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Partnership and Collaboration for English Language Learner Success

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Title: Partnership and Collaboration for English Language Learner Success


1
Partnership and Collaboration for English
Language Learner Success
  • Texas Association of School Administrators (TASA)
    Mid-Winter Conference
  • January 31, 2007
  • Lilie Elizondo-Limas-Texas Education Agency
  • Irene Jimenez-Bilingual Director-Hays ISD
  • Dr. Frank Lucido, Professor, ISLA Director

2
Purpose of the LEP Student Success Initiative
  • 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.

3
LEP Student Success Grant Program Goals
  • To increase academic achievement of LEP students
    as demonstrated through improved TAKS scores,
    growth in English reading proficiency as
    mentioned by Reading Proficiency Test in English
    (RPTE) scores, grade promotion, and increased
    rates of secondary credit accrual and
  • 2) To 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.

4
Targeted Students
  • LEP students who have not achieved the Met
    Standard performance level on all portions of
    the TAKS
  • LEP students in grades 7-12 who are at risk of
    not advancing to the next grade level
  • Recent immigrant 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.

5
Application Organization
  • The Limited English Proficient Student Success
    Initiative Program Requires collaboration with
    the Institute for Second Language Achievement
    (ISLA) at Texas AM University Corpus Christi
  • ISLA will offer grant recipients priority access
    to professional development pertaining to the
    instruction of LEP students and program design
    resources

6
Application Organization
  • Grantees are required to conduct a comprehensive
    needs assessment for district LEP students and
    design an implementation plan as a result of the
    comprehensive needs assessment
  • ISLA staff will review the districts needs
    assessment and implementation plan
  • ISLA will send an electronic notification back to
    the district point of contact indicating that the
    documents have been certified by ISLA staff

7
Program Requirements
Intensive programs of instruction commensurate to
student needs which provide, 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.

8
Program Requirements, continued
  • Each applicant must identify one or more of the
    following strategies/activities that will be
    implemented in the project design
  • Applicants must choose in collaboration with
    technical assistance providers from ISLA, from
    the following list
  • Newcomer services
  • Alignment of teacher training activities
  • Training activities for LEP teachers
  • Establishment of heterogeneous grouping for
    instruction

9
Program Requirements, continued
  • Language grouping for instruction
  • Multi-age grouping for instruction
  • Individual tutoring
  • Learning centers
  • Balanced literacy
  • Cooperative learning
  • Higher order thinking and questioning
  • Language development
  • Emphasis on literacy development in L1
  • Emphasis on literacy development in L2

10
Program Requirements, continued
  • Sheltered Instruction Observation Protocol (SIOP)
  • Guided reading
  • Guided writing
  • Discovery science
  • Math manipulatives
  • Hands-on content instruction
  • Thematic instruction
  • Total physical response strategies
  • Multiple intelligence strategies integrated in
    instruction

11
Program Requirements
  • Evidence of a variety of assessment practices
  • Program design and implementation
  • Integrated cultural activities
  • Planned student presentations in L1
  • Planned student presentations in L2
  • Inquiry strategies participation
  • Problem-based learning
  • Sustained reading
  • Sustained writing
  • Differentiated instruction

12
Performance 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 to 2006-2007) on the RPTE
  • Number and percent of secondary LEP students
    served with an increased annual credit accrual
    rate (from 2004-2005 to 2005-2006 to 2006-2007)

13
Performance Measures
  • Number and percent of teachers of LEP students
    trained in instructional strategies and
    methodologies specific to the needs of LEP
    students, if applicable
  • 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 to 2006-2007) promoted to
    the next grade.

14
Institute for Second Language AchievementTexas
AM University-Corpus Christi
15
Cycle 1 LEP/SSI Districts
Amarillo ISD
Pilot Point ISD
ESC Region 10
Ft. Worth CAN! Academy
Ft. Worth ISD
Sulphur Springs ISD
Dallas ISD
Lake Worth ISD
Ysleta ISD
ESC Region 12
Belton ISD
ESC Region 13
Georgetown ISD
Northside ISD
Pearland ISD
Alvin ISD
Northeast ISD
Santa Maria ISD
Weslaco ISD
Edinburg ISD
Total Cycle 1 Districts 20
16
Cycle 2 LEP/SSI Districts
Levelland ISD
Chapel Hill ISD
Gilmer ISD
Brownfield ISD
Athens ISD
Jacksonville ISD
Andrews ISD
Shepherd ISD
Pecos-Barstow- Toyah ISD
Hearne ISD
Marlin ISD
Tornillo ISD
Eagle Academy- Midland
Castleberry ISD
Dayton ISD
Ft. Hancock ISD
Hays ISD
Manor ISD
Bandera ISD
Ft. Stockton ISD
Gonzalez ISD
Uvalde ISD
East Chambers ISD
Eagle Academy- S.A.
Crystal City ISD
Houston Gateway Academy
San Diego ISD
ESC Region 1
Eagle Academy- Laredo
Zapata ISD
Raymondville ISD
Roma ISD
Mercedes ISD
Progresso ISD
La Villa ISD
Total Cycle 2 Districts 32 Eagle Academy
Schools 3
17
Cycle 3 LEP/SSI Districts
Pampa ISD
Little Elm ISD
Mineola ISD
Wylie ISD
Lamesa ISD
Mansfield ISD
Elgin ISD
El Campo ISD
East Central ISD
Evans Regional Juvenile Center
United Laredo ISD
Edcouch-Elsa ISD
Santa Rosa ISD
Donna ISD
Monte Alto ISD
Total Cycle 3 Districts 15
18
SCHOOL IMPROVEMENT PROJECTENGLISH LANGUAGE
LEARNERS (ELL)
Mission Statement To assist high potential
schools with planning and implementing effective
practices to enhance language and academic
achievement of English language learners.
19
SCHOOL IMPROVEMENT PROJECT ENGLISH LANGUAGE
LEARNERS (ELL)
  • Establish Texas AM University-CC
  • as lead university to invite three to four
  • System universities to participate.
  • Texas AM-Commerce Texas AM-
  • International Texas AM-Kingsville
  • Create a Project Advisory Committee.
  • Establish a project website.
  • Develop prototype for online ESL certification-
    Secondary Teachers.

20
I S L A
W E B P A G E
21
SCHOOL IMPROVEMENT PROJECT ENGLISH LANGUAGE
LEARNERS (ELL)
  • Design, develop, and implement a series of
    professional development workshops for teachers
    in under performing ELL campuses.
  • Workshops include but will not be limited to
    the following topics
  • - Effective Bilingual Education
    Programs-Transitional
  • - L1 L2 Literacy Development Programs
  • - Implementing the SIOP Model of Instruction
  • - Second Language Acquisition
  • - ESL Methodology Strategies
  • - Dual Language Program
    Implementation
  • - Science and Math Instruction for
    ELLs
  • Identify materials resources available to
    improve ELL student learning.

22
School Improvement Project English Language
Learners (ELL)
  • Provide technical assistance to selected ELL
    campuses which may include
  • - online professional development.
  • - performance analysis of ELL students.
  • - program consultation.
  • - model campus improvement plans to enhance
    ELL student achievement.
  • - evaluations of campus improvement plans.

23
Professional Development at School
Sites
  • Sheltered Instruction
  • Implementing Dual Language Programs
  • Dual Language Curriculum-ECDC Model
  • Science Instruction for Bilingual/ESL
  • Students
  • Science and Math Instruction for ELLs
  • Leadership Conference for Administrators

24
ESL Institutes
  • One week ESL Institutes
  • Second Language Acquisition
  • Assessment in ESL
  • Strategies for the Classroom
  • Review for TExES Test
  • Follow up the following year.

25
School District Technical Assistance
  • Site visits to grant awardees to provide
    technical assistance to individual schools and
    classrooms in program implementation.
  • Site visits to assess effectiveness of programs
    with District and Campus administrators.

26
Best Practices Book
  • Identified Best Practice from the Successful
    School Study
  • Resources and Research to support the best
    practice
  • Classroom Application

27
Introductory Bilingual Education Certification
Professional Development
  • Introduction to Bilingual Education
  • Second Language Acquisition
  • Leer Mas I
  • Teaching English Reading in the Bilingual
    Classroom
  • Teaching Math in the Bilingual Classroom
  • Teaching Science in the Bilingual Classroom

28
Modules continued
  • Sheltered Instruction
  • Multicultural Literature and Music in the
    Bilingual Classroom
  • Assessment in the Bilingual Classroom
  • Power Point Presentation
  • Script for Trainer
  • Resource Materials

29
LEP/SSI Grant
  • Hays CISD and ISLA

30
Hays CISD
  • North Central Hays County/ South of Austin
  • 22006-2007 11,800 students
  • 117 campuses/ 2 High Schools, 2 Alternative
    Programs, 4 Middle Schools, 9 Elementary Schools

31
Hays CISD
  • 1250 ELL Students
  • 9 Languages

32
District Programs for Second Language Learners
One Way Dual Language Program Spanish speakers/
Grades PK 3 Two Way Dual Language
Program Spanish English speakers Grades K -
3 Adding a grade level each year
33
ISLA Support
  • Dual Language Training/ Dual Language
  • Institute
  • Regional Best Practices/ Dual Language
  • Program Esparza Elementary
  • Dual Language Curriculum/ Illinois Resource
  • Center
  • Thomas Collier- Faculty, Administrators,
  • Directors Board Members

34
District Programs for Second Language Learners
  • Newcomers Center/ High School
  • Sheltered Instruction/Content Areas
  • Content Area Intervention Teachers
  • Tutoring Program

35
ISLA Support
  • SIOP Training of Trainers
  • CALLA Strategies/ Dr. Anna Uhl Chamot
  • Dr. Kathleen Kenfield/Best Practices for
  • ELLS
  • Kagan Workshops / Structures for
  • Succesful Second Language Learning
  • Victor Villaseñor

36
District Programs for Second Language Learners
Elementary Content-Based ESL Instruction   Biling
ual Instructional Strategist
37
ISLA Support
ESL Academy/ ESL teachers at every grade level
on every campus Kagan/ Cooperative Learning Six
Key Strategies for 4th 12th Grade Teachers of
ELLs CEDER Conference
38
Institute for Second Language AchievementTexas
AM University-Corpus Christi
39
Contact Information
  • Institute for Second Language Achievement (ISLA)
  • Texas AM University-Corpus Christi
  • 361-825-3934
  • 351-825-2198
  • http//ELL.TAMUCC.EDU
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