Transcript FINANCIAL PERFORMANCE - Texas A&M University–Corpus Christi

LEP SSI Updates
June 5, 2006
Georgina K. González
Director
Bilingual / ESL Education
Susie Coultress
Assistant Director
Bilingual / ESL Education
Adela Esquivel
Assistant to the Directors
Texas Education Agency
Division of Curriculum
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
Did you know...?
There are a total of 711,737
Identified English Language Learners
(ELLs) in Texas.
PEIMS, Fall 2005
3
Texas Student Profile
Grades Pre K - 12
2000-2001
1,650,560 (41%)
1,713,436 (42%)
586,712 (14%)
12,120 (0.3%)
2004-2005
Hispanics
White
African Am.
Native Am.
1,969,097 (45%)
1,660,392 (38%)
623,535 (14%)
14,350 (0.3%)
PEIMS
4
Texas ELL Special Language
Program Participation
•
•
•
•
•
ELLs
Bilingual
ESL
ELL Parental Denials
Not Served
PEIMS Fall 2005
711,737
376,170
280,660
46,528
8,379
5
Major Language Groups in Texas
Schools
Spanish
129 languages are
represented in
Texas schools
Vietnamese
655,074
12,300
Urdu
3,476
Arabic
3,093
Korean
2,824
Mandarin Chinese 1,910
PEIMS, Fall 2005
6
Number Of Limited English
Proficient (LEP) Students
Number of LEP
Students
School Year
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
570,603
601,791
630,345
660,707
684,583
711,737
PEIMS
7
Number of Bilingual Students Per Grade 2000-2006
80,000
60,000
40,000
20,000
0
PK
K
Bilingual Bilingual
1
2
Bilingual Bilingual
3
4
5
Bilingual Bilingual 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
2005-06
57,881
66,836
66,267
59,787
54,419
36,827
29,168
4,490
8
Texas Regions with Highest ELL
Populations
•
•
•
•
•
Region IV
Region I
Region X
Region XI
Region XIV
(Houston)
(Edinburg)
(Dallas)
(Ft. Worth)
(El Paso)
181,503
144,371
119,190
60,104
50,882
PEIMS 2005-06
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
List of Approved Tests for Identification
of LEP Students
May 1, 2006 the Committee convened to review
publishers and approve a new list of tests for
identification, placement and exit of
Bilingual/ESL students. The updated list has
been provided through the listserve.
http://www.tea.state.tx.us/taa/stanprog05280
6.html
11
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)]
12
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)]
13
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
14
Updates to the LPAC Process
Manual
http://www.tea.state.tx.us/curriculum/biling/
teares-lpac-processmanual.html
15
Bilingual Education and
English as a Second Language (ESL)
Program Models
Georgina González
Director of Bilingual Education
Division of Curriculum
Texas Education Agency
March 6, 2006
http://www.tea.state.tx.us/curriculum/biling/P
rogramModels-revised110304.ppt
16
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 2004-Washington D.C.)
17
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)
18
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)
19
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)
20
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)
21
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)
22
David J. Francis National Reading Panel
Research on Effective Instruction:
Overall Findings
• Few studies examine the benefits of teaching
phonemic awareness, phonics, vocabulary, oral
reading fluency, reading comprehension, writing, or
spelling
• Few use experimental or quasi-experimental research
designs to come to firm conclusions about effective
practices for building literacy in language minority
students.
• This is very different than the research situation with
L1 students.
– NRP identified 450 experimental/quasi-experimental
studies of instruction with English-only students
– NLP identified 17 such studies
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
23
David J. Francis National Reading Panel
Research on Effective Instruction:
Overall Findings
• In the aggregate, however, it appears that what
works with native-speaker populations generally
works with English-language learners.
• In fact, instruction that emphasizes literacy
components confers a learning advantage to
English language learners.
• The effect sizes for such teaching tend to be in the
moderate range, meaning that its benefits are
large enough to be important.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
24
David J. Francis National Reading Panel
Research on Effective Instruction:
Overall Findings
• Effect sizes for language minority students are lower
and more variable than those for native-English
speaking students, suggesting that such teaching is
likely to be necessary but insufficient.
• It is possible that combining high-quality instruction in
the literacy components with adjustments that take
into account student’s first and second language
proficiency would lead to higher effect sizes.
• Research is needed to test this hypothesis.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
25
David J. Francis National Reading Panel
Research on Effective Instruction:
Issues for ELLs
• Specific sounds and sound placement in words
differ for different languages.
• Phonological tasks with unknown words are more
difficult.
• For ELLs, unfamiliar phonemes and graphemes
make decoding and spelling difficult.
• For literate ELLs, English graphemes have
different sounds in L1.
• Limited English proficiency prevents children from
using word meaning to figure out how to read a
word.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
26
David J. Francis National Reading Panel
Research on Effective Instruction:
NLP Phonemic Awareness and Phonics:
Research
• Findings are consistent with the very solid L1 research
findings-both phonemic awareness and phonics
instruction confer clear benefits on children’s reading
development.
• There is no evidence that phonemic awareness and
phonics instruction in English needs to be delayed
until a certain threshold of English oral language
proficiency is attained.
• * Important to keep in mind issues raised in previous
slide.
• Helping students hear English sounds that don’t exist
or are not salient in their home language is beneficial.
Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 200627)
(
David J. Francis National Reading Panel
Research on Effective Instruction:
Fluency: Issues for ELLS
• Fluency embraces both word recognition and
comprehension.
• ELLs often have less opportunity to read aloud in
English with feedback.
• There are too few studies of teaching oral reading
fluency with ELLs to draw firm conclusions.
• Fluency is an important factor in comprehension
and comprehension training influences fluency.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
28
David J. Francis National Reading Panel
Research on Effective Instruction:
Fluency: Research
• Fluency training similarly benefits ELLs and
English-speaking students.
• Existing studies have used good English models
and paired ELLs with proficient English readers.
• Existing studies ensure students understand the
text before they read it.
• With good instruction, ELLs can meet the same
benchmarks.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
29
David J. Francis National Reading Panel
Research on Effective Instruction:
Vocabulary: Issues/Strengths for ELLS
• ELLS arrive at school with a much more limited
English vocabulary than English-speaking students.
• There are many basic words that English-Speaking
students know that ELLs do not.
• ELLs may lack labels in English for concepts they
know and have labels for in their first language.
• ELLs and English speakers may have different
concepts for the same label.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
30
David J. Francis National Reading Panel
Research on Effective Instruction:
Vocabulary: Issues/Strengths for ELLS
• There is some English vocabulary that may be
especially important in comprehending connected
text-cohesion markers for example—that
necessitates explicit instruction.
• Words with multiple meanings can be of a source
of confusion.
• ELLs literate in a first language that has many
cognates with English have an important resource.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
31
David J. Francis National Reading Panel
Research on Effective Instruction:
Vocabulary Research: Summary
• Very few empirical studies
• Incidental earning improved vocabulary when the
oral discourse is aligned with the visual images.
Students need to have some English proficiency to
benefit from its intervention.
• Intentional learning improves vocabulary
– Recurrent exposure to novel words,
– Use in meaningful contexts,
– Active processing of word meanings
– Explicit word analysis
•
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
32
David J. Francis National Reading Panel
Research on Effective Instruction:
Comprehension: Issues for ELLs
• Limited word recognition skills and fluency impede
comprehension.
• Limited vocabulary impedes comprehension.
• Structural differences between languages can mislead
ELLs.
• Culturally unfamiliar text is more difficult to
comprehend.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
33
David J. Francis National Reading Panel
Research on Effective Instruction:
Comprehension Research: Summary
• Few empirical studies focused exclusively on
comprehension and ELLs.
• Too few studies to determine best ways to
facilitate comprehension in ELLs
• Unlike first language research, strategy instruction
did not always help reading comprehension.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
34
David J. Francis National Reading Panel
Research on Effective Instruction:
Examples of modifications to
interventions based on research
• Identify and clarify difficult words and passages
– Pre-teach vocabulary
– Paraphrase text to make it more comprehensible
– Use children’s first language
• Constantly monitor student’s comprehension
– Ask lots of questions
– Ask different levels of questions
• Provide opportunities for students to practice L2
– Story retells
– Written responses
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
35
David J. Francis National Reading Panel
Research on Effective Instruction:
Program of Research
• Oracy/Literacy Development of Spanish-Speaking
Children (HD39521;$17M)
• Biological and Behavioral Variation in the Language
Development of Spanish-speaking Children
(R305U010001;$4M
• Jointly funded by
– The National Institute of Child Health and Human
Development.
– US DOE Institute of Education Sciences.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
36
David J. Francis National Reading Panel
Research on Effective Instruction:
Project investigators
• University of Houston
– D.Francis, C.Carlson, E. Hogan, P. Crino, H.
Rivera
• Cal-State – Long Beach
– C. Goldenberg, L. Reese, B. Sanders
• Southern Methodist
– P. Mahree
– Temple University
• A. Iglesias
• University of Texas-Austin.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on
March 7, 2006 )
37
David J. Francis National Reading Panel
Research on Effective Instruction:
Overview of Projects
I.
II.
III.
IV.
V.
VI.
VII.
Measurement
Development
Instruction
Context
Early Intervention/Prevention
Classroom Language
Functional Neuroimaging
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
38
David J. Francis National Reading Panel
Research on Effective Instruction:
Central Theme:
The Role of Language in Literacy Development
•
•
•
Identify factors and conditions under which
Spanish-speaking children develop proficient
literacy skills in English and in Spanish
Factors operating at different levels (child,
classroom, family, school, community) account
for variability in development of these skills
Explication of this variability requires
systematic measurement and analysis of these
factors within and between these different
levels
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
39
David J. Francis National Reading Panel
Research on Effective Instruction:
Sampling Frame:
Language of Instruction
•
•
•
•
Structured Immersion Predominantly English
instruction from beginning of school
Transitional: Early Exit Initially instruction in
Spanish, with predominantly English
instruction beginning after GI, but before G4
Transitional: Late Exit Initially instruction in
Spanish, with predominantly English
instruction beginning after G3
Dual Language Balance of English and Spanish
language instruction is maintained at through
elementary grades
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
40
David J. Francis National Reading Panel
Research on Effective Instruction:
School Selection Criteria
•
•
•
•
•
40%+ Hispanic/Latino
30%+ ELL in Kindergarten
TEA/API Rating (Acceptable+/610+_
Language Programs:
–
Transition
–
Structured English Immersion
–
2-way (dual language)(maintenance) (dbe)
3 Regions (Urban TX; Border TX; Urban CA)
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
41
David J. Francis National Reading Panel
Research on Effective Instruction:
Phonemic Awareness and Phonics:
Research and Instruction
•
•
•
A broad research base on native speakers of
alphabetic languages shows that phonological
awareness is important to acquisition of
literacy in all alphabetic languages (Ziegler &
Goswami, 2005).
As mentioned, findings from the limited
research on instruction with language
minorities are consistent with the very solid L1
research findings.
Phonemic awareness and phonics instruction
confer clear benefits on children’s reading
development
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
42
David J. Francis National Reading Panel
Research on Effective Instruction:
Basis for Research
•
–
–
•
–
–
Research Questions:
To what extent is phonological awareness a single
construct across languages?
To what extent is phonological awareness distinct from
letter-word identification?
Motivating Perspective:
Relations among outcomes may reveal important
insights, esp. across languages (multivariate)
Education is a social phenomenon in which the context
may have important implications, i.e., classrooms may
differ in important ways (multilevel)
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
43
David J. Francis National Reading Panel
Research on Effective Instruction:
Test of Phonological Processes in Spanish:
TOPP-S
•
•
•
•
•
•
Sound Matching (Initial Sounds/Final Sounds)
Blending Phonemes into Words
Blending Phonemes into Non-words
Phonemes Elision
Segmenting Phonemes into Words
Segmenting Phonemes into Non-words
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
44
Performance-Based Monitoring and
Interventions
June 1, 2006
45
2006 PBMAS Update
• 2006 PBMAS
–
–
–
–
–
–
BE/ESL Indicators were previewed during March TETN
CTE Indicators also previewed during March TETN
NCLB Indicators were previewed during April TETN
SPED Indicators were previewed during May TETN
Other System Components will be previewed today
2006 PBMAS Manual will be available during the summer
46
2006 PBMAS Preview
Program
Area
Other System
Components
PBMAS
Componen
t
Minimum size
requirement
(MSR)
2005
PBMAS
Denominator equal
to or greater than 30
Numerator of at
least 5 for all
dropout indicators.
MSR can be met in
current year or by
aggregating
numerators and
denominators for
most recent two
years.
2006
PBMAS
No change
47
2006 PBMAS Preview
Program
Area
Other System
Components
PBMAS
Component
Availability of 3
years of data for
some indicators
2005
PBMAS
2006
PBMAS
N/A—no indicators
had more than 2
years of data (2004
and 2005)
Three years of data
will be considered
when available in
the following
situations:
1) When MSR is met
over two years;
2) In automated special
analysis; and
3) In professional
judgment special
analysis.
48
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
Special Analysis
2005
PBMAS
2006
PBMAS
Automated and
professional
judgment special
analysis available
on certain indicators
for group sizes of
15-29 and 5-14
over two years.
Only change will be
to consider three
years of data when
available. (See
attached charts on
Special Analysis
Process
Determination.)
49
2006 PBMAS Preview
Program
Area
Componen
t Name
2005
PBMAS
2006
PBMAS
Other System
Components
TAKS Standards
for TAKS passing
rate indicators
M=35%
R/ELA=50%
Sc=25%
SS=50%
W=50%
M=40%
R/ELA=60%
Sc=35%
SS=60%
W=60%
Other System
Components
Standards for AYP
Economically
Disadvantaged
Indicator (NCLB)
M=42%
R/ELA=53%
No change
Other System
Components
AMAO Standard
for LEP Progress
K-2
N/A—AMAO not in 15%
place
50
2006 PBMAS Preview
Program
Area
Component
Name
2005
PBMAS
2006
PBMAS
Other System
Components
AMAO Standard for 40%
LEP Progress
Grades 3-12
42%
Other System
Components
AMAO Standard for 1.5%
LEP Attainment K-2
2.0%
Other System
Components
AMAO Standard for Method 1=25%
LEP Attainment
Method 2=40%
Grades 3-12
Method 1=25.5%
Method 2=42%
51
2006 PBMAS Preview
Program
Area
Component
Name
2005
PBMAS
2006
PBMAS
Other System
Components
Standard for SPED N/A—was Report
LEP Representation Only in 2004 and
2005
Same standards as
other representation
indicators (e.g.,
African American
and Hispanic)
Other System
Components
Standard for NCLB
Highly Qualified
Indicator
Still TBD but
anticipate standards
will be set and PL
assigned.
N/A—was Report
Only in 2004 and
2005
52
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
2005
PBMAS
2006
PBMAS
Standards for
participation rate
indicators:
Standards for
participation rate
indicators:
Standards for
participation rate
indicators:
•LEP TAKS/SDAA II
Participation
•SPED TAKS Only
Participation Rate
•SPED SDAA II Only
Participation Rate
•SPED Statewide
Assessment Exemption
Rate
•LEP TAKS/SDAA II
Participation=RO
•SPED TAKS Only
Participation Rate=RO
•SPED SDAA II Only
Participation Rate=RO
•SPED Statewide
Assessment Exemption
Rate=3.0% and 8.0%
depending on ADA
•LEP TAKS/SDAA II
Participation=2004
Standard reinstated.
•SPED TAKS Only
Participation Rate=TBD
•SPED SDAA II Only
Participation Rate=TBD
•SPED Statewide
Assessment Exemption
Rate=No Change
53
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
TAKS Grade 8
Science
2005
PBMAS
N/A
2006
PBMAS
Students taking
TAKS Grade 8
Science will be
included in three of
the participation
rate indicators:
•LEP TAKS/TAKSI/SDAA II Participation
Rate
•SPED TAKS Only
Participation Rate
•SPED TAKS/TAKS-I
Only Participation Rate
54
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
TAKS-I
2005
PBMAS
N/A
2006
PBMAS
Students taking
TAKS-I will be
included in two of
the participation
rate indicators:
•LEP TAKS/TAKSI/SDAA II Participation
Rate
•SPED TAKS/TAKS-I
Only Participation Rate
55
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
Required
Improvement (RI)
2005
PBMAS
Implemented as a
pilot component
2006
PBMAS
Continue RI and
add additional
indicators for which
it’s available.
For TAKS RI
indicators, keep the
RI calculation the
same to take
account of the 10
percentage point
increase in
accountability
standards
56
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
Hurricanes Katrina
and Rita
2005
PBMAS
N/A
2006
PBMAS
Based on the KRI
coding from the
student
assessment
answer documents,
KRI students will
be excluded from
PBMAS TAKS
performance and
participation
indicators.
57
2006 PBMAS Preview
Program
Area
Other System
Components
Component
Name
Use of the Not
Evaluated (NE)
performance level
2005
PBMAS
2006
PBMAS
Used as one of the
PBMAS
performance levels
The label Not
Assigned more
accurately captures
the result and will
be used instead.
58
Interventions Update:
General Information
• A number of letters of acknowledgement / reports
related to on-site validation activities have been
disseminated, with more to follow.
• TEA reviews of 2005-2006 submissions are
ongoing.
• Dissemination of special education
correspondence related to 2005-2006 has
begun and will continue during the summer.
• 2005-2006 CTE/CR on-site reviews are in their
final phases and should be completed in June.
• 2005-2006 correspondence for program areas
other than special education will begin to be
disseminated during summer 2006.
59
Interventions Update:
General Information (continued)
• 2005-2006 correspondence includes a link to
PBM & Data Integrity Monitoring System
Evaluation
2005-2006.
• Survey is available on the TEA website at:
http://hancock.tea.state.tx.us/tea.pmi.web/survey_log
on.aspx.
• Functionality very similar to the 2004-2005
version.
• Survey will make available questions on PBM
and/or DIM as appropriate to the LEA selected.
60
Other Oversight Activities:
RF Monitoring
• Update on TEA Website
• Update on RF Tracker
• Upcoming Activities and Timelines
61
Other Oversight Activities: RF
Monitoring (continued)
• Update on TEA Website
– RF Monitoring information available at:
http://www.tea.state.tx.us/pmi/rfmon/
– Now includes new section entitled
Reference Materials
– A number of reference materials have been
posted with others to follow
– Will include monitoring materials when
finalized
62
Other Oversight Activities: RF
Monitoring (continued)
• RF Tracker Update
– LEAs continue to enter data
– Deadline for data entry is June 16, 2006
– LEAs continue to request and receive TEASE access to
RF Tracker
– System has been established to provide ongoing status
updates related to regional reporting trends
– Updates sent to ESC contact designated at each ESC
to receive RF Tracker reporting updates
– Submit any additional ESC contact information for
RF Tracker reporting to [email protected]
– Reminder: LEAs can contact ESCs with requests for
financial assistance related to RF Tracker data entry
63
Other Oversight Activities: RF
Monitoring (continued)
• Upcoming Activities and Timelines
– By June 30, 2006, internal TEA staff training
related to RF monitoring
– By August 31, 2006, ESCs and LEAs to be
educated concerning RF monitoring
• Discussion: Additional Strategies for RF
Monitoring Training and Education
64
PBMI TETN Dates
(Thursdays 9 a.m. to 12:00 p.m.)
Upcoming 2006 Dates
June 29
August 3
September 7
October 5
November 2
December 7
65
Texas English Language
Learner Initiatives
And
Training
66
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.
67
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
68
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
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2005 TEA Summer
Trainer of Trainers (TOT) for
educators serving ELLs:
All ESCs can provide training now:
• Bilingual Elementary Science (1-5)
• Dual Language Program Implementation
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2006 TEA Summer
Trainer of Trainers (TOT) for
educators serving ELLs:
•
•
•
•
•
•
•
•
•
•
•
•
TOT on LEER MAS II and trainings on the ELP aligned charts will be
available during the summer and fall of this year (2006)
LEER MAS II
Spanish Reading Academies 2nd-6th grade
Training of Trainers
Sept. 6-8, 2006
Houston
Hobby Airport Hilton
Sept. 26-28, 2006
Edinburg
Region One ESC
This training of trainers is sponsored by
Region One ESC-Tesoro Initiative and
the Texas Education Agency
Funded by a LEP SSI Cycle 3 Grant
• Ask your ESC to provide you this training
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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
72
Texas Essential Knowledge
and Skills (TEKS) Revisions
• (3) English language learners (ELLs) in fourth grade
may be at different stages of language acquisition.
The following general proficiency levels are not
grade specific: beginning, intermediate, advanced,
and advanced high. ELLs may exhibit different
proficiency levels within the four language domains:
listening, speaking, reading, and writing. For
example, an ELL may exhibit oral proficiency in
English at the advanced level and reading and
writing proficiency at the intermediate level. The
proficiency levels within the language domains are
affected by opportunities in and outside of school.
73
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/pro
c2004/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/pro
c2005/proc2005.pdf
74
Social Studies and Science / ELP Chart
Trainings were be conducted during
May 2006
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.
Please ask you ESCs to provide you with that training. 75
Math /ELP Charts
These charts will are being created this year and will
available on the bilingual website under Documents.
These are aligned with the English Proficiency Standards.
These are for all teachers of English Language Learners
so that Math instruction is provided through ESL and the
Spanish speaking parents of ELL’s are informed of their
children’s content education standards.
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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%
77
National Assessment of
Educational Progress
(NAEP)
When comparing Texas students to students across the nation,
our white, African-American, Hispanic, and Asian-American
student groups each performed significantly better than the
national average.
Grade 4
Mathematics
At or Above Basic
At or Above Proficient
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
78
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
79
Houston ISD 2001-2005
Valedictorians that started as
LEP Students
YEAR
EX LEP
EX LEP
EX LEP
IMMIGRANTS
TOTAL
NUMBER
OF EX
LEP
VALEDICTORIANS
STARTED IN
BILINGUAL
PROGRAMS
VALEDICTORIANS
STARTED IN ESL
PROGRAMS
2001
10
3
6
19
2002
6
4
5
15
2003
7
6
9
22
2004
9
4
4
17
2005
8
3
2
13
80
Austin ISD Valedictorians and
Salutatorians Spring 2002-2005 that
started as LEP Students
YEAR
EX LEP
VALEDICTORIANS
2001
EX LEP
SALUTATORIANS
TOTAL # OF EX
LEP
3
3
2002
3
2
5
2003
1
3
4
2004
3
4
7
2005
3
4
7
81
Texas Education Agency
Bilingual/ESL Education
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/
82
Additional Websites
http://www.sbec.state.tx.us/SBECOnline/
http://www.tea.state.tx.us/pbm/
http://www.texes.nesinc.com/
http://www.tea.state.tx.us/curriculum/biling/
http://www.tea.state.tx.us/rules/tac/chapter089/ch089bb.html
http://www.tea.state.tx.us/curriculum/biling/exceptions.html
http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt
83
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
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• Elementary ESL in the Content Areas
•
•
•
•
•
•
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
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Thank you! ¡Gracias!
For technical assistance with
bilingual/ESL program questions,
please contact the bilingual/ESL
coordinator at your District or
Regional Service Center
86