will also provide ESL TExES Preparation
Courses (24 hour program) for teachers on an
ESL waiver. The district will offer tuition
reimbursement to those teachers on exception
or waiver who want to pursue a bilingual or ESL
certification by attending university coursework.
These teachers must agree to continue to work
in the district for a period of no less than five
years.
164
Examples:
• Grow Your Own- will train high school
students and send them as tutors to
elementary campuses to encourage them
to become bilingual teachers
• Will offer a stipend to those that will pursue
the bilingual certification and return to their
district for at least five years.
• Will fund Bilingual/ESL TExES Preparation
Courses (9-15 hour program).
• Will offer Title III Cooperative Professional
Development Sessions for teachers
pursuing certification.
165
Examples:
• The High Achieving ISD will solicit
referrals from our current faculty. Should
the referral be from a country outside the
USA, the district will work with INS. The
goal is to obtain bilingual teachers to
make exceptions unnecessary for our
school. The district will be responsible
for training the teachers in their native
country to pass the necessary tests to
become bilingually certified to teach in
Texas.
166
Examples:
• We are going to start a Future Bilingual
Teachers of Big Winners group at the
high school. We are sending bilingual
high school students to be tutors at the
elementary campuses. We will be able
to offer a stipend to students working as
part-time aides at the elementary
campuses. At this time, we will work
with the local community college, Victory
Community College, to put bilingual
college students in the classrooms as
tutors, and pay them a stipend.
167
Texas Essential
Knowledge and Skills
(TEKS) revisions
• English as a second language
(ESL) TEKS review is being done
simultaneously with Spanish and
English Language Arts TEKS in
2006
168
Instructional Materials
• Proclamation 2004 is moving forward and the 6th grade
Spanish Math was presented to the publishers on October
21, 2005.
• New Spanish 6th grade TEKS are included.
• http://www.tea.state.tx.us/textbooks/proclamations/
proc2004/proc2004.pdf
• Proclamation 2005 includes K 5th grade Spanish Math it
includes the new TEKS you may access it at:
http://www.tea.state.tx.us/textbooks/proclamations/proc2
005/proc2005.pdf
169
Social Studies and
Science /ELP Charts
These charts are currently available on the
bilingual website under Documents
These are aligned with the English Proficiency
Standards
Please provide training to all your teachers so that
content area instruction is provided through ESL
and the Spanish speaking parents of ELL’s are
informed of their children’s content education
standards.
170
National Assessment of
Educational Progress
(NAEP)
• On the fourth-grade mathematics test, Texas tied with
two other states for fourth place nationally with 87%
scoring at or above the Basic performance level (i.e.,
Basic, Proficient, or Advanced).
Grade 4 Mathematics
% At or Above Basic
Massachusetts
91%
New Hampshire
North Dakota
89%
Kansas
Minnesota
88%
Texas
Wyoming
Vermont
87%
171
National Assessment of
Educational Progress
(NAEP)
• When comparing Texas students to students across the
nation, our white, African-American, Hispanic, and AsianAmerican student groups each performed significantly
better than the national average.
Grade 4
Mathematics
Nation
Texas
Nation
Texas
White
89
96
47
60
African-American
60
75
13
18
Hispanic
67
82
19
28
Asian-American
89
96
54
72
At or Above Basic
At or Above Proficient
172
2005 Grade 5 TAKS Math*
Percent Passing
Students
Number % Passing
All Students
281,905
92
Monitored 1
9,649
94
Monitored 2
16,289
94
Current LEP – Eng TAKS
26,233
79
Current LEP – Spn TAKS
6,892
73
LAT** – Eng TAKS
1,997
24
LAT** – Spn TAKS
1,304
14
173
*Cumulative April, May, June Tests **Note: LAT given only in April
% of ELLs at Each TELPAS Proficiency Level
Spring 2005
(Composite Ratings)
Grade
Group
No.
Students
Rated
%
B
%
I
%
A
%
H
3–12
331,069
12
16
41
32
B = Beginning
I = Intermediate
A = Advanced
H = Advanced High
174
Spring 2005 Spanish Reading
TAKS Results
• 27,620 3rd Grade LEP students took the
TAKS reading test in Spanish, 89% met
the passing standard.*
• Of the 53,651 LEP students in Grades 3-6
who took TAKS reading test in Spanish,
79% met the passing standard.
• * Based on cumulative SSI results
175
Houston ISD 2001-2005 Valedictorians
that started as LEP
YEAR
2001
2002
2003
2004
2005
EX LEP
EX LEP
VALEDICTORIANS
STARTED IN
BILINGUAL
PROGRAMS
VALEDICTORIANS
STARTED IN ESL
PROGRAMS
10
6
7
9
8
3
4
6
4
3
EX LEP
TOTAL
IMMIGRANTS NUMBER
OF EX
LEP
6
19
5
15
9
22
4
17
2
13
176
Dallas ISD Valedictorians and Salutatorians
2002-2005 that started as LEP
YEAR
2001
2002
2003
2004
2005
EX LEP
EX LEP
VALEDICTORIANS
SALUTATORIANS
3
1
3
3
3
2
3
4
4
TOTAL # OF
EX LEP
3
5
4
7
7
177
Austin ISD Valedictorians and Salutatorians
Spring 2002-2005 that started as LEP
YEAR
2001
2002
2003
2004
2005
EX LEP
EX LEP
VALEDICTORIANS
SALUTATORIANS
3
1
3
3
3
2
3
4
4
TOTAL # OF
EX LEP
3
5
4
7
7
178
TEA
Bilingual/ESL
Website
Additional information on
Bilingual/ESL education, can be
accessed by visiting the
Bilingual/ESL Unit website at:
http://www.tea.state.tx.us/curriculum/biling/
179
Websites
http://www.sbec.state.tx.us/SBECOnlin
e/
http://www.tea.state.tx.us/pbm/
http://www.texes.nesinc.com/
http://www.tea.state.tx.us/curriculum/bi
ling/
http://www.tea.state.tx.us/rules/tac/chapte
180
r089/ch089bb.html
TEA Bilingual/ESL Website
Additional information on
bilingual/ESL education, can
be accessed by visiting the
TEA bilingual/ESL unit
website at:
www.tea.state.tx.us/curriculum/biling/
Email: [email protected]
181
TEA-Sponsored Training Modules and
Resources available on our website
http://www.tea.state.tx.us/curriculum/biling
/tearesources.html
• Framework for the Language Proficiency
Assessment Committee Process Manual
• Sheltered Instruction in the Middle School
• Effective Writing Training
• Building Connections in High School Content
Areas Through Sheltered Instruction
• LEER MAS
• Enhancing Instruction for Second Language
Learners
• Elementary ESL in the Content Areas
182
Join our listserve!
•
•
•
•
•
•
Go to: www.tea.state.tx.us/list
Enter name
Enter email address
Select “Bilingual/ESL”
from drop down
Click on “Join a list” button
Reply to the email
confirmation to complete the
listserve process.
183
Thank you!
¡Gracias!
For technical assistance with
bilingual/ESL program
questions, please contact
the bilingual/ESL
coordinator at your District
or Regional Service Center
184