Bilingual/ESL-TEA Updates 04/16/07

1. Georgina K. González Director Bilingual / ESL Education Susie Coultress Assistant Director Bilingual / ESL Education Jan Johnson Texas-Spain Initiatives Adela Esquivel Assistant to the Directors Bilingual / ESL Education Division of Curriculum Texas Education Agency Bilingual/ESL-TEA Updates 04/16/07

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

3. Did you know...? There are a total of732,154 Identified English Language Learners (ELLs) in Texas. PEIMS, Fall 2006

4. Texas Student Profile Grades Pre K - 12 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

5. 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

6. Major Language Groups in Texas Schools 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

7. Number Of Limited English Proficient (LEP) Students 2000-01 570,603 2001-02 601,791 2002-03 630,345 2003-04 660,707 2004-05 684,583 2005-06 711,737 2006-07 732,154 Number of LEP Students School Year PEIMS

9. 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

10. 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.

11. 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

12. 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)]

13. 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)]

14. 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

15. Updates to the LPAC Process Manual http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html

16. Bilingual Education and English as a Second Language (ESL) Program Models http://www.tea.state.tx.us/curriculum/biling/ProgramModels091906.pdf

17. Bilingual Education and English as a Second Language (ESL) English Language Proficiency Standards Revision waiting SBOE Discussion and Approval

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

19. Bilingual/ESL Required Services for Students with Disabilities 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

20. TAC Chapter 89 Subchapter BB • Exit criteria HB 1 • Exit criteria Special Education • Exceptions and waivers • Summer School

21. 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.

22. HB 1 Changes-79th 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.

23. HB 1 Changes-79th 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);

24. HB 1 Changes-79th 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.

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

28. 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

29. 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).

30. 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/

31. TESORO • New trainings from TESORO: Administrative Overview LEER MAS 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 regardingMELL 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 now: • 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/tearesources.html

37. 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

38. 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.)

39. 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)

40. 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)

41. 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)

42. 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)

43. 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)

44. 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 )

45. 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 )

46. 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 )

47. 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 Chair LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2006 Mahwah, New Jersey London http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdf

48. Proportion of pre-test errors in reading initial consonants by language/ethnic group (California) cat chat scat scrap

49. Errors with initial sh- ch- for 109 Philadelphia African-Americans chips chin choose shame shake show sharp [3] cheer ch-- ch-- sham sh-- sh-- shape cheer cha sham shack + shock shape cheers chain chase sham shick shoe shape cheese chain chase sharing short + shop shape cheese chair cheat shim shrayke short sharpy chest chairs chees shim shuck + shop children chan cheese shimmy shop children cheer cheese shlame shpore children chic cheese shom + shrop children chine cheese short children chip chew-s children chips chose children chips chose chip chips chrose chip chipsh chuss chip xxx grammatical errors chip chip chip chip chip chippies chirpings chosing church church

50. 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 shap cheapesscheen chalks chame shack shah shar cheepscheen chew shamuh shack shahw shar+ chipcheen chinsen shay shack shar sharpt chip chic choice shem shack + shoes shblatt chip chine + choise shem+ sheck shout chipchins choise shime shock chip chip + chose shirm chipsheenchose shome chipshinchose chipshinchose chipshinchose chipshinchose chipshinchose chup chosexxxgrammatical error sheese chosey xxx sh/ch alternation ship choss xxx/i/ -> /iy/ shipshoesxxxgrammatical & phonological ship shoort shipshoose shipshoose shipsshows shipsshows ships ships ships ships ships ships ships