1 bilingual/esl-tea updates 04/16/07 georgina k. gonzález director bilingual / esl education susie...

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Bilingual/ESL-TEA Updates

04/16/07

Georgina K. González Director

Bilingual / ESL EducationSusie Coultress

Assistant DirectorBilingual / ESL Education

Jan JohnsonTexas-Spain Initiatives

Adela EsquivelAssistant to the DirectorsBilingual / ESL Education

Division of CurriculumTexas Education Agency

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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.”

• The term English Language Learner (ELL) is used interchangeably with LEP.

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There are a total of 732,154 Identified English Language Learners (ELLs) in Texas.

PEIMS, Fall 2006

Did you know...?

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2000-2001 2005-2006

1,650,560 (41%) Hispanics 2,047,308 (45%)1,713,436 (42%) White 1,651,040 (37%) 586,712 (14%) African Am. 665,799 (15%) 12,120 (0.3%) Native Am. 15,037 (0.3%)

PEIMS

Texas Student Profile Grades Pre K - 12

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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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Spanish 655,074

Vietnamese 12,300

Urdu 3,476

Arabic 3,093

Korean 2,824

Mandarin Chinese 1,910

PEIMS, Fall 2005

129 languages are represented in Texas schools

Major Language Groups in Texas Schools

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Number Of Limited English Proficient (LEP) Students

2000-01 570,6032001-02 601,7912002-03 630,3452003-04 660,7072004-05 684,5832005-06 711,737

2006-07 732,154

PEIMS

Number of LEP StudentsSchool Year

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Number of Bilingual Students Per Grade 2000-2007

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

2000-01 47,717 49,369 52,885 48,465 42,297 28,790 20,816 4,282

2001-02 41,752 52,946 55,419 51,201 44,912 30,862 22,045 4,343

2002-03 45,161 56,338 57,684 52,654 47,409 33,142 23,484 4,520

2003-04 50,298 58,927 60,648 55,051 47,705 33,547 25,878 4,829

2004-05 55,119 62,556 62,771 57,883 50,552 34,819 26,605 5,185

2005-06 57,881 66,836 66,267 59,787 54,419 36,827 29,168 4,490

2006-07 59,596 69,512 70,968 63,315 56,561 39,427 29,752 5,244

PK Bilingual

K Bilingual

1 Bilingual

2 Bilingual

3 Bilingual

4 Bilingual

5 Bilingual

6 Bilingual

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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 May 1, 2006 the 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 students for the 2006-2007 school year. The updated list has been provided through the listserve. On January 19, 2007, the 2007-2008 committee met to adopt the 2007-2008 list of state approved tests. The updated information will be announced through our listserve at a later date. The list may be viewed through the following link.

http://www.tea.state.tx.us/taa/stanprog052806.html

http://www.tea.state.tx.us/taa/stanprog052806.html

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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 TAC[§89.1205 (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 ELL students on each campus

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Updates to the LPAC Process Manual

http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html



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Bilingual Education and English as a Second Language (ESL)

Program Models

http://www.tea.state.tx.us/curriculum/biling/

ProgramModels091906.pdf

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Bilingual Education and English as a Second Language (ESL)

English Language ProficiencyStandards

•Revision waiting•SBOE Discussion and Approval

Effective Content Area Instruction Helps ELLs Learn Both Academic Content and English

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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 1&2 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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• 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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• 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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• 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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Bilingual Education/ESL Monitoring

• All the information is found on the following link:

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

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 7&8, 2007 will be for teachers at the Adam’s Mark in Dallas- Region XIII will be doing the registration

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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

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LEP SSI Grant, Cycle 3

This cycle is revised to include direct professional development from ESCs

Grantees are required to conduct comprehensive needs assessment with the technical assistance from the Texas A&M University at Corpus Christi (TAMUCC) Institute for Second Language Achievement (ISLA).

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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.


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TESORO

• New trainings from TESORO:

Administrative Overview

LEER MAS II

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Mathematics EnglishLanguage 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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• 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

MELL Initiative

http://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

http://www.accesstmds.com/tmds

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Trainer of Trainers (TOT) for educators serving ELLs:

All ESCs can provide training now:

• 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/tearesources.html

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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/proclamations/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/proclamations/proc2005/proc2005.pdf

http://www.tea.state.tx.us/textbooks/proclamations/proc2004/proc2004.pdf




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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)

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• 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.


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• 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


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• 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.


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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 children’s 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 don’t 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.


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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.


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National Reading 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 ChairLAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS2006 Mahwah, New Jersey London

http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdf



Proportion of pre-test errors in reading initial consonants by language/ethnic group (California)

0.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45

One C Digraph Two C Three C

AA

White

Lat (Span)

Lat (Eng)

cat chat scat scrap

chips chin choose shame shake show sharp [3]cheer ch-- ch-- sham sh-- sh-- shapecheer cha sham shack + shock shapecheers chain chase sham shick shoe shapecheese chain chase sharing short + shop shapecheese chair cheat shim shrayke short sharpychest chairs chees shim shuck + shopchildren chan cheese shimmy shopchildren cheer cheese shlame shporechildren chic cheese shom + shropchildren chine cheese shortchildren chip chew-schildren chips chosechildren chips chosechip chips chrosechip chipsh chusschip xxx grammatical errors

chipchipchipchipchipchippieschirpingschosingchurchchurch

Errors with initial sh- ch- for 109 Philadelphia African-Americans

sh_ ch_ errors for 51 Philadelphia Latinos who learned to read in Spanish first

chips chin choose shame shake show sharp [3]ch-- ch-- ch-- chame chair chow shapcheapess cheen chalks chame shack shah sharcheeps cheen chew shamuh shack shahw shar+chip cheen chinsen shay shack shar sharptchip chic choice shem shack + shoes shblattchip chine + choise shem+ sheck shoutchip chins choise shime shockchip chip + chose shirmchip sheen chose shomechip shin chosechip shin chosechip shin chosechip shin chosechip shin chosechup chose xxx grammatical errorsheese chosey xxx sh/ch alternationship choss xxx /i/ -> /iy/ship shoes xxx grammatical & phonologicalship shoortship shooseship shooseships showsships showsshipsshipsshipsshipsshipsshipsships

Numbers of sh_ and ch_ errors per student, before and after intervention

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Euro-American African-American Latino(Eng) Latino(Span)

California-pre

California-post

Philadelphia-pre

Philadelphia-post

Integrating minority children into the reading process

Proficient reading: Improved comprehension

Knowledge of student’s language and culture

Restored confidence in the alphabet

Targeted instruction

Fluent decoding

Restored interest in reading

Motivated practice

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National Assessment ofEducational Progress

(NAEP)

On the fourth-grade mathematics test, Texas tied with two other states for fourth place nationally with 87% scoring at or above the Basic performance level (i.e., Basic, Proficient, or Advanced)

Grade 4 Mathematics

% At or Above Basic

Massachusetts 91%

New Hampshire

North Dakota89%

Kansas

Minnesota88%

Texas Wyoming

Vermont

87%

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National Assessment ofEducational Progress

(NAEP)

When comparing Texas students to students across the nation, our white, African-American, Hispanic, and Asian-American student groups each performed significantly better than the national average.

Grade 4

Mathematics

At or Above Basic At or Above Proficient

Nation Texas Nation Texas

White 89 96 47 60

African-American 60 75 13 18

Hispanic 67 82 19 28

Asian-American 89 96 54 72

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Dallas ISD Valedictorians and Salutatorians 2002-2006 that started as LEP

YEAR EX LEP VALEDICTORIANS

EX LEP SALUTATORIANS

TOTAL # OF EX LEP

2001 3 3 2002 3 2 5 2003 1 3 4 2004 3 4 7 2005 3 4 7 2006 9 9 18

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STARTED IN BILINGUAL PROGRAMS

EX LEP VALEDICTORIANS STARTED IN ESL

PROGRAMS

EX LEP IMMIGRANTS

TOTAL NUMBER

OF EX LEP

2001 10 3 6 19

2002 6 4 5 15

2003 7 6 9 22

2004 9 4 4 17

2005 8 3 2 13

2006 6 3 4 13

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


EX LEP SALUTATORIANS

TOTAL # OF EX LEP

2001 3 3

2002 3 2 5

2003 1 3 4

2004 3 4 7

2005 3 4 7

2006 2 0 2

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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:



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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/rules/tac/chapter089/ch089bb.html

http://www.tea.state.tx.us/curriculum/biling/exceptions.html

http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt

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/rules/tac/chapter089/ch089bb.html

http://www.tea.state.tx.us/curriculum/biling/exceptions.html

http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt

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TEA-Sponsored Training Modules and Resources available on our website

• 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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• 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

http://www.tea.state.tx.us/list

http://www.tea.state.tx.us/list

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For technical assistance with bilingual/ESL program questions, please contact the bilingual/ESL

coordinator at your District or Regional Service Center

Thank you! ¡Gracias!

1 bilingual/esl-tea updates 04/16/07 georgina k. gonzález director bilingual / esl education susie...

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