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Title: Meeting the Needs of English Language Learners (ELLs) in Texas An Overview of Bilingual Education in Texas


1
Meeting the Needs of English Language Learners
(ELLs) in TexasAn Overview of Bilingual
Education in Texas
Georgina González, Director Susie Coultress,
Assistant Director Bilingual/ESL Unit Texas
Education Agency July 17, 2007
2
English Language Learner (ELL) Limited English
Proficient (LEP)
  • There are a total of 732,154 Identified English
    Language Learners (ELLs) in Texas
  • PEIMS, Fall 2006
  • Throughout the presentation, you will see the
    acronym ELL (English Language Learner) and LEP
    (Limited English Proficient) being used
    interchangeably.

3
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.
  • .

4
Texas Student Profile Grades Pre K - 12

2000-2001 2006-2007 1,650,560 (41)
Hispanics 212,7647 (46) 1,713,436
(42) White 163,8571
(36) 586,712 (14) African Am.
662,700 (14) 108,605 (3) Asian
150,193 (3) 12,120 (0.3) Native
Am. 15,831 (0.3)

PEIMS
5
Texas ELL Special Language Program Participation
  • ELLs 732,154
  • Bilingual 394,877
  • ESL 283,325
  • ELL Parental Denials 45,933
  • Not Served 8,019

PEIMS Fall 2006
6
Major Language Groups of English Language
Learners in Texas Schools
Language Number State Spanish
671,322 91.69 Vietnamese
12,727 1.73 Urdu 3,432
0.46 Arabic 3,277
0.44 Korean 3,018
0.41 Mandarin Chinese1,977 0.27 PEIMS,
Fall 2006
129 languages are represented in Texas schools

7
Number Of Limited English Proficient (LEP)
Students
Number of LEP Students
School Year
  • 2000-01 570,603
  • 2001-02 601,791
  • 2002-03 630,345
  • 2003-04 660,707
  • 2004-05 684,583
  • 2005-06 711,737
  • 2006-07 732,154

PEIMS
8
(No Transcript)
9
Texas Regions with Highest ELL Populations
  • Region IV (Houston) 185,923
  • Region I (Edinburg) 143,997
  • Region X (Dallas) 125,434
  • Region XI (Ft. Worth) 65,008
  • Region XIX (El Paso) 48,424

PEIMS 2006-07
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
List of Approved Tests for Identification of LEP
Students
  • On January 19, 2007, the 2007-2008 committee
    that reviews the List of Approved Tests for
    Identification of LEP convened to review
    publishers and approve a new list of tests for
    identification, placement and exit of
    Bilingual/ESL fpr the 2007-08 school year. The
    updated information has been announced through
    our listserve. The list may be viewed through
    the following link.
  • http//www.tea.state.tx.us/curriculum/biling/Listo
    fApprovedTests2007.pdf

12
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)

13
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)

14
Language Proficiency Assessment Committee (LPAC)
  • The Language Proficiency Assessment Committee
    (LPAC) is responsible for
  • Identifying
  • Processing
  • Annually reviewing
  • Exiting
  • Monitoring all ELLs on each campus
  • LPAC Process Manual
  • http//www.tea.state.tx.us/curriculum/biling/teare
    s-lpac-processmanual.html

15
PEIMS DATA
  • The most common LEP student definitions, codes,
    and elements are found in Section IV,
    Coordination with Other Programs, of the
    Framework for the Language Proficiency Assessment
    Committee (LPAC) Process Manual.
  • http//www.tea.state.tx.us/curriculum/biling/teare
    s-lpac-processmanual.html

16
Importance of Tracking English Language
Proficiency
  • State requirements
  • Federal requirements
  • District-based program evaluations and
    improvements
  • Campus-based program evaluations and improvements
  • Classroom instruction based on student needs

17
Bilingual Education and English as a Second
Language (ESL)
  • Program Models
  • http//www.tea.state.tx.us/curriculum/biling/Progr
    amModels091906.pdf

18
Bilingual Education and English as a Second
Language (ESL
  • English Language Proficiency
  • Standards
  • Revision waiting
  • SBOE Discussion and Approval

19
Proposed Changes in Title 19 Texas Administrative
Code Chapter 89. Adaptations for Special
PopulationsSubchapter BB. Commissioner's Rules
Concerning State Plan for Educating Limited
English Proficient Students
Bilingual/ESL Required Services for Students with
Disabilities
20
TAC Chapter 89 Subchapter BB
  • Exit criteria HB 1
  • Exit criteria Special Education
  • Exceptions and waivers
  • Summer School

21
HB 1 Changes-79th Legislature 3rd Session
  • No Spanish Assessment for exit
  • List of approved Tests must be used for oral
    language proficiency evaluation
  • TAKS Reading and writing must meet standard to
    exit
  • Normed Referenced Standardized Achievement Tests
    to be used for exit only in 12 grade
  • TELPAS writing at Advance high may be used to
    meet the writing proficiency evaluation or one
    of the assessments on the List of Approved tests
    only when writing TAKS is not present.

22
HB 1 Changes-79th Legislature 3rd Session
  • SECTION 3.07.  Subchapter B, Chapter 29, Texas
    Education Code, is amended by adding Section
    29.0561 to read as follows
  • Sec. 29.0561.  EVALUATION OF TRANSFERRED
    STUDENTS REENROLLMENT. (a) The language
    proficiency assessment committee shall reevaluate
    a student who is transferred out of a bilingual
    education or special language program under
    Section 29.056(g) if the student earns a failing
    grade in a subject in the foundation curriculum
    under Section 28.002(a)(1) during any grading
    period in the first two school years after the
    student is transferred to determine whether the
    student should be reenrolled in a bilingual
    education or special language program.

23
HB 1 Changes-79th Legislature 3rd Session
  • SECTION 3.07.  Subchapter B, Chapter 29, Texas
    Education Code, is amended by adding Section
    29.0561 to read as follows
  • Sec. 29.0561.  EVALUATION OF TRANSFERRED
    STUDENTS REENROLLMENT. (continued)
  • (b)  During the first two school years after a
    student is transferred out of a bilingual
    education or special language program under
    Section 29.056(g), the language proficiency
    assessment committee shall review the student's
    performance and consider
  • (1)  the total amount of time the student was
    enrolled in a bilingual education or special
    language program
  • (2)  the student's grades each grading period in
    each subject in the foundation curriculum under
    Section 28.002(a)(1)

24
HB 1 Changes-79th Legislature 3rd Session
  • SECTION 3.07.  Subchapter B, Chapter 29, Texas
    Education Code, is amended by adding Section
    29.0561 to read as follows
  • Sec. 29.0561.  EVALUATION OF TRANSFERRED
    STUDENTS REENROLLMENT. (continued)
  • (3)  the student's performance on each assessment
    instrument administered under Section 39.023(a)
    or (c)
  • (4)  the number of credits the student has earned
    toward high school graduation, if applicable and
  • (5)  any disciplinary actions taken against the
    student under Subchapter A, Chapter 37.
  • (c)  After an evaluation under this section, the
    language proficiency assessment committee may
    require intensive instruction for the student or
    reenroll the student in a bilingual education or
    special language program.

25
Dual Language Rules
  • TEA transmitted the filing to the Texas Register
    on April 12, 2007. The proposal was published in
    the April 27, 2007, issue of the Texas Register,
    which was the beginning of the official 30-day
    public comment period. The public comment period
    on the proposal was April 27, 2007 - May 27,
    2007.
  • http//www.sos.state.tx.us/texreg/sos/PROPOSED/19.
    EDUCATION.html73

26
Bilingual Education/ESL Monitoring
  • All the information is found on the following
    link
  • http//www.tea.state.tx.us/pmi/bemon/

27
  • Texas English Language Learner Initiatives
  • And
  • Training

28
PASA-LEP Success Initiative
  • Promoting Academic Success and Accountability
    for English Language Learners
  • January 9-10, 2007 PASA conference was for
    superintendents
  • November 5 6, 2007 will be for teachers at the
    Adams Mark in Dallas- Region XIII will be doing
    the registration
  • Claudia Kramer is the contact person for the PASA
    conference registration and her phone number is
    (512) 919-5373

29
Texas Education Sponsored Resources
  • The Texas Education Agency (TEA) has developed a
    wide range of instructional guides, professional
    development manuals, and training materials
    designed to assist Bilingual and English as a
    Second Language (ESL) teachers, Program
    Directors, and Administrators.
  • Training of Trainers (TOT) sessions are provided
    for Education Service Center (ESC) personnel.
  • http//www.tea.state.tx.us/curriculum/biling/

30
TESORO
  • 2006-2007 trainings from TESORO
  • TEA in collaboration with Region 1
  • LEER MAS (PK 1st )
  • LEER MAS II (2nd - 6th )
  • ELL Secondary TOT
  • Administrators Overview

31
TESORO
  • LEER MAS ( Pk-1) This training addresses the
    essential components of early Spanish reading
    instruction and includes activities to address
    transferable skills for English language
    development. Teachers receive a full array of
    activities with linguistic accommodations for the
    English language proficiency level of their
    students
  • LEER MAS II (2nd-6th) Effective Spanish
    literacy instruction to academic English language
    proficiency. This training addresses moving
    towards transition with guidelines for
    transferring Spanish literacy skills into English
    for ELL students in 2nd-6th grade
  • .ELLs What Every Secondary Content Teacher Needs
    to KnowThis training provides a knowledge-base of
    second language acquisition and provides
    sheltered instruction strategies for English
    language proficiency and student success in the
    content areas mathematics, science, and social
    studies. Non-negotiables for comprehensible
    input are included in the training
  • The School Administrator Effective Practices for
    ELLsSpanish literacy to academic English
    proficiency. This training is for Texas
    administrators to support the implementation and
    monitoring of effective practices in the
    bilingual/ESL classroom. This session covers
    second language acquisition, importance of native
    language instruction and the transferability of
    essential literacy skills for academic
    achievement of ELLs.

32
2007-08 TESORO PROJECTS
  • 07-08 Tesoro project will be offering 12
    sessions across the state on existing
    administrators and newly revised modules
    targeting sheltered instruction in the content
    areas math and science, along with Leer Mas I
    II.

33
Mathematics English Language Learner (MELL)
Initiative
Texas State University System (TSUS)/TEA
partnership The MELL project is focused on
creating practical instructional tools for K-12
educators teaching mathematics to English
Language Learning (ELL) students.
34
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

35
Texas Mathematics Diagnostic System
  • Online math tool in English and Spanish
  • targeting students in grades 3-8
  • Grades 9-12 were added in 2006
  • Aligned with TAKS/TEKS
  • Over 3,000 test items
  • www.accesstmds.com/tmds

36
Trainer of Trainers (TOT) for educators serving
ELLs
  • All ESCs can provide training
  • Bilingual Elementary Science (1-5)
  • Dual Language Program Implementation

37
Trainer of Trainers (TOT) for educators serving
ELLs
  • TOT on LEER MAS II and trainings on the ELP
    aligned charts were available during the summer
    and fall of this year (2006). Focus was placed
    on effective Spanish literacy as a prerequisite
    for effective transition into English.
  • Transitioning from Spanish to English in the
    bilingual classroom is addressed well in this
    training providing specificity
  • Spanish Reading Academies 2nd-6th grade
  • This training of trainers is sponsored by Region
    One ESC-Tesoro Initiative and the Texas Education
    Agency
  • Funded by Title III and the LEP SSI Cycle 3 Grant
  • http//www.tea.state.tx.us/curriculum/biling/teare
    sources.html

38
TEA-Sponsored Training Modules and Resources
available on our website
http//www.tea.state.tx.us/curriculum/biling/teare
sources.html
  • Framework for the Language Proficiency Assessment
    Committee Process Manual
  • Sheltered Instruction in the Middle School
  • Effective Writing Training
  • Building Connections in High School Content Areas
    Through Sheltered Instruction
  • LEER MAS
  • Enhancing Instruction for Second Language
    Learners
  • Elementary ESL in the Content Areas

39
Instructional Materials
  • Proclamation 2004 and the 6th grade Spanish Math
    was presented to the publishers on October 21,
    2005. The committees reviewed the instructional
    materials in June 2006.
  • New Spanish 6th grade Math TEKS are included.
  • http//www.tea.state.tx.us/textbooks/proclamation
    s/proc2004/proc2004.pdf
  • Proclamation 2005 includes K 5th grade Spanish
    Math it includes the new TEKS you may access it
    at http//www.tea.state.tx.us/textbooks/proclamat
    ions/proc2005/proc2005.pdf

40
  • RESEARCH FINDINGS

41
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.)

42
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)

43
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)

44
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)

45
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)

46
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)

47
David J. Francis National Reading Panel Research
on Effective Instruction NLP Phonemic Awareness
and Phonics Research
  • Findings are consistent with the very solid L1
    research findings-both phonemic awareness and
    phonics instruction confer clear benefits on
    childrens reading development.
  • There is no evidence that phonemic awareness and
    phonics instruction in English needs to be
    delayed until a certain threshold of English oral
    language proficiency is attained.
  • Important to keep in mind issues raised in
    previous slide.
  • Helping students hear English sounds that dont
    exist or are not salient in their home language
    is beneficial.
  • (Texas Institute for Measurement, Evaluation, and
    Statistics-Presentation on March 7, 2006 )

48
David J. Francis National Reading Panel Research
on Effective Instruction Comprehension Issues
for ELLs
  • Limited word recognition skills and fluency
    impede comprehension.
  • Limited vocabulary impedes comprehension.
  • Structural differences between languages can
    mislead ELLs.
  • Culturally unfamiliar text is more difficult to
    comprehend.
  • (Texas Institute for Measurement, Evaluation, and
    Statistics-Presentation on March 7, 2006 )

49
National Literacy Panel
  • Research was conducted on
  • Developing Literacy in Second-Language Learners
  • Report of the National Literacy Panel
  • on Language-Minority Children and Youth
  • Edited by Diane August
  • Principal Investigator - Timothy Shanahan
  • Panel Chair
  • LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS
  • 2006 Mahwah, New Jersey London
  • http//www.cal.org/natl-lit-panel/reports/Exec
    utive_Summary.pdf

50
David J. Francis National Reading Panel Research
on Effective Instruction Project investigators
  • University of Houston
  • D.Francis, C.Carlson, E. Hogan, P. Crino, H.
    Rivera
  • Cal-State Long Beach
  • C. Goldenberg, L. Reese, B. Sanders
  • Southern Methodist
  • P. Mahree
  • Temple University
  • A. Iglesias
  • University of Texas-Austin.
  • (Texas Institute for Measurement, Evaluation, and
    Statistics-Presentation on March 7, 2006 )

51
David J. Francis Center On Instruction
  • Development of academic language
  • is fundamental to academic success in all
    domains
  • is the primary source of ELLs difficulties with
    academic
  • content at all ages and grades
  • can remain a challenge even after students
    achieve
  • proficiency on current state language
    proficiency tests
  • affects ELLs performance on large-scale
    assessments
  • http//www.centeroninstruction.org/files/LEP_Partn
    ership_presentation.pdf

52
David J. Francis Center On Instruction
  • ELLs often lack the academic language necessary
  • for comprehending and analyzing text
  • The great majority of ELLs experiencing reading
  • difficulties struggle with the skills related
    to
  • Fluency
  • Vocabulary
  • Comprehension
  • These areas are mutually interdependent
  • http//www.centeroninstruction.org/files/LEP_Partn
    ership_presentation.pdf

53
David J. Francis Center On Instruction
  • ELLs need early, explicit, and intensive
    instruction
  • in phonological awareness and phonics in
    order to
  • build decoding skills
  • These skills are highly correlated across
    alphabetic
  • languages (i.e., correlations above .9)
  • K-12 classrooms across the nation must increase
  • opportunities for ELLs to develop
    sophisticated
  • vocabulary knowledge
  • http//www.centeroninstruction.org/files/LEP_Partn
    ership_presentation.pdf

54
David J. Francis Center On Instruction
  • Reading instruction in K-12 classrooms must
    equip ELLs with strategies and knowledge to
    comprehend and analyze challenging narrative and
    expository texts
  • Instruction and intervention to promote ELLs
  • reading fluency must focus on vocabulary
    development and increased exposure to print
  • http//www.centeroninstruction.org/files/LEP_Partn
    ership_presentation.pdf

55
Dallas ISD Valedictorians and Salutatorians
2002-2006 that started as LEP
56
Houston ISD 2001-2006 Valedictorians that started
as LEP Students
57
Austin ISD Valedictorians and Salutatorians
Spring 2002-2006 that started as LEP Students
58
Texas Education Agency Bilingual/ESL
Education Website
Additional information on Bilingual/ESL
education, can be accessed by visiting the
Bilingual/ESL Unit website at http//www.tea.sta
te.tx.us/curriculum/biling/
59
Additional Websites
  • http//www.sbec.state.tx.us/SBECOnline/
  • http//www.tea.state.tx.us/pbm/
  • http//www.texes.nesinc.com/
  • http//www.tea.state.tx.us/curriculum/biling/
  • http//www.tea.state.tx.us/rules/tac/chapter089/ch
    089bb.html
  • http//www.tea.state.tx.us/curriculum/biling/excep
    tions.html
  • http//www.tea.state.tx.us/curriculum/biling/recru
    itment1.ppt

60
Join Listserve for current Bilingual/ESL
information
  • Go to www.tea.state.tx.us/list
  • Enter name
  • Enter email address
  • Select Bilingual/ESL from drop down
  • Click on Join a list button
  • Reply to the email confirmation to complete
    the listserve process

61
Thank you! Gracias!
  • For technical assistance with bilingual/ESL
    program questions, please contact the
    bilingual/ESL coordinator at your District or
    Regional Service Center
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