Meeting the Needs of English Language
Learners (ELLs) in Texas
An Overview of Bilingual Education in Texas
Georgina González, Director
Susie Coultress, Assistant Director
Bilingual/ESL Unit
Texas Education Agency
July 17, 2007
1
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.
2
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.”
.
3
Texas Student Profile
Grades Pre K - 12
2000-2001
1,650,560 (41%)
1,713,436 (42%)
586,712 (14%)
108,605 (3%)
12,120 (0.3%)
2006-2007
Hispanics
White
African Am.
Asian
Native Am.
212,7647 (46%)
163,8571 (36%)
662,700 (14%)
150,193 (3%)
15,831 (0.3%)
4
Texas ELL Special Language
Program Participation
•
•
•
•
•
ELLs
Bilingual
ESL
ELL Parental Denials
Not Served
PEIMS Fall 2006
732,154
394,877
283,325
45,933
8,019
5
Major Language Groups of English
Language Learners in Texas Schools
129
languages
are
represented
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
6
Number Of Limited English
Proficient (LEP) Students
Number of LEP
Students
School Year
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
570,603
601,791
630,345
660,707
684,583
711,737
732,154
PEIMS
7
Number of Bilingual Students Per Grade 2000-2007
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
PK
Bilingual
K
Bilingual
1
Bilingual
2
Bilingual
3
Bilingual
4
Bilingual
5
Bilingual
6
Bilingual
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
8
Texas Regions with Highest ELL
Populations
•
•
•
•
•
Region IV
Region I
Region X
Region XI
Region XIX
(Houston)
(Edinburg)
(Dallas)
(Ft. Worth)
(El Paso)
185,923
143,997
125,434
65,008
48,424
PEIMS 2006-07
9
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.
10
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/Listof
ApprovedTests2007.pdf
11
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)]
12
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)]
13
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/teareslpac-processmanual.html
14
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/
teares-lpac-processmanual.html
15
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
16
Bilingual Education and
English as a Second Language (ESL)
Program Models
• http://www.tea.state.tx.us/curri
culum/biling/ProgramModels0
91906.pdf
17
Bilingual Education and
English as a Second Language (ESL
English Language Proficiency
Standards
• Revision waiting
• SBOE Discussion and Approval
18
Bilingual/ESL Required
Services for Students with
Disabilities
Proposed Changes in Title 19
Texas Administrative Code
Chapter 89. Adaptations for
Special Populations
Subchapter BB. Commissioner's
Rules Concerning State Plan for
Educating Limited English
Proficient Students
19
TAC Chapter 89 Subchapter BB
• Exit criteria HB 1
• Exit criteria Special Education
• Exceptions and waivers
• Summer School
20
th
Changes-79
HB 1
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.
21
th
Changes-79
HB 1
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.
22
th
Changes-79
HB 1
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);
23
th
Changes-79
HB 1
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.
24
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/PR
OPOSED/19.EDUCATION.html#73
25
Bilingual Education/ESL
Monitoring
• All the information is found on the
following link:
http://www.tea.state.tx.us/pmi/bemon/
26
Texas English Language
Learner Initiatives
And
Training
27
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 Adam’s Mark in Dallas- Region XIII will be
doing the registration
• Claudia Kramer is the contact person for the
PASA conference registration and her phone
number is (512) 919-5373
28
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/
29
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
30
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 2nd6th 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 ELLs—Spanish 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.
31
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.
32
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.
33
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
34
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
35
Trainer of Trainers (TOT) for
educators serving ELLs:
All ESCs can provide training:
• Bilingual Elementary Science (1-5)
• Dual Language Program Implementation
36
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/teares
ources.html
37
TEA-Sponsored Training Modules and
Resources available on our website
http://www.tea.state.tx.us/curriculum/biling/tearesources.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
38
• Elementary ESL in the Content Areas
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/pro
c2004/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/pro
c2005/proc2005.pdf
39
RESEARCH FINDINGS
40
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.)
41
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)
42
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)
43
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)
44
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)
45
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)
46
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, 200647)
(
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 )
48
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-litpanel/reports/Executive_Summary.pdf
49
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 )
50
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_Partnership
_presentation.pdf
51
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_Partners
hip_presentation.pdf
52
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_Partnership_pres
entation.pdf
53
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
_Partnership_presentation.pdf
54
Dallas ISD Valedictorians and Salutatorians
2002-2006 that started as LEP
YEAR
2001
2002
2003
2004
2005
2006
EX LEP
EX LEP
VALEDICTORIANS
SALUTATORIANS
3
1
3
3
9
3
2
3
4
4
9
TOTAL # OF
EX LEP
3
5
4
7
7
18
55
Houston ISD 2001-2006
Valedictorians that started as
LEP Students
YEAR
2001
2002
2003
2004
2005
2006
2007
EX LEP
EX LEP
VALEDICTORIANS
STARTED IN
BILINGUAL
PROGRAMS
VALEDICTORIANS
STARTED IN ESL
PROGRAMS
10
6
7
9
9
6
9
3
4
6
4
2
3
6
EX LEP
IMMIGRANTS
TOTAL
NUMBER
OF EX
LEP
6
5
9
4
2
4
8
19
10
13
13
11
9
15
56
Austin ISD Valedictorians and
Salutatorians Spring 2002-2006 that
started as LEP Students
YEAR
EX LEP
VALEDICTORIANS
2001
EX LEP
SALUTATORIANS
TOTAL # OF EX
LEP
3
3
2002
3
2
5
2003
1
3
4
2004
3
4
7
2005
3
4
7
2006
2
0
2
57
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.state.tx.us/curriculum/biling/
58
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/ch089bb.html
http://www.tea.state.tx.us/curriculum/biling/exceptions.html
http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt
59
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
60
Thank you! ¡Gracias!
For technical assistance with
bilingual/ESL program questions,
please contact the bilingual/ESL
coordinator at your District or
Regional Service Center
61
Descargar

FINANCIAL PERFORMANCE - Project ISLA