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Texas ELL Population

2. Texas ELL Population. 775,645 ELLs in EE-12, over 600,000 in K-12Over 120 languages represented in Texas schools92% Spanish speakers 711,388Prominent languages other than Spanish:14,094 Vietnamese3,627 Urdu3,594 Arabic3,195 KoreanAbout 10.09% of ELLs served by special education ELLs represent about 16% of the total students in Texas.

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Texas ELL Population

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    3. 3 ELL Special Language Programs ELLs 775,645 Bilingual 422,377 ESL 297,553 ELL Parental Denials 49,071

    4. 4 This is how PEIMS was in the past as regards LEP. A student was either LEP or not LEP. He was either served in the Bilingual Program or in the ESL program. LEP served = money do the district.This is how PEIMS was in the past as regards LEP. A student was either LEP or not LEP. He was either served in the Bilingual Program or in the ESL program. LEP served = money do the district.

    5. 5 (d) The bilingual education program shall be implemented through one of the following program models: The following are proposed changes to Ch. 89 TAC Title 19 to reflect Senate Bill 1871 from the 80th legislature. These are proposed changes, but we expect they will be adopted. The bilingual program shall be implemented through one of these 4 models: Early exit Late exit Dual language-Two-way program Dual language-one way program The following are proposed changes to Ch. 89 TAC Title 19 to reflect Senate Bill 1871 from the 80th legislature. These are proposed changes, but we expect they will be adopted. The bilingual program shall be implemented through one of these 4 models: Early exit Late exit Dual language-Two-way program Dual language-one way program

    6. 6 (1) Transitional bilingual/early exit - a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers students to English-only instruction. It provides instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English. First is the bilingual program-early exit. This is a transitional program in that it serves LEP students in both English and Spanish and transfers students to instruction in English only. The transition cannot occur earlier than 2 years or later than 5 years after the student’s enrollment in school. First is the bilingual program-early exit. This is a transitional program in that it serves LEP students in both English and Spanish and transfers students to instruction in English only. The transition cannot occur earlier than 2 years or later than 5 years after the student’s enrollment in school.

    7. 7 Transitional bilingual/early exit (con’t)– Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the bilingual program. Students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment. First is the bilingual program-early exit. This is a transitional program in that it serves LEP students in both English and Spanish and transfers students to instruction in English only. The transition cannot occur earlier than 2 years or later than 5 years after the student’s enrollment in school. First is the bilingual program-early exit. This is a transitional program in that it serves LEP students in both English and Spanish and transfers students to instruction in English only. The transition cannot occur earlier than 2 years or later than 5 years after the student’s enrollment in school.

    8. 8 Transitional bilingual/late exit: - a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student to English-only instruction; academic growth is accelerated through cognitively challenging academic work in the student’s first language along with meaningful academic content taught through the student’s second language, English. Second is the bilingual program-late exit. This program serves LEP student in both Spanish and English and transfers the student to English only instruction. The student is given academically challenging material in the first language and meaningful academic content in English. The goal is to promote high levels of academic achievement in both languages. Transition occurs not earlier than 6 years or later than 7 years after the student’s enrollment date.Second is the bilingual program-late exit. This program serves LEP student in both Spanish and English and transfers the student to English only instruction. The student is given academically challenging material in the first language and meaningful academic content in English. The goal is to promote high levels of academic achievement in both languages. Transition occurs not earlier than 6 years or later than 7 years after the student’s enrollment date.

    9. 9 Transitional bilingual/late exit: - (con’t) The goal is to promote high levels of academic achievement and full academic language proficiency in the student’s first language and English. Students enrolled in the transitional bilingual/late exit program are eligible to exit the program not earlier than six or later than seven years after the students enroll in school. Students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment. Second is the bilingual program-late exit. This program serves LEP student in both Spanish and English and transfers the student to English only instruction. The student is given academically challenging material in the first language and meaningful academic content in English. The goal is to promote high levels of academic achievement in both languages. Transition occurs not earlier than 6 years or later than 7 years after the student’s enrollment date.Second is the bilingual program-late exit. This program serves LEP student in both Spanish and English and transfers the student to English only instruction. The student is given academically challenging material in the first language and meaningful academic content in English. The goal is to promote high levels of academic achievement in both languages. Transition occurs not earlier than 6 years or later than 7 years after the student’s enrollment date.

    10. 10 Dual language immersion/two-way: - (con’t) a biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student identified as a student of limited English proficiency to English-only instruction; instruction is provided to both native English speakers and native speakers of another language in an instructional setting where language learning is integrated with content instruction. Third, we have dual language immersion/two-way program. This program is 50% native English speakers who want to learn Spanish and 50% LEP. Instruction is provided to both native English speakers and native speakers of Spanish in a classroom where language learning is integrated with content instruction. Transition is to occur not earlier than 6 years or later than 7 years after the student enrolls in school.Third, we have dual language immersion/two-way program. This program is 50% native English speakers who want to learn Spanish and 50% LEP. Instruction is provided to both native English speakers and native speakers of Spanish in a classroom where language learning is integrated with content instruction. Transition is to occur not earlier than 6 years or later than 7 years after the student enrolls in school.

    11. 11 Dual language immersion/two-way: - (con’t) Academic subjects are taught to all students through both English and the other language. Program exit will occur not earlier than six or later than seven years after the student enrolls in school; students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153. Third, we have dual language immersion/two-way program. This program is 50% native English speakers who want to learn Spanish and 50% LEP. Instruction is provided to both native English speakers and native speakers of Spanish in a classroom where language learning is integrated with content instruction. Transition is to occur not earlier than 6 years or later than 7 years after the student enrolls in school.Third, we have dual language immersion/two-way program. This program is 50% native English speakers who want to learn Spanish and 50% LEP. Instruction is provided to both native English speakers and native speakers of Spanish in a classroom where language learning is integrated with content instruction. Transition is to occur not earlier than 6 years or later than 7 years after the student enrolls in school.

    12. 12 Dual language immersion/one-way: - a biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student to English-only instruction in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language. Program exit will occur not earlier than six or later than seven years after the student enrolls in school; students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment. Fourth is dual language immersion/one-way. Students are mostly LEP Hispanic. Students are taught in both English and Spanish with the goal of transferring the student to English-only instruction. Transition is to occur not earlier than 6 years nor later than 7 years after the student enrolls in school.Fourth is dual language immersion/one-way. Students are mostly LEP Hispanic. Students are taught in both English and Spanish with the goal of transferring the student to English-only instruction. Transition is to occur not earlier than 6 years nor later than 7 years after the student enrolls in school.

    13. 13 (h) The English as a second language program shall be implemented through one of the following program models: These are the models for ESL programs. They are: Content area programs Pull-out programsThese are the models for ESL programs. They are: Content area programs Pull-out programs

    14. 14 (1) English as a second language/content-based: an English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction. It integrates English-as-a-second-language instruction with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. The content area ESL program serves LEP students by providing a full-time certified ESL teacher to give supplementary instruction for all content area instruction. Students are leaning English while receiving content area instruction in math, science, social studies, or other academic subjects. Focus is not just on learning English, but making sure students do not fall behind academically. The content area ESL program serves LEP students by providing a full-time certified ESL teacher to give supplementary instruction for all content area instruction. Students are leaning English while receiving content area instruction in math, science, social studies, or other academic subjects. Focus is not just on learning English, but making sure students do not fall behind academically.

    15. 15 (1) English as a second language/content-based: (con’t) Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program. Students that have met state requirements for exit criteria in accordance with TAC §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153; At the high school the LEP student receives sheltered instruction in all content areas. The content area ESL program serves LEP students by providing a full-time certified ESL teacher to give supplementary instruction for all content area instruction. Students are leaning English while receiving content area instruction in math, science, social studies, or other academic subjects. Focus is not just on learning English, but making sure students do not fall behind academically. The content area ESL program serves LEP students by providing a full-time certified ESL teacher to give supplementary instruction for all content area instruction. Students are leaning English while receiving content area instruction in math, science, social studies, or other academic subjects. Focus is not just on learning English, but making sure students do not fall behind academically.

    16. 16 (2) English as a second language/pull-out: an English program that serves students identified as students of limited English proficiency in English only by providing a certified teacher under TEC §29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas. Instruction may be provided by the ESL teacher in a pull-out or inclusionary delivery model. Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program. Students that have met state requirements for exit criteria in accordance with TAC §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment TEC §42.153. This is a pull-out program. LEP students are pulled out by a teacher who provides instruction in ELA, but the student is still mainstreamed in the remaining content areas.This is a pull-out program. LEP students are pulled out by a teacher who provides instruction in ELA, but the student is still mainstreamed in the remaining content areas.

    17. 17 For all of the program models students that have met exit criteria in accordance with §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment (TEC) §42.153. When a student reaches exit criteria, he may still continue receiving services in bilingual ed. or ESL, but the school district will not receive the bilingual allotment. When a student reaches exit criteria, he may still continue receiving services in bilingual ed. or ESL, but the school district will not receive the bilingual allotment.

    18. 18 F= M1 = Monitored 1 or S= Monitored 2 LEP status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status. PEIMS Changes Be very careful how you code these students. If you code them wrong, the district will receive funding for a student that is not eligible for funding, and the district will then have to return the money. Code these students as “F.” (for first) They are Monitored 1. The student has met criteria for program exit, is no longer classified as LEP in PEIMS, and is in his first year of monitoring. District is not eligible to receive funding for this student as the student is not receiving bilingual or ESL services. Be very careful how you code these students. If you code them wrong, the district will receive funding for a student that is not eligible for funding, and the district will then have to return the money. Code these students as “F.” (for first) They are Monitored 1. The student has met criteria for program exit, is no longer classified as LEP in PEIMS, and is in his first year of monitoring. District is not eligible to receive funding for this student as the student is not receiving bilingual or ESL services.

    19. 19 F= M1 & S=M2 =student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first or second year of monitoring as required by 19 TAC §89.1220(l) and are not eligible for funding due to the fact that they are not receiving bilingual or ESL services. PEIMS Changes Code these students “S” for second. They are in their second year of monitored status. They are no longer considered LEP and are not eligible for funding.Code these students “S” for second. They are in their second year of monitored status. They are no longer considered LEP and are not eligible for funding.

    20. 20 (3) In the absence of data required in paragraph (2)(B) of this subsection, evidence that the student is not academically successful as defined in subsection (j) of this section is required. (4) The admission review and dismissal (ARD) committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and designated level of performance for indicating limited English proficiency as required under subsection (d) of this section for students for whom those tests would be inappropriate as part of the individualized education program (IEP). The decision for entry into a bilingual education or English as a second language program shall be determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). Another change in rule is to provide joint collaboration between the ARD and LPAC committees. The change is that now key representatives of the LPAC and ARD committees will make appropriate decisions regarding the identification, service, and exit of ELLs. Another change in rule is to provide joint collaboration between the ARD and LPAC committees. The change is that now key representatives of the LPAC and ARD committees will make appropriate decisions regarding the identification, service, and exit of ELLs.

    21. Within the four weeks of their initial enrollment in the district, students shall be identified as limited English proficient and enrolled into the required bilingual education or English as a second language program. Prekindergarten and kindergarten students preregistered in the spring shall be identified as limited English proficient and enrolled in the required bilingual education or English as a second language program within four weeks of the start of the school year in the fall. For exit from a bilingual education or English as a second language program, a student may be classified as English proficient at the end of the school year in which a student would be able to participate equally in a regular, all-English, instructional program. This determination shall be based upon all of the following: (1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; (2) satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA- approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and House Bill 1, from the 79th Legislature, 3rd call session –All of this information regarding exit criteria is found on the Excel spread sheet on the last page of this handout. To exit in 1st and 2nd grades, students must pass a norm-referenced test in reading AND must meet all 3 criteria to exit including a writing component. House Bill 1, from the 79th Legislature, 3rd call session –All of this information regarding exit criteria is found on the Excel spread sheet on the last page of this handout. To exit in 1st and 2nd grades, students must pass a norm-referenced test in reading AND must meet all 3 criteria to exit including a writing component.

    22. 22 §89.1225. Testing and Classification of Students TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation. [(1) This determination shall be based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student’s primary language (for students enrolled in bilingual education) and English, and one of the following: (A) meeting state performance standards for the English language criterion-referenced assessment instrument for reading and writing (when available) required in the Texas Education Code (TEC), 39.029, at grade level; or (B) scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA- approved norm-referenced assessment instrument. [(2) In making this determination, districts shall also consider other indications of a student’s overall progress, including criterion- referenced test scores, subjective teacher evaluation, and parental evaluation. There is a list of the approved tests for exit on the TEA Curriculum website under the Bilingual Ed. unit.There is a list of the approved tests for exit on the TEA Curriculum website under the Bilingual Ed. unit.

    23. 23 (k) The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit under subsection (h) of this section for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with applicable provisions of subsection (h) of this section. This is another change for exiting. The ARD committee works with the LPAC committee to determine an appropriate assessment instrument for exit under subsection (h) for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student served by both special ed. and bilingual ed. or ESL is determined by the ARD committee in conjunction with the LPAC committee. This is another change for exiting. The ARD committee works with the LPAC committee to determine an appropriate assessment instrument for exit under subsection (h) for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student served by both special ed. and bilingual ed. or ESL is determined by the ARD committee in conjunction with the LPAC committee.

    24. 24 Framework for the LPAC Process Manual The Framework for the LPAC Process Manual includes clarification of the legal requirements for the LPAC and provides documents and forms to facilitate the training of LPAC members. The forms included in the Framework for the LPAC Process Manual are for use by districts and are not required for the implementation of a bilingual/ESL program. These forms, however, integrate Title III and State requirements for the LEP students being served. HLS in various languages are on the site, and parent notification letters will be added in the near future. http://ell.tamucc.edu/files/p1233LPACProcessManual0907.pdf The LPAC Manual is on the Texas A and m at Corpus Christi web site in order to be ADA compliant. The LPAC Manual is on the Texas A and m at Corpus Christi web site in order to be ADA compliant.

    25. 25 Former LEP Students The following slides show three school districts’ former LEP students reaching the highest levels of achievement as valedictorians and salutatorians. This information should encourage and motivate every educator in the state to implement all the programs available to them through the state legislature as reflected in the Texas Education Code. We are very proud of our LEP students and their accomplishments. We are very proud of our LEP students and their accomplishments.

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    27. 27 Dallas ISD Valedictorians and Salutatorians 2001-2008 that started as LEP Students This last year it is 34.5% of all the valedictorian an salutatorians.This last year it is 34.5% of all the valedictorian an salutatorians.

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