LEP Cycle III Grant Awardees

1

• LEP Cycle III- Grant Awardees
• February 7, 2006

Georgina K. González Director of Bilingual/ESL E
ducation Susie Coultress Assistant Director Tex
as Education Agency
February 7, 2006
2
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.
  

3

684,583 Total Identified English Lan
guage Learners (ELLs)
PEIMS, Fall 2004
4
Texas Student Profile Grades PK-12

2000-2001 2004-2005 1,650,560 (41) Hi
spanics 1,969,097 (45) 1,713,436 (42)
White 1,660,392 (38)
586,712 (14) African Am. 623,535
(14) 12,120 (0.3) Native Am. 1
4,350 (0.3)
PEIMS
5
Texas ELL Special Language Program Participation

• ELLs 684,583
• Bilingual 356,029
• ESL 274,485
• ELL Parental Denials 45,600
• Not Served 8,469

PEIMS
6
Major Language Groups in Texas Schools
Spanish 629,682 Vietnamese 11,306 Urdu
3,491 Korean 2,885 Arab
ic 2,830 PEIMS, Fall 200
4
More than 100 languages are represented in Texas
schools

7
Number Of Limited English Proficient (LEP)
Students

• School Year Number of
• LEP Students
• 2000-01 570,603
• 2001-02 601,791
• 2002-03 630,686
• 2003-04 660,707
• 2004-05 684,583

8
(No Transcript)
9
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

10
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.
  

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 TAC89.1205 (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
Texas Education Service Centers (ESCs) provide
statewide program assistance
14
Numerical Change in Population by Race/Ethnicity
in Texas for 1980-1990 and 1990-2000
Steve H. Murdock Institute for Demographic and
Socioeconomic Research College of Business The U
niversity of Texas at San Antonio
15
Percent Change in Population by Race/Ethnicity
for 1980-1990 and 1990-2000 in Texas
Steve H. Murdock Institute for Demographic and
Socioeconomic Research College of Business The U
niversity of Texas at San Antonio
16
Proportion of Net Population Change Attributable
to Each Race/Ethnicity Group in Texas for
1980-1990 and 1990-2000
Steve H. Murdock Institute for Demographic and
Socioeconomic Research College of Business The U
niversity of Texas at San Antonio
17
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.

18
LPAC Process Manual has new updates

• http//www.tea.state.tx.us/curriculum/biling/teare
  s-lpac-processmanual.html

19
LPAC Process Manual has new updates

• Pages 2, 3, 4, 18-36, 38-53, 81,
  84,134-137,145-154,188,190,217-237,239-252 have
  been changed. In the LPAC Manual
  
• Slide 57 changed in pp presentation
• Now we have a linked and a not linked LPAC

20
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.)

21
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)

22
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)

23
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)
  

24
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)
  

25
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)
  

26
Research Challenges

• Key areas
• Students who have both language learning issues
  and learning disabilities
  
• The importance of the links between language and
  literacy of ELLs
  
• 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)
  

27
Assessment in Texas for ELLs -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.

28
New in Assessment

• In the 20042005 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.

29
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.

30
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.

31
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.assessment/reso
  urces/letters/2006/050907_updates.pdf
  

32
TEA Student Assessment Contact Info

• Student Assessment Division(512) 463-9536
• website www.tea.state.tx.us/student.assessmen
  t/

33
Review of NCLB AMAOs
AMAOs are Annual Measurable Achievement
Objectives. AMAOs are NCLB accountability meas
ures related to English language proficiency.
34
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 r
ating of Advanced High
35
AMAO 3 measures the adequate yearly progress
(AYP) of ELLs as described in section
1111(b)(2)(B) of NCLB.
36
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.

37
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.

38

• 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

39
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 educators base certification
  as a guide.

40
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,

41
SBEC IS A DEPARTMENT OF TEA

• as the holder of the Generalist EC-4 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.

42
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.

43
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.

44
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 4-8 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.
  

45
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.

46
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
  4-8. 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.

47
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.

48
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/about/asepa
  ssoctest.pdf
  
• Please open this link every so often as test
  dates may change, especially regarding bilingual
  and LOTE tests (such as the TOPT).
  

49
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
• [phone]
• Christopher.Sanchez_at_tea.state.tx.us

50
Performance-Based Monitoring

• January 2006 Update

51
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

52
PBM Components Related But Different and Distinct
Annual Performance
Data Integrity
TEA Oversight
TAKS Data Leaver Data Discipline Data Attendanc
e Audits
Random Data Validation
District Governance Dispute Resolution CTE/CR Re
views Local Independent Financial Audits Imminen
t Risk Response
State Accountability AYP PBMAS Texas FIRST
53
2005 PBM Data Integrity Student Assessment Data
Integrity Indicators

• Brief Update

54
Slide from November TETN
55
2005 PBM Data Integrity Student Assessment Data
Integrity

• 2005 PBMAS Manual
• p. 37 (BE/ESL 10)
• p. 89 (SPED 06)

56
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

57
Interventions Update Upcoming Presentations

• TCASE Preview PBM Update (concurrent session)
• Midwinter Preview Preparing for CTE/CR On-Site
  Review (concurrent session)

58
Interventions Update RF Monitoring

• Enforcement letter to LEAs
• Hiring activities
• Assistance with materials development

59
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

60
Interventions Update Approaching Timelines for
2005-2006

• NCLB
• Stage 1C January 13, 2006
• Stage 2A January 13, 2006 (completion)
• Stage 2B January 13, 2006
• Stage 2C January 27, 2006
• Stage 3A February 3, 2006
• Stage 3B February 10, 2006
• Stage 3C February 10, 2006

61
Interventions Update Approaching Timelines for
2005-2006

• SPED
• Stage 1B January 13, 2006
• Stage 2 February 3, 2006
• Stage 3 February 17, 2006

62
PBMI TETN Dates (Thursdays 9 a.m. to 1200 p.m.)
63
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

64
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 10LEP TAKS/SDAA II Participation Rate
• BE/ESL 11LEP Annual Dropout Rate
• BE/ESL 12LEP RHSP/DAP Graduation Rate

65
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 t
his 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.
Recent Postings Accountability Data Tables - Stan
dard 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)
66
Performance-Based Monitoring The Division of Perf
ormance-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
[phone] or via email at pbm_at_tea.state.tx.us
. 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)
67
(No Transcript)
68
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/

69
Public Meeting

• http//www.tea.state.tx.us/pmi/bemon/pppr.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.

70
ESC/outside support and/or TEA Oversight,
Interventions, Sanctions
Bilingual / ESL Education Program Monitoring Pi
lot Plan 2005-2006
NO
Evaluate for effectiveness, update, and implement
Bilingual/ESL CIP
ONGOING
YES
Implementation OK?
Resubmit CIP (ESC/outside support)
NO, 1st Time
Stage1 Intervention
TEA Desk Review of CIP
Implement CIP Evidence of Change (timely revie
w and check points)
Focused Data Analysis (FDA) CIP
CIP OK?
YES
YES
NO, 2ndTime
Stage 2 Intervention
Focused Data Analysis (FDA) LEA Public Meeting C
IP

TEA Oversight, Interventions and/or Sanctions
TEA Review of Submissions
Review OK?
ONGOING
Districts w/ substantial or multi-program co
ncerns
NO
NO
Information Collection and Review (TEA data
review and LEA submission)
Special Program Effectiveness Review
Targeted TEA On-Site Review (fiscal and/or other
issues)
CIP OK?
YES
ONGOING
Other Random Data and Self-Evaluation checks
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 Co
ntinuous Improvement Plan
TEA Bilingual/ESL Education February 2005
71
PBMAS 2005 Indicator
72
PBMAS 2005 Indicator
73
PBMAS 2005 Indicator
74
PBMAS 2005 Indicator
75
PBMAS 2005 Indicator
76
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

77
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

78

• Texas English Language Learner Initiatives
• And
• Training

79
LEP Student Success Initiative (SSI) Grant, Cycle
1

• Approximately 7,000,000 available for LEP SSI
  Cycle 1 grants during the 2004-2005 project
  period.
  
• First time that we have a state funded LEP
  initiative.
  

80
LEP Student Success Initiative (SSI) Grant, Cycle
2

• Approximately 9,000,000 available for LEP SSI
  Cycle 2 grants during the 2005-2006 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 ESL
  waiver.

81
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

82
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.

83
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 AM University at Corpus Christi
  (TAMUCC) Institute for Second Language
  Achievement (ISLA).

84
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

85
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

86
Mathematics English Language Learner (MELL) In
itiative
Texas State University System (TSUS)/TEA
partnership The MELL project is focused on crea
ting practical instructional tools for K-12
educators teaching mathematics to English
Language Learning (ELL) students.
87
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
  

88
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

89
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

90
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
91
1.-Please briefly describe the dual language
program (s) which you have worked. (one way-two
way)
92
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

93
1.-Please briefly describe the dual language
program (s) which you have worked. (one way-two
way)
94
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.

95
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.

96
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).

97
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
  enrichment.

98
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
• Participationcommitment of 5-7 years
• High expectations in two languages
• Additive bilingualism

99
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.

100
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
  program

101
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)

102
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)

103
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

104
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

105
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

106
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

107
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

108
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.
  

109
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
  5050 and 9010 DL program designs.
  

110
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
  paraprofessionals are usually shared.

111
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.

112
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.

113
5.What does good teaching look like in dual
language programs?

• Language acquisition,
• Comprehensible input-Krashen
• Sheltered Instruction
• Equitable opportunity given to both groups

114
What test does a student take-English 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.

115
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
• [phone]

116
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

117
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

118
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.

119
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.

120
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

121
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.

122
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.

123
3. When is the deadline for submitting these
forms?

• The forms are mailed early in the summer and are
  due by October 1 every yearhowever,
  
• for the 2005-2006 school year the forms are due
  December 1, 2005.
  
• The data must be from the October 1
  information.

124
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.

125
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.

126
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.

127
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.

128
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

129
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.

130
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.

131
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.

132
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.

133
13. Do you share the information on bilingual
exceptions form 1 and ESL waivers form 2 with
Performance Based Monitoring staff?

• YES!

134
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.

135
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
136
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 alternative program
137
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.
138
Bilingual Exceptions
A bilingual exception form 1 must show that the
district has taken all reasonable affirmative s
teps to hire sufficient certified bilingual
teachers of teachers decreasing under excepti
ons affirmative hiring policies procedures
not unjustifiably denied employment to properly
certified bilingual teachers in the past 12
months.
139
Bilingual Exceptions
A bilingual exception form 1 must show that the
district is implementing specific measures to e
liminate 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.
140
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.
141
Bilingual Exceptions/ESL Waivers
Criteria for Review of Forms --alternative progra
m 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 years recruiting pla
n was accomplished
142
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 impacted
143
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)

144

• 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, Commissioners 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.

145

• 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.

146
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.)

147
(No Transcript)
148

• 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 language in
  which an exception is requested.

149
(No Transcript)
150

• District I am a Winner ISD County-District
  Number444 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.

151
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.

152
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.

153
Sample of Bilingual Exception Form 1

• Beginning in January of 2005 the district posted
  in prominent places on each campus and placed in
  each teachers campus mailbox a flyer
  (enclosure-page 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.

154
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.

155

• 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 refer