Transcript Research Summit March 16

Making Consistent
Decisions About
Accommodations for
English Language Learners
– Research Summit –
Texas Comprehensive Center @ SEDL
Austin, Texas
March 16–17, 2009
Linguistic
Accommodations for
Instruction
Eliza Simental
Director of Bilingual/ESL Education
San Elizario ISD
Who is LAT for?
Recent Immigrants
Recent Immigrant

Chapter 74 does not provide a specific
definition of “immigrant.” The dictionary
defines an “immigrant” as a person who
comes to a country to take up permanent
residence. An immigrant student is a
student who was not born in the United
States.
LAT

Used to fulfill federal
NCLB requirements for
testing recent
immigrants ELLs who
are LEP-exempt under
Texas law in grades
and subjects used in
AYP calculations


Grades 3-8 & 10
-Mathematics
-Reading and ELA
Grades 5-8 & 10
-Science
Eligibility Differences

LAT Math & Science
-Given to all LEPexempt students
whether it is their 1st,
2nd, or 3rd school year in
the U.S.

LAT Reading & ELA
-Given to 2nd and 3rd
year LEP-exempt
immigrants
-NOT given to 1st year
LEP-exempt
immigrants
State of Accommodations

According to the NCLR Issue Brief on
Improving Assessment and Accountability for
English Language Learners in the No Child
Left Behind Act, “…providing extra time,
the most frequently reported
accommodation by states, has been
shown to improve test performance for
both ELLs and non-ELLs, without
narrowing the gap, indicating that it may
not be an appropriate accommodation.”
Portrait of a Population: How English
Language Learners are putting Schools to
the Test

“Whether measured by state tests required
under the federal No Child Left Behind Act or
by the National Assessment of Educational
Progress…English-language learners lag
far behind their fluent English-speaking
peers in both math and reading
proficiency.”
81st Legislature

The Texas State Legislature convened early this
month and on January 26, 2009 Senator Zaffirini
filed Senate Bill 548, relating to public school
accountability for bilingual education and English as
a second language and other special programs.
This bill would require TEA to disaggregate all data
regarding ELL students to campus levels; report
high school dropout rate separately from the middle
school dropout rate, and discrepancies in
achievement among ELL and non-ELL students.
81st Legislature







HB 1051 (companion for SB 548)
SB 452
HB 3
HB 181
HB 182
HB 511
HB 1263
Accountability Systems



State Accountability
Federal Accountability
Performance-Based Monitoring
Performance Based Monitoring

District Effective
Compliance (DEC)


Performance Based
Monitoring Assessment
System (PBMAS)
New indicators#11 & 12
Curriculum


Essential Elements(EE)
English as a Second
Language



Texas Essential
Knowledge and Skills
(TEKS)
Secondary Courses
English Language
Proficiency Standards
(ELPS)
Bilingual Program Models



Past
Transitional/Early Exit
Maintenance/Late Exit
Two-Way Dual





Present
2008-2009 and beyond
Transitional/Early Exit
Maintenance/Late Exit
Dual Language
Immersion/Two Way
Dual Language
Immersion/One Way
ESL Program Models


Past
ESL Middle School
Program
ESL High School
Program



Present
2008-2009 and beyond
English as a second
language/contentbased
English as a second
language/pull-out
Newcomer Programs
Centers
Classes
Assessment
Present
Past


TAAS
RPTE


TAKS
TELPAS
Practices





Content Bilingual Dictionaries
Linguistic Simplification
Oral Translation
Side by Side (Math/Science)
Reading Assistance
Questions to Consider



Are practices consistent?
When are accommodations implemented?
How are teachers prepared to implement the
current allowable accommodations?
Senate Bill I
Exiting
Monitoring
Exiting Criteria
Sec. 29.0561. EVALUATION OF TRANSFERRED STUDENTS;
REENROLLMENT. (a) The language proficiency assessment committee
shall
reevaluate
is transferred
out of
of aexiting
bilingual education

Districts
noa student
longerwho
have
the option
or special
language
program3-12
underbased
Section on
29.056(g)
if the
students
in grades
results
ofstudent
any earns a
failing grade in a subject in the foundation curriculum under Section
commercially available, TEA-approved standardized
28.002(a)(1) during any grading period in the first two school years after
tests. This option is limited to students in first and
the student is transferred to determine whether the student should be
second
If the LPAC
exits
a student
at the
reenrolled
in agrade.
bilingual education
or special
language
program.
end of 1st or 2nd grade based on this criteria, they
must demonstrate that the student is able to speak
and write on grade level.
Monitoring
Sec. 29.0561. EVALUATION OF TRANSFERRED
STUDENTS; REENROLLMENT. (a) The language
proficiency assessment committee shall reevaluate a
student who is transferred out of a bilingual education or
special language program under Section 29.056(g) if the
student earns a failing grade in a subject in the
foundation curriculum under Section 28.002(a)(1) during
any grading period in the first two school years after the
student is transferred to determine whether the student
should be reenrolled in a bilingual education or special
language program.
Bilingual/ESL Rules

TAC §89.1220(g)

Language Proficiency Assessment Committee
(LPAC)



Designates language proficiency, level of academic
achievement and initial instructional placement
Facilitates participation in other special programs
TEC §29.063(c)(d)
Bilingual/ESL Rules

TAC §89.1230

Districts shall implement procedures which



differentiate between language proficiency and
handicapping conditions
Ensure that placement in bilingual/ESL programs is
not refused solely because the student has a disability
TEC §29.056(f)
ARD and LPAC Committee
Collaboration


ARD committee needs the LPAC to help
identify potential language barriers in the
evaluation process
LPAC needs the ARD committee to help
identify disabilities that may be barriers in the
language assessment process
ARD and LPAC Committee
Collaboration- Entry
TAC §89.1225(f)(4)
 The admission review and dismissal (ARD) committee in
conjunction with the language proficiency assessment committee
shall determine an appropriate assessment instrument and
designated level of performance for indicating limited English
proficiency…for students for whom those tests would be
inappropriate as part of the individualized education program
(IEP). The decision for entry into a bilingual education or English
as a second language program shall be determined by the ARD
committee in conjunction with the language proficiency
assessment committee…
ARD and LPAC Committee
Collaboration- Exit
TAC §89.1225(k)
 The ARD committee in conjunction with the
language proficiency assessment committee shall
determine an appropriate assessment instrument
and performance standard requirement for exit…for
students for whom those tests would be
inappropriate as part of the IEP. The decision to exit
a student who receives both special education and
special language services from the bilingual
education or English as a second language program
is determined by the ARD committee in conjunction
with the language proficiency assessment
committee…
Documentation