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Title: BilingualESL TEA UpdatesApril 5, 2005


1
Bilingual/ESL TEA Updates-April 5, 2005
Georgina González Director of Bilingual/ESL
Education Texas Education Agency
2
U.S. Demographics
  • U.S. public schools serve about 5.1 million
    English language learners (ELLs)
  • 145 different languages are spoken among our ELL
    population
  • 80 of ELLs are Spanish speakers
  • -U.S. Dept. of Education Title III Biennial
    Evaluation Report, FY 2002-2004

3
U.S. Demographics
  • All 52 state education agencies (including D.C.
    and Puerto Rico) reported that out of a total
    1,218,238 immigrant children and youths, 827,638
    were served by Title III
  • 51 state education agencies reported that 316,273
    certified or licensed teachers were working in
    programs specially designed for ELLs
  • -U.S. Dept. of Education Title III Biennial
    Evaluation Report, FY 2002-2004

4
U.S. Demographics
  • All state education agencies reported using at
    least one type of English language instruction
    program offered through Title III, with 40 states
    using some type of bilingual program in addition
    to their English as a second language (ESL)
    programs.
  • -U.S. Dept. of Education Title III Biennial
    Evaluation Report, FY 2002-2004

5

Texas Student Profile Grades PK-12
684,583 Total Identified English Language
Learners (ELLs) PEIMS, Fall 2004
6

Texas Student Profile Grades PK-12
1,894,108 Hispanic (44) 1,676,987 White
(39) 616,050 African Am. (14) 127,092
Native Am. (.3) PEIMS 2003
7
101 languages are represented in Texas schools
Spanish 603,299 Vietnamese 10,649 Urdu
3,425 Korean 2,841 Arabic
2,689
8
Texas PK-12 English language learners (ELLs)
2004-2005
  • STUDENT LANGUAGE GROUP CHANGE
  • Spanish 629,682 26,682
  • Vietnamese 11,306 657
  • Urdu 3,491 66
  • Korean 2,885 44
  • Arabic 2,830 141

9
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10
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11
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12
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13
  • PEIMS Update

14
  • Letter sent to Superintendents,
  • Administrators, Test
  • Coordinators, Bilingual/ESL
  • Coordinators, Title III
  • directors on Jan. 28, 2005
  • explaining the implementation of
  • the NCLB AMAOS.

15
Both current LEP status and monitored status
will be collected on answer documents and used in
reporting test results beginning in spring 2005.
16
PEIMS LEP Indicator Code- Limited English
Proficiency Student has been identified as
limited English proficient by the Language
Proficiency Assessment committee (LPAC)
17
Code (Mark One) C Student is currently
identified as LEP. M1 Student has met criteria
for Bilingual/ESL Program exit, is no longer
classified as LEP in PEIMS and is in his or her
first year of monitoring as required by 19 TAC
89.1220(L).
18
M2 Student has met criteria for Bilingual/ESL
Program exit, is no longer classified as LEP in
PEIMS and is in his or her second year of
monitoring as required by 19 TAC 89.1220(L).
19
0 All other enrolled students Note Mark M1 or
M2 if a student is in the first or second year of
monitoring but is incorrectly identified as LEP
in PEIMS
20
Bilingual- Indicator Code 1 Student is
participating in a state-approved full bilingual
program 0 Student is not participating in a
state-approved full bilingual program
21
ESL- Indicator Code 1 Student is participating
in a state-approved English as a Second Language
(ESL) program 0 Student is not participating in
a state-approved English as a Second Language
(ESL) program
22
NOTE For Bilingual or ESL students, program
information should reflect enrollment in either a
bilingual or an ESL program.
23
March 24, 2005 LETTER ADDRESSED TO THE
ADMINISTRATOR LEP Status Coding of Parental
Denial Students on Spring 2005 Answer Documents
  • Demographic and program information that is
    hand-gridded on answer documents does not change
    student information contained in a Public
    Education Information Management System (PEIMS)
    file at the Texas Education Agency (TEA). It only
    updates the information for the reporting of the
    current years test results. Information that
    needs to be updated in PEIMS must be provided
    through the PEIMS data submission process.

24
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

25
PEIMS Data
  • Integrity of LEP student data is supported at the
    district level by
  • On-going communication and collaboration among
    entities responsible for obtaining ,documenting,
    and entering of student data.

26
PEIMS Data
  • Integrity of LEP student data is supported at the
    district level by
  • Establishment of procedures that ensure the
    accuracy of data prior to submission.

27
CHANGES TO THE DATA SUBMISSION REQUIREMENTS110S
TUDENT DATA ENROLLMENT
28
LEP Immigrant
NEW TO PEIMS
  • The term immigrant has three definitions
    approved by the Texas Education Agency. Each
    definition serves a unique purpose.

29
LEP Immigrant/Non-immigrant Business Rules
NEW TO PEIMS
  • The NCLB definition serves to identify the
    recent immigrants for the Title III program. The
    Student Assessment Divisions definition assists
    in determining the appropriate evaluation of the
    LEP students in Texas. The English for Speakers
    of Other Languages (ESOL) I and II definition
    determines eligibility of the LEP students who
    may receive high school credit for these two
    courses.

30
LEP Immigrant
NEW TO PEIMS
  • NCLB DEFINITION
  • For PEIMS reporting purposes the federal
    definition of immigrant is used. Please refer
    to the definition listed under E0797
    IMMIGRANT-INDICATOR-CODE

31
LEP Immigrant Code E0797
SAME (FYI)
  • IMMIGRANT-INDICATOR-CODE indicates whether the
    student is an identified immigrant under the
    definition found under Title III of the No Child
    Left Behind Act of 2001 (NCLB), where the term
    immigrant children and youth is defined as,
    individuals who are aged 3 through 21 were not
    born in any state and have not been attending
    one or more schools in any one or more states for
    more than 3 full academic years. The term
    State means each of the 50 States, the District
    of Columbia, and the Commonwealth of Puerto Rico.
    (See P.L. 107-110 Title III, Part C, 3301(6).)

32
LEP Immigrant
NEW TO PEIMS
  • STUDENT ASSESSMENT DEFINITION
  • For the sole purpose of the statewide Texas
    Assessment of Knowledge and Skills (TAKS), any
    Limited English Proficient (LEP) student who has
    resided outside the fifty United States for at
    least two consecutive years can be designated an
    immigrant student and may qualify for exemption
    from the State Assessment if additional criteria
    as specified on the LPAC Decision-Making
    Procedural Manual are met. (Texas Education
    Agency, LPAC Decision-Making Procedural Manual,
    Fall 2002). 19 TAC 101.1005, 101.1007,
    101.1009.
  • For additional information please see the Student
    Assessment Division webpage at the following URL
    http//www.tea.state.tx.us/student.assessment.

33
LEP Immigrant, Grades 9-12
NEW TO PEIMS
  • ESOL I AND ESOL II DEFINITION
  • For English for Speakers of Other Languages
    (ESOL) I and II, Chapter 74 does not provide a
    specific definition of immigrant. The
    dictionary defines an immigrant as a person who
    comes to a country to take up permanent
    residence. An immigrant student is a student who
    was not born in the United States.
  • For additional information please go to the
    Curriculum Division webpage and select Bilingual
    ESL at the following URL http//www.tea.state.tx
    .us/curriculum/biling/.

34
LEP Immigrant, Grades 9-12
NEW TO PEIMS
  • ESOL I AND ESOL II
  • High school students enrolled in ESOL I and ESOL
    II may not receive high school graduation credit
    unless they are LEP and are immigrants to the
    United States.

35
LEP Non-Immigrant, Grades 9-12
NEW TO PEIMS
  • If the student is not an immigrant but is
    identified as LEP, then the student may be
    reported as English as a Second Language (ESL)
    for funding purposes. However, the district must
    document in the Language Proficiency Assessment
    Committee (LPAC) annual review form the services
    being provided to meet the students needs.

36
LEP Status Exit Criteria
SAME
  • Exit criteria is applicable to LEP students who
    are identified and are served in either a
    required Bilingual or a required ESL program or
    are being served in a regular classroom due to a
    LEP (Parental) Denial. Please see the LEP Chart
    which precedes the 110 record examples for
    additional information.

37
LEP Status Exit Criteria
  • The following exit criteria must be met in order
    to change an identified LEP student to a non-LEP
    status.
  • The development of the students oral and written
    English language proficiency must be taken into
    account by the Language Proficiency Assessment
    Committee (LPAC) when making determinations
    regarding student(s) LEP status. Please
    reference 19 TAC89.1225(h).

CHANGE OF WORDING
38
LEP Status Exit Criteria
  • In Conjunction with one of the following two
    criteria
  • 1) A student who has been determined as Limited
    English Proficient (LEP) must achieve in the 40th
    percentile or higher on the language arts and
    reading portions (only) on a norm referenced
    standardized achievement test. The list of
    approved tests can be found on the Curriculum
    webpage under Bilingual at the following URL
    http//www.tea.state.tx.us/curriculum/leptests.htm
    l

ADDED PERCENTILE
39
LEP Status Exit Criteria
SAME
  • 2) The student meets state performance standards
    on the reading and writing portions (when
    available) of the English Language criterion
    referenced test (TAKS). Please reference TEC
    39.023.

40
LEP Status Exit Criteria
SAME
  • Bilingual Program Only In addition to the above
    stated criteria, the students proficiency in
    their native oral and written language must be
    assessed. Please reference 19 TAC89.1225(h)(1).

41
Bilingual/ESL Student Indicator Codes No Change
42
E0032 Bilingual-Indicator-Code
SAME (FYI)
  • BILINGUAL-INDICATOR-CODE student
    participates in a state-approved bilingual
    education program which is a full-time program of
    dual-language instruction through the TEKS in the
    content areas (mathematics, science, health and
    social studies) in the primary language of LEP
    students with structured and sequenced mastery of
    English cognitive academic language development.
  • See 19 TAC 89.1210.

43
E800 ESL-Indicator-Code
SAME (FYI)
  • ESL-INDICATOR-CODE
  • student is participating in a
  • state-approved English as
  • a Second Language (ESL)
  • program.

44
Changes to the Data Elements
45
E1028BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE
CHANGE
  • BILINGUAL/ESL-SUMMER-SCHOOL-INDICATOR-CODE
    indicates whether the student participated in the
    Bilingual/ESL Summer School program as described
    in TEC 29.060 and 19 TAC 89.1250. To be
    eligible for enrollment in the Bilingual/ESL
    Summer Program, a student must be limited English
    proficient (LEP) and must be eligible for
    admission to kindergarten or first grade at the
    beginning of the next school year. LEP shall be
    determined by screening students using oral
    proficiency instruments approved by the
    Commissioner of Education.

APPROVED TESTS ONLY!
46
Under DevelopmentLEP/Special Education
Framework Chart
47
LEP/Special Education Framework Charts
  • These charts will be for the purpose of
    assisting schools with the process of
    evaluation, identification, and placement of
    students with disabilities or suspected of having
    a disability and who may also be LEP.

48
LEP/Special Education Framework Charts
  • Chart A outlines the process for the
    identification of a LEP student including one
    with a suspected disability.

49
LEP/Special Education Framework Charts
  • Sub-Chart A continues the process for a
    student who may be LEP and suspected of having a
    disability.

50
LEP/Special Education Framework Charts
  • Sub-Chart B continues the process involving a
    Multi-disciplinary team that includes the LPAC
    representative to complete appropriate placement
    and services.

51
LEP/Special Education Framework Charts
THANK YOU!
  • The development of the LEP/Special Education
    Framework Charts has been a collaborative effort
    led by Mark Walker, PEIMS Senior Business
    Analyst, Cindy Savage, Special Education, Marie
    Rodriguez, Bilingual/ESL and Cynthia
    Carrasquillo.

52
Performance Based Monitoring and Interventions
Update
53
Performance-Based Monitoring (PBM) Overview
  • PBM replaces DEC identification process.
  • PBM identification is based on a series of
    indicators
  • student performance
  • program effectiveness
  • data integrity

54
Other Evaluation Measures
55
Focus of PBM Identification
  • Bilingual Education
  • Career Technology Education
  • Special Education
  • NCLB Title programs (Title I, A Title I,
    C Title II, Title III, Title IV, A)
  • Leaver/dropout records
  • Student assessment program
  • Discipline data reported under TEC Chapter 37

56
Framework for 2004-2005 Performance-Based
Monitoring Bilingual/ESL Education
57
(No Transcript)
58
Bilingual/ESL Monitoring
  • 2004-2005 Pilot Year for 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/

59
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.

60
ESC/outside support and/or TEA Oversight,
Interventions, Sanctions
Bilingual / ESL Education Program
Monitoring Pilot Plan 2004-2005
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 review
and check points)
Focused Data Analysis (FDA) CIP
CIP OK?
YES
YES
NO, 2ndTime
Stage 2 Intervention
Focused Data Analysis (FDA) LEA Public
Meeting CIP
TEA Oversight, Interventions and/or Sanctions
TEA Review of Submissions
Review OK?
ONGOING
Districts w/ substantial or multi-program
concerns
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
Continuous Improvement Plan
TEA Bilingual/ESL Education February 2005
61
For further information on PBM/PMI please
contact
  • Performance Based Monitoring Division
  • Rachel Harrington, Director
  • 512-463-9515
  • Rachel.Harrington_at_tea.state.tx.us
  • PBM/PMI website www.tea.state.tx.us/pmi/
  • Program Monitoring and Interventions Division
  • Laura Taylor, Director
  • Laura.Taylor_at_tea.state.tx.us

62
Textbook-Technology Updates
63
English as a Second Language (ESL) Textbooks
Grades 3, 4, 5 ESL textbooks were sent to the
school districts in fall 2004. Grades K, 1, 2,
6, 7, 8 will be delivered in the 2005-2006 school
year.
64
New Director
  • Anita Givens, Director of Textbook and Technology
    Division
  • She began the week of
  • March 28, 2005.

65
Whats Next?
  • 2005 Funding for K-2, 6-8 ESL and adoption
    cycle review
  • Grades 6-12 Mathematics (Grade 6 Spanish)
    2006
  • Grades 1-5 Mathematics, English Spanish
    2007
  • Kindergarten learning systems

66
Whats Next?
  • 2005 Legislative Session
  • Focus on electronic and web- based products
  • Attention to growing need for Grades 6-12
    Spanish and ESL instructional materials
  • New textbook rules

67
For further information regarding textbooks
please contact
TEA Textbook-Technology Division 512-463-9601 www
.tea.state.tx.us/textbooks
68
LEP Students with Disabilities
The Bilingual Unit, PEIMS Division, and Special
Education Division of TEA are presently working
to define important issues for LEP students in
Special Education.
69
LEP Student Success Initiative (SSI) Grant,
Cycle 2
  • Grantees must meet 4 criteria
  • 1. 20 or more LEP students enrolled as of
    October 29, 2004 as reported in the PEIMS
  • 2. Have not received LEP SSI Grant funds in the
    past

70
LEP Student Success Initiative (SSI) Grant,
Cycle 2
  • 3. Compared to all districts, have a greater
    percentage of ELLs performing below the state
    standard on 2004 TAKS
  • AND
  • Compared to all districts, have a greater
    percentage of ELLs scoring Beginner on RPTE and
    have been in the U.S. 5 years or more.
  • Applicants will be ranked based on criterion (3)
    as first priority and criterion (4) as second.

71
LEP Student Success Initiative (SSI) Grant,
Cycle 2-
  • The e-Grant application, eligibility list, and
    program guidelines for the LEP Student Success
    Initiative Grant, Cycle 2, are available on the
    Division of Discretionary Grants Web site at
    http//www.tea.state.tx.us/opge/disc/

72
Authorization
  • Senate Bill 1108, 78th Texas Legislature amended
    Texas Education Code 21.456 and 39.024(d)-(e)
  • The initiative provides for
  • Intensive programs of instruction for students
    with limited English proficiency and
  • Training materials and other training resources
    to assist teachers in developing the expertise
    required to enable students of limited English
    proficiency to meet state performance
    expectations.

73
Background Information
  • Approximately 684,583 of the states 4.3 million
    public school students are limited English
    proficient (LEP).
  • There are 101 languages spoken in the homes of
    these children.
  • Recent performance results on the TAKS suggest a
    need for additional assistance focused on LEP
    students.

74
Program Purpose
  • The non-competitive Limited English Proficient
    (LEP) Student Success Initiative Grant, Cycle 2
    is designed to
  • Provide intensive programs of instruction for
    students with limited English proficiency, and
  • Provide training materials and other teacher
    training resources to assist teachers in
    developing the expertise required to enable LEP
    students to meet state performance standards.

75
Program Goals
  • Increase academic achievement of LEP students as
    demonstrated through improved TAKS scores, growth
    in English reading proficiency, grade promotion,
    and increased rates of secondary credit accrual
    and
  • Increase the number of teachers prepared to
    enable LEP students to meet state performance
    expectations through training in LEP instruction
    and reduction of LEP teachers teaching under a
    Bilingual exception or ESL waiver.

76
Application Organization
  • Two-part process
  • Planning phase
  • Implementation phase

77
Planning Phase
  • Funded at an amount not to exceed 25 of the
    total allocation for each applicant
  • Maximum duration of four months past date of
    award
  • Grantees are required to conduct comprehensive
    needs assessment with the technical assistance
    and support of the Texas AM University at Corpus
    Christi (TAMUCC) Institute for Second Language
    Achievement (ISLA).

78
Implementation Phase
  • Upon certification of the needs assessment and
    project plan by ISLA, grantees must provide an
    implementation plan to TEA and amend their grant
    to add implementation activities to the program.
  • Once ISLA certifies that the grantee has
    completed the necessary planning requirements,
    the grantee will be eligible to receive the
    remaining 75 of the grant allocation and proceed
    with implementation.

79
Example of the Two-Part Process
  • Hometown ISD is awarded 125,000 for the Limited
    English Proficient Student Success Initiative
    Grant, Cycle 2.
  • Phase One Hometown ISD receives 31,250 of their
    awarded amount to begin the planning phase of the
    project for a maximum duration of four months.
  • Hometown ISD consults with ISLA to conduct a
    needs assessment and begin designing their
    implementation plan.
  • Upon completion of the needs assessment and
    implementation plan, ISLA reports back to TEA
    that the grantee has met this requirement
  • Hometown ISD submits an amendment to receive
    approval of implementation activities that were
    established with the assistance of the Institute.
  • Phase Two Hometown ISD receives remaining
    93,750 to begin project implementation.

80
Budgets
  • Applicants should provide two budgets
  • The total budget in the eGrant application should
    represent 100 of the allocation request,
    including costs for both phases.
  • The second budget must be provided by
    class/object code and line item in an attachment
    labeled Planning Budget and may not exceed 25
    of the total allocation requested in the first
    budget. Planning budget should only include
    budgeted expenditures related to conducting needs
    assessment, planning development, and program
    design.

81
LEA Eligibility Criteria
  • A school district or charter school is eligible
    if
  • Twenty or more LEP students reported to Public
    Education Information Management System (PEIMS)
    enrolled as of October 29, 2004

82
LEA Eligibility Criteria
  • It has not received Limited English Proficient
    Student Success Initiative Grant funds in the
    past
  • As compared to all districts, it has a greater
    percentage of LEP students who performed below
    the state standard on the 2004 TAKS
  • and

83
LEA Eligibility Criteria
  • As compared to all districts, it has a greater
    percentage of LEP students performing at
    Beginner status on the Reading Proficiency Test
    in English (RPTE) and have been in the United
    States for five years or more.
  • A complete eligibility list can be found on page
    5 of the Application Guidelines.

84
LEP Cycle 2 Eligible Districts
85
LEP Cycle 2 Eligible Districts
86
LEP Cycle 2 Eligible Districts
87
Applicant scoring
  • Though this grant is non-competitive, applicants
    will be rank ordered based on the TAKS criterion
    primarily and the RPTE criterion secondarily.

88
Targeted Students
  • Grantees will target the following student
    groups
  • (1) LEP students who have not achieved the Met
    Standard performance level on all portions of
    the TAKS
  • (2) LEP students in grades 7-12 who are at risk
    of not advancing to the next grade level
  • Recently immigrated LEP students and
  • LEP students that have been in the United States
    for five years or more and are in Beginner
    status based on RPTE scores for the 2003-2004
    school year.

89
Performance Measures
  • The applicant agrees to collect data and report
    on the following mandatory measures
  • Number and percent of all LEP students served who
    achieved the TAKS Met Standard performance
    level for all tests
  • Number and percent of all LEP students who
    demonstrate a higher level of proficiency (from
    2004-2005 to 2005-2006) on the RPTE

90
Performance Measures, continued
  • Number and percent of secondary LEP students
    served with an increased annual credit accrual
    rate (from 2004-2005 to 2005-2006)
  • Number and percent of teachers of LEP students
    trained in instructional strategies and
    methodologies specific to the needs of LEP
    students, if applicable

91
Performance Measures, continued
  • Reduction in number and percent of teachers of
    LEP students teaching under a bilingual exception
    or ESL waiver and
  • Number and percent of LEP students (from
    2004-2005 to 2005-2006) promoted to the next
    grade.

92
Performance Measures, continued
  • Each grantee will be required to conduct a needs
    assessment and design an implementation plan for
    the grant project with the assistance of the
    Texas AM University at Corpus Christi Institute
    for Second Language Achievement (ISLA).
  • Additional performance measures will be derived
    from the resulting certified needs assessment and
    implementation plan.

93
Program Requirements
  • LEP Student Success Initiative Grant, Cycle 2
    activities must include the following
  • Intensive programs of instruction which provide,
    commensurate to student needs and to the extent
    practicable, individualized and accelerated
    instruction, sheltered content area instruction,
    and, at elementary grade levels, primary language
    instruction, as well as English, in all content
    areas where Bilingual programs are required.

94
Program Requirements
  • At the time of the amendment to add
    implementation activities, each applicant must
    identify one or more of the following
    strategies/activities to be implemented with the
    project design
  • Newcomer services
  • Alignment of teacher training activities
  • Training activities for LEP teachers
  • Establishment of heterogeneous grouping for
    instruction

95
Program Requirements
  • Additional activities, continued
  • Language grouping for instruction
  • Multi-age grouping for instruction
  • Individual tutoring
  • Program design and implementation
  • Integrated cultural activities
  • Planned student presentations in L1
  • Planned student presentations in L2

96
Program Requirements
  • Additional activities, continued
  • Inquiry strategies participation
  • Problem-based learning
  • Sustained reading
  • Sustained writing, and
  • Differentiated instruction.
  • The strategies/activities must be included in an
    amendment attachment. Applicants must provide
    additional details for strategy implementation.

97
Program Evaluation
  • Grantees must conduct program evaluations to
    determine whether the program met its stated
    goals and achieved the desired results based on
    the objectives and performance targets
    established by the grantee. Be sure to check the
    Comply with all reporting and evaluation
    requirements as established by TEA box in
    Schedule PS3300Narrative Performance Assessment
    and Evaluation.
  • Grantees must submit final evaluation report
    within 30 days after the end of the project.
    Until this report is received, grantee is in
    noncompliance and final payment may be withheld
    pending receipt and eligibility of grants to
    receive future or continuation grants may be
    affected.

98
Funding
  • Approximately 9,000,000 is available for funding
    LEP Student Success Initiative, Cycle 2 grants
    during the June 15, 2005 through December 31,
    2006 project period.

99
Funding
  • Allocations to eligible districts will consist of
    a minimum of 75,000 base plus approximately 370
    per LEP student enrolled in the district as
    reported to 2004 PEIMS, up to a maximum of
    500,000 total award.

100
Funding Example
  • If an eligible district has 100 LEP students
    reported to PEIMS in 2004, the districts
    allocation will be 75,000 plus 37,000 for a
    total allocation of 112,000.
  • The district will be eligible to receive up to
    25, or 28,000, during the four-month initial
    planning period. If the planning period ends
    with funds remaining from the initial 25,
    grantees may roll those funds forward for use
    during the implementation period.

101
Funding Example, continued
  • Base allocation 75,000
  • Per LEP student allocation 37,000
  • Total allocation 112,000
  • Planning period allotment 28,000
  • Implementation period allotment 84,000
  • Amount remaining after planning
    4,000
  • Amount available for implementation 88,000

102
Continuation Funding
  • Project funding in any subsequent years, if
    available, will be based on satisfactory progress
    if the first-year objectives and activities and
    on general budget approval by the Commissioner of
    Education.

103
Due Dates and Critical Dates
104
Additional Factors
  • In general, projects will be selected to
    establish programs exhibiting
  • Cost effectiveness,
  • Opportunity for replication,
  • Diversity of district size,
  • Diversity of geographic location, and
  • Establish programs in high need districts and
    campuses.

105
Frequently Asked Questions
  • May be found on the TEA website, Division of
    Discretionary Grants at http//www.tea.state.tx.us
    /opge/disc/ .

106
Application Deadline
  • The completed eGrant application must be
    certified and submitted by the official
    authorized to bind the applicant organization in
    a contractual agreement by 500 p.m. Central Time
    on Tuesday, April 19, 2005.

107
Clarifying Information
  • Funding Contact
  • Karen Harmon
  • Division of Discretionary Grants
  • Texas Education Agency
  • William B. Travis Building
  • 1701 N. Congress Ave.
  • Austin, TX 78701
  • (512) 463-9269
  • Karen,.harmon_at_tea.state.tx.us
  • Program Contact
  • Melissa Gonzalez
  • Office of Education Initiatives
  • Texas Education Agency
  • William B. Travis Building
  • 1701 N. Congress Ave.
  • Austin, TX 78701
  • (512 )936-6060
  • Melissa.gonzales_at_tea.state.tx.us

108
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

109
Texas State University System (TSUS)/TEA
Mathematics English Language Learner Initiative
(MELL)
The MELL project is focused on creating
practical instructional tools for K-12 educators
teaching mathematics to English Language Learning
(ELL) students.
110
TSUS/TEA Mathematics English Language Learner
Initiative (MELL)
  • Effective Mathematics Instructional tools
  • Professional development
  • Classroom-based research
  • Best practices in university-based teacher
    training programs
  • Guidance for policymakers
  • Additional information regarding MELL will be
    available soon via their website.

111
Texas Mathematics Diagnostic System
  • Online math tool in English and
  • Spanish targeting students in
  • grades 3-8
  • Next year will include grades 3-12
  • Aligned with TAKS/TEKS
  • Over 3,000 test items
  • www.accesstmds.com/tmds

112
Dual Language Immersion Workshops
  • Dual Language Immersion I
  • April 8 and 9, 2005, Pasadena ISD
  • Dual Language Immersion II
  • April 15 and 16, 2005
  • Fort Worth ISD

113
Title III Management Institute May 10-11, 2005
(Austin, TX)
Audience District and Charter program directors,
administrators, assessment personnel Goal
Program information to improve English language
proficiency, and ELL academic achievement. http//
www.tea.state.tx.us/curriculum/biling/TitleIIICove
r2005.pdf In 2004, approximately 400 Title III
program administrators attended.
114
Title III Management Institute May 10-11, 2005
  • Tentative Agenda
  • Tuesday, May 10, 2005
  • 830 a.m. - 1145 a.m. First General Session
  • Welcome/Introductions
  • Featured Speaker Kathleen Leos
  • Ms. Leos is the Senior Policy Advisor for the
  • Office of English Language Acquisition,
    Washington, D. C.
  • Keynote Speaker Dr. Willard R. Daggett
  • Dr. Daggett is President of the International
    Center for
  • Leadership in Education. He is know worldwide for
    his
  • his efforts to move the education system towards
    more
  • rigorous and relevant skills and knowledge for
    all students.
  • 1200 p.m. - 100 p.m. Luncheon (Working)
  • 115 a.m. 215 p.m. Breakout Sessions
  • 230 p.m. 330 p.m. Breakout Sessions
  • 345 p.m. - 445 p.m. Poster Session Parent
    Involvement/Management System/
  • On-Line Masters/OELA Materials/Researchand more

115
Title III Management Institute May 10-11, 2005
  • Wednesday, May 11, 2005
  • 830 a.m. - 1145 a.m. TEA PanelBilingual/ESL
    UPDATE
  • Assessment/AYP/AMAO/Writing/RPTE II/
  • Annual Measurable Language Proficiency Objectives
  • LAT/ Evaluation
  • Questions and Answers
  • 1200 p.m. 130 p.m. Luncheon
  • Speaker Dr. Paul Ruiz
  • Dr. Ruiz is Principal Partner at the Education
    Trust, Inc.,
  • and has devoted over 30 years of professional
    work to
  • the success of all students with a particular
    focus on
  • improving and closing the Latino and African
    American
  • gap.
  • 200 p.m. - 330 p.m. 2005 SAS Application
  • Contact
  • cferdub_at_esc2.net

116
Symposium Addressing the Needs of Secondary LEP
Students June 23-24, 2005 (Austin, TX)
  • Audience District and Charter School
    administrators and teachers of LEP students in
    secondary schools
  • Updates on policy changes
  • NCLB AYP requirements
  • Instructional practices to increase ELL student
    performance and reduce dropouts.

117
2005 summer trainingopportunities for educators
serving English language learners
  • Elementary Science
  • Dual Language Program Implementation

118
Trainer of Trainers (TOT) Sessions for Science
and Dual Language
  • TOT locations and dates are
  • August 24 and 25, Embassy Suites, El Paso
  • August 29 and 30 Holiday Inn Select, Dallas Love
    Field
  • September 1 and 2 Market Square Radisson Inn, San
    Antonio
  • September 6 - 9 Greenspoint Marriott, Houston

119
Bilingual Science TOT
  • 7 writers
  • 25 activities each
  • Spanish academic language of science
  • Primary (1-2) grades
  • And Intermediate (3-5) grades

120
Dual Language TOT
  • Professors-SMU, AM, UT-Panamerican, UTEP,
  • Districts Program Directors,
  • Teachers
  • Practitioners
  • Several meetings at various places

121
What is Dual Language Immersion (DLI)?
Instruction in Two Languages for English
Speakers And Non-Native Speakers of English
Bilingualism
Biliteracy
High Academic Achievement
Biculturalism
122
Special Charts
  • Science and Social Studies Charts
  • Aligned with the TEKS and in Science with the
    TAKS
  • In June these will be sent to every school
    district that has Bilingual or ESL services.

123
List of Approved Tests
  • It is up on the WEB The updated 2005 List of
    Approved Tests for Assessment of Limited English
    Proficient Students
  • http//www.tea.state.tx.us/curriculum/biling/lepte
    sts.html

124
Texas Spain Initiative
  • A Memorandum of Understanding to continue the
    Texas Spain Initiative will be signed in May
    16, 2005.

125
TEA Bilingual/ESL Website
Additional information on Bilingual/ESL
education, can be accessed by visiting the
Bilingual/ESL Unit website at www.tea.state.tx.us
/curriculum/biling/
126
Join our listserve!
  • 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.

127
  • Thank you!
  • Bilingual/ESL Unit
  • Phone 512-475-3555
  • Fax 512-463-8057
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