Transcript FINANCIAL PERFORMANCE

English Language Proficiency
Standards and Bilingual/ESL
CREST Updates
Georgina González, Director
Susie Coultress, Assistant Director
Bilingual/ESL Unit
Curriculum Division
Texas Education Agency
April 7, 2008
1
Texas ELL Population
• 775,645 ELLs in EE-12, over 600,000 in K-12
• Over 120 languages represented in Texas
schools
• 92% Spanish speakers 711,388
• Prominent languages other than Spanish:
– 14,094 Vietnamese
– 3,627 Urdu
– 3,594 Arabic
PEIMS Fall 2007
– 3,195 Korean
• About 10.09% of ELLs served by special education
• ELLs represent about 16% of the total students in
2
Texas
ELL Special Language
Programs
Texas ELL Special Language
Program Participation
•
•
•
•
ELLs
Bilingual
ESL
ELL Parental Denials
775,645
422,377
297,553
49,071
PEIMS Fall 2007
3
Revised Commissioner’s Rules
•Newly adopted Title 19 (TAC)
Chapter 89. Adaptations for Special
Populations
Subchapter BB. Commissioner's
Rules Concerning State Plan for
Educating Limited English Proficient
Students are located on the following
URL:
http://www.tea.state.tx.us/rules/tac/ch
apter089/ch089bb.html
4
§89.1225. Testing and Classification of Students.
(3)
In the absence of data required in paragraph (2)(B) of
this subsection, evidence that the student is not
academically successful as defined in subsection (j) of
this section is required.
(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
as required under subsection (d) of this section 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 in
accordance with §89.1220(g) of this title (relating to
Language Proficiency Assessment Committee).
5
§89.1225. Testing and Classification of Students.
(g)
(h)
Within the four weeks of their initial enrollment in the district, students
shall be identified as limited English proficient and enrolled into the
required bilingual education or English as a second language
program. Prekindergarten and kindergarten students preregistered in
the spring shall be identified as limited English proficient and enrolled
in the required bilingual education or English as a second language
program within four weeks of the start of the school year in the fall.
For exit from a bilingual education or English as a second language
program, a student may be classified as English proficient at the end
of the school year in which a student would be able to participate
equally in a regular, all-English, instructional program. This
determination shall be based upon all of the following:
(1) TEA-approved tests that measure the extent to which the student
has developed oral and written language proficiency and specific
language skills in English;
(2) satisfactory performance on the reading assessment instrument
under the Texas Education Code, §39.023(a), or an English
language arts assessment instrument administered in English, or
a score at or above the 40th percentile on both the English
reading and the English language arts sections of a TEAapproved norm-referenced assessment instrument for a student
who is enrolled in Grade 1 or 2; and
§89.1225. Testing and Classification of Students.
(3)
TEA-approved criterion-referenced written tests when available and
the results of a subjective teacher evaluation.
[(1) This determination shall be based upon tests that measure the
extent to which the student has developed oral and written
language proficiency and specific language skills in both the
student’s primary language (for students enrolled in bilingual
education) and English, and one of the following:
(A) meeting state performance standards for the English
language criterion-referenced assessment instrument for
reading and writing (when available) required in the Texas
Education Code (TEC), 39.029, at grade level; or
(B) scoring at or above the 40th percentile on both the English
reading and the English language arts sections of a TEAapproved norm-referenced assessment instrument.
[(2) In making this determination, districts shall also consider other
indications of a student’s overall progress, including criterionreferenced test scores, subjective teacher evaluation, and
parental evaluation.
7
§89.1225. Testing and Classification of Students.
(k)
The ARD committee in conjunction with the
language proficiency assessment committee shall
determine an appropriate assessment instrument and
performance standard requirement for exit under
subsection (h) of this section 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 in accordance with applicable provisions of
subsection (h) of this section.
8
Framework for the LPAC
Process Manual
• The Framework for the LPAC Process Manual
includes clarification of the legal requirements for the
LPAC and provides documents and forms to facilitate
the training of LPAC members.
• The forms included in the Framework for the LPAC
Process Manual are for use by districts and are not
required for the implementation of a bilingual/ESL
program. These forms, however, integrate Title III and
State requirements for the LEP students being served.
• HLS in various languages are on the site, and parent
notification letters will be added in the near future.
• http://ell.tamucc.edu/files/p1233LPACProcessManual0907.pdf
9
English Language Proficiency
Standards
• The newly approved 19 TAC §74.4, English
Language Proficiency Standards (ELPS),
presents English language proficiency standards
that outline the instruction school districts must
provide to ELLs in order for them to have the full
opportunity to learn English and to succeed
academically.
• The rule also clarifies that the ELPS are to be
implemented as an integral part of the instruction
in each foundation and enrichment subject of the
TEKS.
10
English Language Proficiency
Standards
• English language proficiency levels of beginning,
intermediate, advanced, and advanced high in the
domains of listening, speaking, reading, and writing
are addressed, as required by NCLB.
• PUBLIC AND STUDENT BENEFIT: Teachers have
guidance in instruction to ensure a full opportunity
for English language learners to succeed
academically.
• The English Language Proficiency Standards can be
viewed at:
http://www.tea.state.tx.us/rules/tac/cha
pter074/ch074a.html
11
English Language Proficiency
Standards
12
English Language Proficiency
Standards
• §74.4. English Language Proficiency
Standards.
• (a) Introduction.
• (1) The English language proficiency standards
in this section outline English language
proficiency level descriptors and student
expectations for English language learners
(ELLs). School districts shall implement this
section as an integral part of each subject in the
required curriculum. The English language
proficiency standards are to be published along
with the Texas Essential Knowledge and Skills
(TEKS) for each subject in the required
curriculum.
13
English Language Proficiency
Standards
• (2) In order for ELLs to be successful,
they must acquire both social and
academic language proficiency in
English. Social language proficiency in
English consists of the English needed
for daily social interactions. Academic
language proficiency consists of the
English needed to think critically,
understand and learn new concepts,
process complex academic material, and
interact and communicate in English
academic settings.
14
English Language Proficiency
Standards
• (3) Classroom instruction that
effectively integrates second
language acquisition with quality
content area instruction ensures
that ELLs acquire social and
academic language proficiency in
English, learn the knowledge and
skills in the TEKS, and reach their
full academic potential.
15
English Language Proficiency
Standards
• (4) Effective instruction in second
language acquisition involves giving
ELLs opportunities to listen, speak,
read, and write at their current
levels of English development while
gradually increasing the linguistic
complexity of the English they read
and hear, and are expected to
speak and write.
16
English Language Proficiency
Standards
• (5) The cross-curricular second
language acquisition skills in
subsection (c) of this section apply
to ELLs in Kindergarten-Grade 12.
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English Language Proficiency
Standards
• (6) The English language proficiency levels
of beginning, intermediate, advanced, and
advanced high are not grade-specific. ELLs
may exhibit different proficiency levels
within the language domains of listening,
speaking, reading, and writing. The
proficiency level descriptors outlined in
subsection (d) of this section show the
progression of second language acquisition
from one proficiency level to the next and
serve as a road map to help content area
teachers instruct ELLs commensurate with
students' linguistic needs.
18
English Language Proficiency
Standards
• (b) School district responsibilities. In
fulfilling the requirements of this section,
school districts shall:
• (1) identify the student's English
language proficiency levels in the
domains of listening, speaking, reading,
and writing in accordance with the
proficiency level descriptors for the
beginning, intermediate, advanced, and
advanced high levels delineated in
subsection (d) of this section;
19
English Language Proficiency
Standards
• (2) provide instruction in the knowledge
and skills of the foundation and
enrichment curriculum in a manner that
is linguistically accommodated
(communicated, sequenced, and
scaffolded) commensurate with the
student's levels of English language
proficiency to ensure that the student
learns the knowledge and skills in the
required curriculum;
20
English Language Proficiency
Standards
• (3) provide content-based
instruction including the crosscurricular second language
acquisition essential knowledge and
skills in subsection (c) of this
section in a manner that is
linguistically accommodated to help
the student acquire English
language proficiency; and
21
English Language Proficiency
Standards
• (4) provide intensive and ongoing
foundational second language acquisition
instruction to ELLs in Grade 3 or higher who
are at the beginning or intermediate level of
English language proficiency in listening,
speaking, reading, and/or writing as
determined by the state's English language
proficiency assessment system. These ELLs
require focused, targeted, and systematic
second language acquisition instruction to
provide them with the foundation of English
language vocabulary, grammar, syntax, and
English mechanics necessary to support
content-based instruction and accelerated
learning of English.
22
English Language Proficiency
Standards
• (c) Cross-curricular second language
acquisition essential knowledge and skills.
• (1) Cross-curricular second language
acquisition/learning strategies. The ELL
uses language learning strategies to
develop an awareness of his or her own
learning processes in all content areas. In
order for the ELL to meet grade-level
learning expectations across the foundation
and enrichment curriculum, all instruction
delivered in English must be linguistically
accommodated (communicated, sequenced,
and scaffolded) commensurate with the
student's level of English language
proficiency. The student is expected to:
• 8 student expectations
23
English Language Proficiency
Standards
• (2) Cross-curricular second language
acquisition/listening. The ELL listens to a variety of
speakers including teachers, peers, and electronic
media to gain an increasing level of comprehension
of newly acquired language in all content areas. ELLs
may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition
in listening. In order for the ELL to meet grade-level
learning expectations across the foundation and
enrichment curriculum, all instruction delivered in
English must be linguistically accommodated
(communicated, sequenced, and scaffolded)
commensurate with the student's level of English
language proficiency. The student is expected to:
• 9 student expectations
24
English Language Proficiency
Standards
• (3) Cross-curricular second language
acquisition/speaking. The ELL speaks in a variety of
modes for a variety of purposes with an awareness of
different language registers (formal/informal) using
vocabulary with increasing fluency and accuracy in
language arts and all content areas. ELLs may be at
the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in
speaking. In order for the ELL to meet grade-level
learning expectations across the foundation and
enrichment curriculum, all instruction delivered in
English must be linguistically accommodated
(communicated, sequenced, and scaffolded)
commensurate with the student's level of English
language proficiency. The student is expected to:
• 10 student expectations
25
English Language Proficiency
Standards
• (4) Cross-curricular second language
acquisition/reading. The ELL reads a variety of texts
for a variety of purposes with an increasing level of
comprehension in all content areas. ELLs may be at
the beginning, intermediate, advanced, or advanced
high stage of English language acquisition in
reading. In order for the ELL to meet grade-level
learning expectations across the foundation and
enrichment curriculum, all instruction delivered in
English must be linguistically accommodated
(communicated, sequenced, and scaffolded)
commensurate with the student's level of English
language proficiency. For Kindergarten and Grade 1,
certain of these student expectations apply to text
read aloud for students not yet at the stage of
decoding written text. The student is expected to:
• 11 student expectations
26
English Language Proficiency
Standards
• (5) Cross-curricular second language
acquisition/writing. The ELL writes in a variety of
forms with increasing accuracy to effectively address
a specific purpose and audience in all content areas.
ELLs may be at the beginning, intermediate,
advanced, or advanced high stage of English
language acquisition in writing. In order for the ELL
to meet grade-level learning expectations across
foundation and enrichment curriculum, all instruction
delivered in English must be linguistically
accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of
English language proficiency. For Kindergarten and
Grade 1, certain of these student expectations do not
apply until the student has reached the stage of
generating original written text using a standard
writing system. The student is expected to:
• 7 student expectations
27
28
PEIMS Changes
• PEIMS used to collect information
only on a student being LEP
• Yes No
• Bilingual Program
• English second language (ESL)
Program
• LEP served = money
29
PEIMS Changes
• (d) The bilingual education
program shall be implemented
through one of the following
program models:
30
PEIMS Changes
• (1) transitional bilingual/early exit: a
bilingual program that serves students
identified as students of limited English
proficiency in both English and Spanish and
transfers students to English-only
instruction; it provides instruction in literacy
and academic content areas through the
medium of the student’s first language,
along with instruction in English oral and
academic language development. Nonacademic subjects such as art, music, and
physical education may also be taught in
English; the transition will occur not earlier
than two or later than five years after the
student enrolls in school;
31
PEIMS Changes
• (2) transitional bilingual/late exit: a bilingual
program that serves students identified as
students of limited English proficiency in
both English and Spanish and transfers a
student to English-only instruction;
academic growth is accelerated through
cognitively challenging academic work in
the students’ first language along with
meaningful academic content taught
through the students’ second language,
English; the goal is to promote high levels
of academic achievement and full academic
language proficiency in the students’ first
language and English; not earlier than six or
later than seven years after the students
enroll in school;
32
PEIMS Changes
• 3) dual language immersion/two-way: a biliteracy
program that integrates students proficient in
English and students identified as students of limited
English proficiency in both English and Spanish and
transfers a student identified as a student of limited
English proficiency to English-only instruction;
instruction is provided to both native English
speakers and native speakers of another language in
an instructional setting where language learning is
integrated with content instruction. academic
subjects are taught to all students through both
English and the other language; transition will occur
not earlier than six or later than seven years after the
student enrolls in school;
• http://www.tea.state.tx.us/curriculum/bilin
g/tearesources.html
33
PEIMS Changes
• (4) dual language immersion/one-way: a
biliteracy program that serves only students
identified as students of limited English
proficiency in both English and Spanish and
transfers a student to English-only
instruction; in an instructional setting where
language learning is integrated with content
instruction. academic subjects are taught to
all students through both English and the
other language; transition will occur not
earlier than six or later than seven years
after the student enrolls in school;
• http://www.tea.state.tx.us/curriculum/
biling/tearesources.html
34
PEIMS Changes
• (h) The English as a second
language program shall be
implemented through one of the
following program models:
35
PEIMS Changes
• (1) English as a second language/contentbased: an English program that serves
students identified as students of limited
English proficiency in English only by
providing a full-time teacher certified under
TEC §29.061(c) to provide supplementary
instruction for all content area instruction;
it integrates English-as-a-second-language
instruction with subject matter instruction
which focuses not only on learning a
second language, but using that language
as a medium to learn mathematics, science,
social studies, or other academic subjects.
36
PEIMS Changes
• (2) English as a second language/pullout: an English program that serves
students identified as students of limited
English proficiency in English only by
providing a part-time teacher certified
under Section 29.061(c) to provide
English language arts instruction
exclusively, while the student remains in
a mainstream instructional arrangement
in the remaining content areas.
37
PEIMS Changes
• (e) For all of the program models
students that have met exit criteria
in accordance with §89.1225 may
continue receiving services but the
school district will not be allocated
the bilingual allotment (TEC)
§42.153.
38
PEIMS Changes
• F= M1 =student has met criteria for
bilingual/ESL program exit, is no
longer classified as LEP in PEIMS,
and is in his or her first year of
monitoring as required by 19 TAC
§89.1220(l) and are not eligible for
funding due to the fact that they are
not receiving bilingual or ESL
services.
39
PEIMS Changes
• S=M2 =student has met criteria for
bilingual/ESL program exit, is no
longer classified as LEP in PEIMS,
and is in his or her second year of
monitoring as required by 19 TAC
§89.1220(l) and are not eligible for
funding due to the fact that they are
not receiving bilingual or ESL
services.
40
TELPAS Percent Progressing (AMAO 1) and
Attaining (AMAO 2) to Meet AMAO Standards
Grades 3-12
AMAO 1: Progress by Proficiency Level
School
Year
Standard for
Progress
Results:
% Progressing
2006-07
44%
63
2005-06
42%
57
2004-05AMAO 2: 40%
53
Attainment of Advanced
High
Standard for
Attainment
Method 1
Results:
% Attaining
Method 1
Standard for
Attainment
Method 2
Results:
% Attaining
Method 2
2006-07
26%
39
44%
2005-06
25.5%
32
42%
57
51
2004-05
25%
32
40%
50
School
Year
41
TELPAS Percent Progressing (AMAO 1) and
Attaining (AMAO 2) to Meet AMAO Standards
Grades K-2
School
Year
AMAO 1: Progress
AMAO 2: Attainment
Standard
Results:
Standard Results:
for
%
for
%
Progress Progressing Attainment Attaining
2006-07
17%
51
2.5%
11
2005-06
15%
47
2%
10
2004-05
n/a
n/a
1.5%
8
42
State AYP Results Spring 2006 to 2007
Reading and English Language Arts
All
Students
Current and
Monitored LEP
Spring 07
No. Met 1,920,696
Standard
87%
% Met Standard
295,820
75%
Spring 06
No. Met 1,818,775
Standard
85%
% Met Standard
269,737
71%
Change 06 to 07
2
4
43
State AYP Results Spring 2006 to 2007
Mathematics
All
Students
Current and
Monitored LEP
Spring 07
No. Met 1,733,683
Standard
79%
% Met Standard
280,957
71%
Spring 06
No. Met 1,629,228
Standard
76%
% Met Standard
251,298
66%
Change 06 to 07
3
5
44
Former LEP Students
• The following slides show three school
districts’ former LEP students reaching the
highest levels of achievement as
valedictorians and salutatorians.
• This information should encourage and
motivate every educator in the state to
implement all the programs available to
them through the state legislature as
reflected in the Texas Education Code.
45
Austin ISD Valedictorians and
Salutatorians Spring 2001-2007
that started as LEP Students
EX LEP
EX LEP
TOTAL # OF EX
VALEDICTORIANS SALUTATORIANS
LEP
YEAR
2001
3
3
2002
3
2
5
2003
1
3
4
2004
3
4
7
2005
3
4
7
2006
2
0
2
2007
4
1
5
46
Dallas ISD Valedictorians and Salutatorians
2001-2007 that started as LEP Students
YEAR
2001
2002
2003
2004
2005
2006
2007
EX LEP
EX LEP
VALEDICTORIANS
SALUTATORIANS
3
1
3
3
9
12
TOTAL # OF
EX LEP
3
2
3
4
4
9
7
3
5
4
7
7
18
19
47
Houston ISD 2001-2007 Valedictorians
that started as LEP Students
YEAR
2001
2002
2003
2004
2005
2006
2007
EX LEP
EX LEP
EX LEP
VALEDICTORIANS VALEDICTORIANS IMMIGRANTS
STARTED IN
BILINGUAL
PROGRAMS
STARTED IN ESL
PROGRAMS
10
6
7
9
9
6
9
3
4
6
4
2
3
6
6
5
9
4
2
4
8
TOTAL
NUMBER
OF EX
LEP
19
10
13
13
11
9
15
48
Houston ISD 2001-2007
Salutatorians that started as LEP
Students
YEAR
EX LEP
SALUTATORIANS
STARTED IN
BILINGUAL
PROGRAMS
2004
2005
2006
2007
7
11
7
9
EX LEP
EX LEP
TOTAL
SALUTATORIANS IMMIGRANTS NUMBER
STARTED IN ESL
OF EX
PROGRAMS
LEP
3
2
2
7
5
7
2
7
10
13
9
16
49
Additional Websites
http://www.sbec.state.tx.us/SBECOnline/
http://www.tea.state.tx.us/pbm/
http://www.tea.state.tx.us/curriculum/biling/
http://www.tea.state.tx.us/rules/tac/chapter089/ch089b
b.html
http://www.tea.state.tx.us/curriculum/biling/exceptions
.html
http://www.tea.state.tx.us/curriculum/biling/recruitmen
t1.ppt
50
Join our listserv!
•
•
•
•
•
•
•
Go to http://www.tea.state.tx.us/list
Click on “Select a List” from drop-down menu
Scroll down; select “Bilingual/ESL Education”
Click on “Join or Leave”
Enter your e-mail address and name
Click on “Join” button
An e-mail confirmation will be sent which must
be replied to in order to complete the listserv
process
• To change, delete, or add an additional e-mail
address, go back to www.tea.state.tx.us/list
51