Transcript FINANCIAL PERFORMANCE - Project ISLA

Bilingual/ESL LEP SSI
Cycle 4 Grantees
Georgina González, Director
Susie Coultress, Assistant Director
Bilingual/ESL Unit
Curriculum Division
Texas Education Agency
October 28, 2008
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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
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English Language Proficiency
Standards
• While the English as a second language
(ESL) standards have always applied to the
teaching of all content areas, the ESL TEKS
were only located in 19 TAC Chapter 128
with Language Arts and Reading.
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English Language Proficiency
Standards
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English Language Proficiency
Standards
• During a Title III monitoring visit, the U.S.
Department of Education indicated that
there was insufficient evidence
demonstrating that the ESL standards found
in 19 TAC Chapter 128 were aligned to state
academic content and achievement
standards, as required by Section
3113(b)(2) of NCLB. The adoption of the
revised ELPS as part of 19 TAC Chapter 74,
Curriculum Requirements, reinforces that
these standards are aligned with and apply
to all academic content areas.
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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.
http://www.tea.state.tx.us/rules/t
ac/chapter074/ch074a.html
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English Language Proficiency
Standards
• The English language proficiency
standards include 4 components:
• a) Introduction
• b) School District Requirements
• c) Cross-curricular second
language acquisition TEKS and
• d) Proficiency Level Descriptors
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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.
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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;
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English Language Proficiency
Standards- Cross-curricular second
language acquisition TEKS
• (1) Cross-curricular second language
acquisition/learning strategies. 8 student
expectations
• (2) Cross-curricular second language
acquisition/listening. 9 student expectations
• (3) Cross-curricular second language
acquisition/speaking. 10 student expectations
• (4) Cross-curricular second language
acquisition/reading. 11 student expectations
• (5) Cross-curricular second language
acquisition/writing. 7 student expectations
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LEP Student Success
Initiative (LEP SSI)
Program Appropriations
• The 78th Texas Legislature
2004-05 Biennium - $10 million each year
• The 79th Texas Legislature
2006-07 Biennium - $10 million each year
• The 80th Texas Legislature
2008-09 Biennium - $9.7 million each year
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Amarillo ISD
Pilot Point ISD
Ft. Worth CAN! Academy
ESC Region 10
Ft. Worth ISD
Sulphur Springs ISD
Lake Worth ISD
Dallas ISD
Ysleta ISD
ESC Region 12
Belton ISD
ESC Region 13
Georgetown ISD
Northside ISD
Pearland ISD
Alvin ISD
Northeast ISD
Santa Maria ISD
Weslaco ISD
Edinburg ISD
Total Cycle 1 Districts: 20
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Levelland ISD
Chapel Hill ISD
Brownfield ISD
Gilmer ISD
Athens ISD
Jacksonville ISD
Andrews ISD
Pecos-Barstow- Toyah ISD
Tornillo ISD
Hearne ISD
Marlin ISD
Eagle Academy- Midland
Ft. Hancock ISD
Shepherd ISD
Manor ISD
Castleberry ISD
Hays ISD
Dayton ISD
Bandera ISD
Ft. Stockton ISD
Gonzalez ISD
Uvalde ISD
East Chambers ISD
Eagle Academy- S.A.
Crystal City ISD
Houston Gateway Academy
San Diego ISD
ESC Region 1
Eagle Academy- Laredo
Zapata ISD
Raymondville ISD
Roma ISD
Mercedes ISD
Progresso ISD
La Villa ISD
Total Cycle 2 Districts: 32
Eagle Academy Schools: 3
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Pampa ISD
Little Elm ISD
Mineola ISD
Wylie ISD
Lamesa ISD
Mansfield ISD
Elgin ISD
El Campo ISD
East Central ISD
Evans Regional Juvenile Center
United Laredo ISD
Edcouch-Elsa ISD
Santa Rosa ISD
Donna ISD
Monte Alto ISD
Total Cycle 3 Districts: 15
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Promoting Academic Success
and Accountability for English
Language Learners (PASA)
• Superintendents, administrators, classroom
teachers, and curriculum specialists who work
with English Language Learners are encouraged
to attend this event on January 20-21, 2009, at the
Austin Convention Center.
• To register for the conference and hotel, please
visit the following website: www.esc13.net/pasa.
• If you are interested in receiving funding for
teachers to attend the PASA conference, contact
your regional education service center
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Bilingual/ESL representative.
Texas Prekindergarten
Guidelines
• Approved by the Commissioner of Education on
May 21, 2008
• Presented to the State Board of Education for
review on May 22, 2008.
• Guidelines will remain voluntary and will guide
publishers in revising prekindergarten
instructional materials in the future.
• http://www.tea.state.tx.us/ed_init/pkguidelines/P
KG_Final_090908.pdf
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Proclamation 2010
• The State Board of Education issued
Proclamation 2010 on November 16, 2007. The
SBOE amended Proclamation 2010, to include
the Spanish Language Arts TEKS in the fall of
2008. The adoption of materials under
Proclamation 2010 will occur in November 2009.
The adopted materials will be available for use
beginning with the 2010-2011 school year.
• Proclamation 2010 (Adobe Acrobat file, 124
pages)
• http://www.tea.state.tx.us/textbooks/proclamatio
ns/proc2010/proc2010.pdf
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Proclamation 2010
• The URL for the draft of Spanish TEKS K6 is:
http://www.tea.state.tx.us/teks/spanish/
• Phonics, spelling, and grammar have been
carefully scaffolded commensurate to the
needs of ELL students by the Spanish
Language Arts and Reading TEKS Writing
Committee.
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Proclamation 2010 ELPS
•
ELPS materials will be available for
every high school teacher. For instance,
if a high school teacher has ELLs in their
classroom; the ELPS materials would be
resource materials to help the teacher
with that student population in the
classroom regardless of the subject
matter.
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Proclamation 2010 ELPS
•
ESL materials for grades K-8 are in Proclamation 2011 to
help teachers address the needs of second language
learners in their classrooms. TEA wanted to be sure that
teachers had support materials for ELLs in the secondary
classroom. By including the new ELPS to Proclamation
2010, teachers will be able to access materials to support
these students. It should also be noted that these
materials are not companions to any particular set of
student materials. It is a separate call for secondary
teachers at the grades 9-12. This was an important
component of moving the ELPS into Chapter 74 so that so
it is not perceived as applying only to ELA.
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PEIMS Changes
• PEIMS used to collect information
only on a student being LEP
• Yes No
• Bilingual Program
• English as a Second Language
(ESL) Program
• LEP Served = Money
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PEIMS Changes
• (d) The bilingual education
program shall be implemented
through one of the following
program models:
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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, or
another language, 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. Non-academic subjects such
as art, music, and physical education may
also be taught in English.
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PEIMS Changes
• (1) Transitional bilingual/early exit (con’t)–
• Exiting to an all English program of instruction will
occur not earlier than the end of first grade, or if the
student enrolls in school during or after first grade,
the student will remain in the program for a
minimum of two to five years before being eligible to
exit the bilingual program. Students that have met
exit criteria in accordance with TAC §89.1225
(h)(i)(k) may continue receiving services but the
school district will not be allocated the bilingual
allotment - TEC §42.153. Students who are
proficient in English may also be served in this
program only with appropriate parental permission,
but are not eligible for Bilingual Program allotment.
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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, or another
language, and transfers a student to
English-only instruction; academic
growth is accelerated through
cognitively challenging academic
work in the student’s first language
along with meaningful academic
content taught through the student’s
second language, English.
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PEIMS Changes
• (2) Transitional bilingual/late exit: (con’t)
The goal is to promote high levels of academic
achievement and full academic language
proficiency in the student’s first language and
English. Students enrolled in the transitional
bilingual/late exit program are eligible to exit the
program not earlier than six or later than seven
years after the students enroll in school. Students
that have met exit criteria in accordance with TAC
§89.1225 (h)(i)(k) may continue receiving services
but the school district will not be allocated the
bilingual allotment - TEC §42.153. Students who
are proficient in English may also be served in this
program only with appropriate parental permission,
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but are not eligible for Bilingual Program allotment.
PEIMS Changes
• 3) Dual language immersion/two-way: (con’t)
a biliteracy program that integrates
students proficient in English and
students identified as students of limited
English proficiency in both English and
Spanish, or another language, 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.
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PEIMS Changes
• 3) Dual language immersion/two-way: (con’t)
Academic subjects are taught to all
students through both English and the
other language. Program exit will occur
not earlier than six or later than seven
years after the student enrolls in school;
students that have met exit criteria in
accordance with TAC §89.1225 (h)(i)(k)
may continue receiving services but the
school district will not be allocated the
bilingual allotment - TEC §42.153.
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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, or another language, 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.
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PEIMS Changes
• (4) Dual language immersion/one-way: (con’t)
• Program exit will occur not earlier than six or
later than seven years after the student enrolls
in school; students that have met exit criteria in
accordance with TAC §89.1225 (h)(i)(k) may
continue receiving services but the school
district will not be allocated the bilingual
allotment - TEC §42.153. Students who are
proficient in English may also be served in this
program only with appropriate parental
permission, but are not eligible for Bilingual
Program allotment.
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PEIMS Changes
• (h) The English as a second
language program shall be
implemented through one of the
following program models:
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PEIMS Changes
• (1) English as a second language/contentbased:
Is an English program that serves students
identified as students of limited English
proficiency in English only by providing a fulltime teacher certified under TEC §29.061(c) to
provide supplementary instruction for all
content area instruction; it integrates Englishas-a-second-language instruction and sheltered
instructional strategies 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.
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PEIMS Changes
• (1) English as a second language/contentbased: (con’t)
Exiting to an all English program of instruction will
occur not earlier than the end of first grade, or if
the student enrolls in school during or after first
grade, the student will remain in the program for a
minimum of two to five years before being eligible
to exit the ESL program; students that have met
state requirements for 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;
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PEIMS Changes
• (2) English as a second language/pull-out: Is an
English program that serves students identified
as students of limited English proficiency in
English only by providing a certified teacher
under TEC §29.061(c) to provide English
language arts instruction exclusively, while the
student remains in a mainstream instructional
arrangement in the remaining content areas;
instruction may be provided by the ESL teacher
in a pull-out or inclusionary delivery model;
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PEIMS Changes
• (2) English as a second language/pull-out (con’t): exiting
to all English program of instruction will occur not
earlier than the end of first grade, or if the student
enrolls in school during or after first grade, the student
will remain in the program for a minimum of two to five
years before being eligible to exit the ESL program;
students that have met state requirements for 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. If a
program does not meet the definition of either a
content-based or pull-out program, the student should
be reported as in a pull-out program.
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PEIMS Changes
• 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.
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PEIMS Changes
• F= M1 = Monitored 1 or S=
Monitored 2 LEP status is reported
for those students who have
recently been exited from the
bilingual/ESL programs and are
determined to no longer be Limited
English Proficient (LEP). This
information is reported for the first
two school years on all students
who have exited LEP status.
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PEIMS Changes
• F= M1 & 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 first or
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.
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Grades 3-12 TELPAS Results:
% Students at Each Proficiency Level
Listening
B I A H
Speaking
B I A H
Reading
B I A H
Writing
B I A H
07-08 7 20 35 38 10 24 35 32
8 17 27 48 12 32 34 23
06-07 8 24 37 30 12 27 36 25
9 13 36 42 15 36 33 17
05-06 10 27 37 25 15 30 35 21 11 15 38 36 18 39 30 13
B = Beginning
I = Intermediate
A = Advanced
H = Advanced High
2008 results are preliminary
Austin ISD Valedictorians and
Salutatorians Spring 2001-2008
that started as LEP Students
EX LEP
VALEDICTORIANS
YEAR
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
2006
2
0
2
2007
2008
4
6
1
2
5
8
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Dallas ISD Valedictorians and Salutatorians
2001-2008 that started as LEP Students
YEAR
2001
2002
2003
2004
2005
2006
2007
2008
EX LEP
EX LEP
VALEDICTORIANS
SALUTATORIANS
3
1
3
3
9
12
12
TOTAL # OF
EX LEP
3
2
3
4
4
9
7
8
3
5
4
7
7
18
19
20
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Houston ISD 2001-2008 Valedictorians
that started as LEP Students
YEAR
2001
2002
2003
2004
2005
2006
2007
2008
EX LEP
EX LEP
VALEDICTORIANS
STARTED IN
BILINGUAL
PROGRAMS
VALEDICTORIANS
STARTED IN ESL
PROGRAMS
10
6
7
9
9
6
9
10
3
4
6
4
2
3
6
3
EX LEP
IMMIGRANTS
TOTAL
NUMBER
OF EX
LEP
6
5
9
4
2
4
8
10
19
10
13
13
11
9
15
13
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Houston ISD 2001-2008
Salutatorians that started as LEP
Students
YEAR
2004
2005
2006
2007
2008
EX LEP
EX LEP
SALUTATORIANS
STARTED IN
BILINGUAL
PROGRAMS
SALUTATORIANS
STARTED IN ESL
PROGRAMS
7
11
7
9
12
3
2
2
7
3
EX LEP
IMMIGRANTS
TOTAL
NUMBER
OF EX
LEP
5
7
2
7
5
10
13
9
16
15
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