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

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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
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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.

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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.
• .

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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
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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
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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

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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
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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
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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.

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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

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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)

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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)

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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

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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

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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

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Bilingual Education and English as a Second
Language (ESL)

• Program Models
• http//www.tea.state.tx.us/curriculum/biling/Progr
  amModels091906.pdf

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Bilingual Education and English as a Second
Language (ESL

• English Language Proficiency
• Standards
• Revision waiting
• SBOE Discussion and Approval

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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
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TAC Chapter 89 Subchapter BB

• Exit criteria HB 1
• Exit criteria Special Education
• Exceptions and waivers
• Summer School

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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.

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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.

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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)

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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.

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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

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Bilingual Education/ESL Monitoring

• All the information is found on the following
  link
• http//www.tea.state.tx.us/pmi/bemon/

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• Texas English Language Learner Initiatives
• And
• Training

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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
  [phone]

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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/

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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

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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.

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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.

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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.
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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

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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

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Trainer of Trainers (TOT) for educators serving
ELLs

• All ESCs can provide training
• Bilingual Elementary Science (1-5)
• Dual Language Program Implementation

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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

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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

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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

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• RESEARCH FINDINGS

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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.)

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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)

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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 )

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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 )

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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

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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 )

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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

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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

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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

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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

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Dallas ISD Valedictorians and Salutatorians
2002-2006 that started as LEP
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Houston ISD 2001-2006 Valedictorians that started
as LEP Students
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Austin ISD Valedictorians and Salutatorians
Spring 2002-2006 that started as LEP Students
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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/
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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

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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

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Thank you! Gracias!

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