Bilingual/ESL TEA
Updates-April 5, 2005
Georgina González
Director of Bilingual/ESL Education
Texas Education Agency
1
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
2
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
3
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
4
Texas Student Profile
Grades PK-12
684,583
Total Identified
English Language
Learners (ELLs)
PEIMS, Fall 2004
5
Texas Student Profile
Grades PK-12
1,894,108
1,676,987
616,050
127,092
Hispanic (44%)
White (39%)
African Am. (14%)
Native Am. (.3%)
PEIMS 2003
6
101 languages are
represented in Texas
schools:
Spanish
Vietnamese
Urdu
Korean
Arabic
603,299
10,649
3,425
2,841
2,689
7
Texas PK-12 English
language learners (ELLs)
2004-2005
STUDENT LANGUAGE
GROUP
Spanish 629,682
Vietnamese 11,306
Urdu 3,491
Korean 2,885
Arabic 2,830
CHANGE
+26,682
+ 657
+
66
+
44
+ 141
8
Number of Limited English Proficient (LEP)
Students in Texas
700,000
Number of LEP
Students
680,000
660,000
640,000
620,000
600,000
Number of LEP Students
580,000
560,000
540,000
520,000
500,000
2000-01
2001-02
2002-03
School Year
2003-04
2004-05
Growth of English Language
Learner Students in Texas
2000-2004
700,000
680,000
660,000
640,000
620,000
600,000
Number of LEP
Students
580,000
560,000
540,000
520,000
500,000
2000-01
2001-02
2002-03
2003-04
2004-05
10
LEP Bilingual Enrollment K-5 Grade 2000-04
Number of Students
2000-01
2001-02
2002-03
2003-04
2004-05
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
K Bilingual
1Bilingual
2 Bilingual
3 Bilingual
4 Bilingual
5 Bilingual
2000-01
49,369
52,885
48,465
42,297
28,790
20,816
2001-02
52,946
55,419
51,201
44,912
30,862
22,045
2002-03
56,338
57,684
52,654
47,409
33,142
23,484
2003-04
58,927
60,648
55,051
47,705
33,547
25,878
2004-05
62,556
62,771
57,883
50,552
34,819
26,605
Grade Levels
11
Number of LEP Students in Bilingual and ESL Programs from
1996 to 2004 School Years
Bil.Prog.
ESL.Prog.
400,000
Number of LEP Students
350,000
300,000
250,000
200,000
150,000
100,000
50,000
0
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
2003-04
2004-05
School Years
12
PEIMS Update
13
Letter sent to Superintendents,
Administrators, Test
Coordinators, Bilingual/ESL
Coordinators, Title III
directors on Jan. 28, 2005
explaining the implementation of
the NCLB AMAOS.
14
Both current LEP status
and monitored status will
be collected on answer
documents and used in
reporting test results
beginning in spring 2005.
15
PEIMS LEP Indicator
Code-
Limited English Proficiency
Student has been identified
as limited English proficient
by the Language
Proficiency Assessment
committee (LPAC)
16
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).
17
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).
18
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
19
BilingualIndicator Code
1 = Student is participating in
a state-approved full bilingual
program
0 = Student is not
participating in a stateapproved full bilingual
20
ESLIndicator 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
21
NOTE:
For Bilingual or ESL students,
program information should
reflect enrollment in either a
bilingual or an ESL program.
22
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 year’s
test results. Information that
needs to be updated in PEIMS
must be provided through the
PEIMS data submission process.
23
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/teareslpac-processmanual.html
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.
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.
CHANGES TO THE DATA
SUBMISSION
REQUIREMENTS
110
STUDENT DATA –
ENROLLMENT
NEW TO
LEP Immigrant
PEIMS
The term immigrant
has three definitions
approved by the
Texas Education
Agency. Each
definition serves a
unique purpose.
28
LEP Immigrant/Nonimmigrant Business Rules:
The NCLB definition serves to identify
the recent immigrants for the Title III
program. The Student Assessment
Division’s 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.
NEW
TO
PEIMS
29
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-INDICATORCODE
30
LEP Immigrant
Code E0797
• 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).)
SAM
E
(FYI)
31
LEP Immigrant
•
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.
NEW TO
PEIMS
32
LEP Immigrant,
Grades 9-12
•
ESOL I AND ESOL II DEFINITION:
NEW
TO
PEIMS
• 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/.
33
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.
34
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
student’s needs.
35
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.
36
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 student’s
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 TAC§89.1225(h).
CHANGE
OF
WORDING
37
LEP Status Exit
Criteria:
• In Conjunction with one of the
ADDED
following two criteria:
‘PERCENTILE
• 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/lept
ests.html
38
LEP Status Exit
Criteria:
• 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.
SAM
E
39
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
TAC§89.1225(h)(1).
40
Bilingual/
ESL Student
Indicator
Codes – No
Change
E0032 Bilingual-Indicator-Code
BILINGUAL-INDICATOR-CODE:
student participates in a stateapproved 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.
SAME
(FYI)
42
E800 ESL-Indicator-Code
ESL-INDICATOR-CODE –
student is participating in a
state-approved English as
a Second Language (ESL)
program.
SAME
(FYI)
43
Changes to
the Data
Elements
E1028
BILINGUAL/ESL-SUMMERSCHOOL-INDICATOR-CODE
CHANGE
• BILINGUAL/ESL-SUMMER-SCHOOLINDICATOR-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
APPROVED
Education.
TESTS
ONLY!
45
Under
Development…
LEP/Special
Education
Framework
Chart
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.
47
LEP/Special Education
Framework Charts
Chart A outlines the
process for the
identification of a LEP
student including one
with a suspected
disability.
48
LEP/Special Education
Framework Charts
Sub-Chart A
continues the
process for a
student who may be
LEP and suspected
of having a
disability.
49
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.
50
LEP/Special Education
Framework Charts
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.
51
Performance
Based
Monitoring and
Interventions
Update
52
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
53
Other Evaluation Measures
Fiscal compliance
Financial audits
School FIRST
Attendance audits
State comp ed
State
accountability
Program
compliance
Complaints
Due process
hearings
Federal
accountability
•AYP
•Persistently
dangerous
54
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
55
Framework for 20042005 PerformanceBased Monitoring
Bilingual/ESL
Education
56
Framework for 2004-2005
Performance-Based Monitoring
Bilingual / ESL Education
Level of Performance
Concern
Stage of
Intervention
Low
1A
Low-Moderate
1B
High
2
Substantial
3
Activities
Focused Data Analysis
(FDA)
CIP
Focused Data Analysis
(FDA)
CIP
Focused Data Analysis
(FDA)
LEA Public Meeting
CIP
Special Program
Effectiveness Review
(Includes Targeted On-Site
Review)
LEA Action
Address
Retained locally and submitted
on random basis
Areas in need of
improvement
CIP submitted to TEA
Areas in need of
improvement
All activities submitted to TEA
Areas in need of
improvement
All required activities submitted
to TEA
On-site findings must be
addressed in CIP
*An optional program effectiveness self study can be completed at any stage of intervention to support FDA and CIP development.
Areas in need of
improvement
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/
58
Public Meeting
• http://www.tea.state.tx.us/pmi/b
emon/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.
59
Bilingual / ESL Education
Program Monitoring
Pilot Plan | 2004-2005
ESC/outside support and/or
TEA Oversight,
Interventions, Sanctions
NO
Evaluate for effectiveness,
update, and implement
Bilingual/ESL CIP
YES
ONGOING
Implementation
OK?
Resubmit CIP
(ESC/outside
support)
NO, 1st Time
Stage1
Intervention*
Focused Data Analysis (FDA)
CIP
TEA Desk
Review of CIP
CIP
OK?
YES
Stage 2
Intervention
Focused Data Analysis (FDA)
LEA Public Meeting
CIP
TEA Review of
Submissions
Review
OK?
NO, 2ndTime
TEA Oversight,
Interventions
and/or
Sanctions
NO
Districts
w/ substantial or
multi-program
concerns
Other Random
Data and
Self-Evaluation
checks
Special Program Effectiveness
Review
Information
Collection and
Review (TEA
data review and
LEA submission)
Implement CIP
Evidence of
Change
(timely review and
check points)
YES
Targeted TEA
On-Site Review
(fiscal and/or
other issues)
ONGOING
NO
YES
CIP
OK?
ONGOING
*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
For further information on
PBM/PMI please contact:
Performance Based Monitoring Division
Rachel Harrington, Director
512-463-9515
[email protected]
PBM/PMI website: www.tea.state.tx.us/pmi/
Program Monitoring and Interventions
Division
Laura Taylor, Director
[email protected]
61
TextbookTechnology Updates
62
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.
63
New Director
• Anita Givens, Director of
Textbook and Technology
Division
• She began the week of
March 28, 2005.
64
What’s 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
65
What’s 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
66
For further information
regarding textbooks please
contact:
TEA Textbook-Technology
Division
512-463-9601
www.tea.state.tx.us/textbooks
67
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.
68
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;
69
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
4. 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.
70
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/
71
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.
72
Background Information
• Approximately 684,583 of the
state’s 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.
73
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.
74
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.
75
Application
Organization
•
Two-part process
(1) Planning phase
(2) Implementation phase
76
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 A&M University at
Corpus Christi (TAMUCC)
Institute for Second Language
Achievement (ISLA).
77
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
78
Example of the TwoPart 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.
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.
80
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;
81
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
82
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.
83
LEP Cycle 2 Eligible
Districts
District
CD #
REGION #
ANDREWS ISD
002901
18
ATHENS ISD
107901
07
BANDERA ISD
010902
20
BROWNFIELD ISD
223901
17
CASTLEBERRY ISD
220917
11
CHAPEL HILL ISD
212909
07
CRYSTAL CITY IS
254901
20
DAYTON ISD
146902
04
EAGLE PROJECT L
240802
01
84
LEP Cycle 2 Eligible
Districts
EAGLE PROJECT M
165803
18
EAGLE PROJECT S
015818
20
EAST CHAMBERS I
036903
04
FT HANCOCK ISD
115901
19
FT STOCKTON ISD
186902
18
GILMER ISD
230902
07
GONZALES ISD
089901
13
HAYS CONS ISD
105906
13
HEARNE ISD
198905
06
HOUSTON GATEWAY
101828
04
JACKSONVILLE IS
037904
07
LA VILLA ISD
108914
01
85
LEP Cycle 2 Eligible
Districts
LAMESA ISD
058906
17
LEVELLAND ISD
110902
17
MANOR ISD
227907
13
MARLIN ISD
073903
12
MERCEDES ISD
108907
01
PECOS-BARSTOW-T
195901
18
PROGRESO ISD
108910
01
RAYMONDVILLE IS
245903
01
ROMA ISD
214903
01
SAN DIEGO ISD
066902
02
SHEPHERD ISD
204904
06
TORNILLO ISD
071908
19
UVALDE CONS ISD
232903
20
ZAPATA COUNTY I
253901
01
86
Applicant scoring
• Though this grant is noncompetitive, applicants will be
rank ordered based on the
TAKS criterion primarily and
the RPTE criterion secondarily.
87
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;
(3) Recently immigrated LEP students;
and
(4) 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.
88
Performance
Measures
•
The applicant agrees to
collect data and report on the
following mandatory
measures:
1) Number and percent of all LEP
students served who achieved
the TAKS “Met Standard”
performance level for all tests;
2) Number and percent of all LEP
students who demonstrate a
higher level of proficiency (from
2004-2005 to 2005-2006) on
the RPTE;
89
Performance
Measures, continued
3) Number and percent of secondary
LEP students served with an
increased annual credit accrual
rate (from 2004-2005 to 20052006)
4) Number and percent of teachers of
LEP students trained in
instructional strategies and
methodologies specific to the
needs of LEP students, if
applicable;
90
Performance
Measures, continued
5) Reduction in number and
percent of teachers of LEP
students teaching under a
bilingual exception or ESL
waiver; and
6) Number and percent of LEP
students (from 2004-2005 to
2005-2006) promoted to the
next grade.
91
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.
92
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.
93
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
94
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
95
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.
96
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 PS3300—Narrative:
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.
97
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.
98
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.
99
Funding Example
• If an eligible district has 100 LEP
students reported to PEIMS in
2004, the district’s 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.
100
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
+
101
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.
102
Due Dates and Critical Dates
Date
Fri., April 1, 2005
Event
Applicant’s Conference
Tues., April 19, 2005 Application due electronically to TEA by 5
pm CT
Tues., June 14, 2005 Projects selected and notified
Wed., June 15, 2005 Beginning date of the project
No later than 4
months after award
date
Planning period end date
Wed., March 15,
2006
Interim expenditure and progress/activity
report due to TEA
Sun., Dec. 31, 2006
Ending date of project
Wed., Jan. 31, 2007
Final expenditure and progress/activity
report due
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.
104
Frequently Asked
Questions
• May be found on the TEA website,
Division of Discretionary Grants at
http://www.tea.state.tx.us/opge/
disc/ .
105
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 5:00 p.m.
Central Time on Tuesday,
April 19, 2005.
106
Clarifying Information
Program Contact
Funding Contact
Melissa Gonzalez
Office of Education
Initiatives
Texas Education Agency
William B. Travis Building
1701 N. Congress Ave.
Austin, TX 78701
(512 )936-6060
[email protected]
te.tx.us
Karen Harmon
Division of Discretionary
Grants
Texas Education Agency
William B. Travis Building
1701 N. Congress Ave.
Austin, TX 78701
(512) 463-9269
Karen,.[email protected]
tx.us
107
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
108
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.
109
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.
110
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
111
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
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/TitleIIICover
2005.pdf
In 2004, approximately 400 Title III
program administrators attended.
113
Title III Management Institute
May 10-11, 2005
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Tentative Agenda
Tuesday, May 10, 2005
8:30 a.m. - 11:45 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.
12:00 p.m. - 1:00 p.m. Luncheon (Working)
1:15 a.m. – 2:15 p.m. Breakout Sessions
2:30 p.m. – 3:30 p.m. Breakout Sessions
3:45 p.m. - 4:45 p.m. Poster Session: Parent
Involvement/Management System/
On-Line Masters/OELA Materials/Research…and more
114
Title III Management Institute
May 10-11, 2005
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•
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•
Wednesday, May 11, 2005
8:30 a.m. - 11:45 a.m. TEA Panel—Bilingual/ESL
UPDATE
Assessment/AYP/AMAO/Writing/RPTE II/
Annual Measurable Language Proficiency Objectives
LAT/ Evaluation
Questions and Answers
12:00 p.m. – 1:30 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.
2:00 p.m. - 3:30 p.m. 2005 SAS Application
Contact:
[email protected]
115
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.
116
2005 summer training
opportunities for
educators serving
English language
learners:
• Elementary Science
• Dual Language Program
Implementation
117
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
118
Bilingual Science TOT
• 7 writers
• 25 activities each
• Spanish academic language of
science
• Primary (1-2) grades
• And Intermediate (3-5) grades
119
Dual Language TOT
• Professors-SMU, A&M, UTPanamerican, UTEP,
• Districts Program Directors,
• Teachers
• Practitioners
• Several meetings at various
places
120
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
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.
122
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/curri
culum/biling/leptests.html
123
Texas – Spain Initiative
A Memorandum of
Understanding to continue
the Texas – Spain Initiative
will be signed in May 16,
2005.
124
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/
125
Join our listserve!
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•
•
•
•
•
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.
126
Thank you!
Bilingual/ESL Unit
Phone: 512-475-3555
Fax: 512-463-8057
127
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