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LEP Cycle III- Grant Awardees February 7, 2006

LEP Cycle III- Grant Awardees February 7, 2006. Georgina K. González Director of Bilingual/ESL Education Susie Coultress Assistant Director Texas Education Agency February 7, 2006. Limited English Proficient. Texas Education Code (TEC) § 29.052 defines …

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LEP Cycle III- Grant Awardees February 7, 2006

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  1. LEP Cycle III- Grant Awardees February 7, 2006 Georgina K. González Director of Bilingual/ESL Education Susie Coultress Assistant Director Texas Education Agency February 7, 2006

  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. 684,583 Total Identified English Language Learners (ELLs) PEIMS, Fall 2004

  4. Texas Student Profile Grades PK-12 2000-2001 2004-2005 1,650,560 (41%) Hispanics 1,969,097 (45%) 1,713,436 (42%) White 1,660,392 (38%) 586,712 (14%) African Am. 623,535 (14%) 12,120 (0.3%) Native Am. 14,350 (0.3%) PEIMS

  5. Texas ELL Special Language Program Participation • ELLs 684,583 • Bilingual 356,029 • ESL 274,485 • ELL Parental Denials 45,600 • Not Served 8,469 PEIMS

  6. Major Language Groups in Texas Schools Spanish 629,682 Vietnamese 11,306 Urdu 3,491 Korean 2,885 Arabic 2,830 PEIMS, Fall 2004 More than 100 languages are represented in Texas schools

  7. Number Of Limited English Proficient (LEP) Students School Year Number of LEP Students • 2000-01 570,603 • 2001-02 601,791 • 2002-03 630,686 • 2003-04 660,707 • 2004-05 684,583

  8. Texas Regions with Highest ELL populations • Region 4 (Houston) 174,483 • Region 1 (Edinburg) 139,936 • Region 10 (Dallas) 114,583 • Region 11 (Ft. Worth) 66,763 • Region 19 (El Paso) 51,099

  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. 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)]

  11. 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)]

  12. Texas Education Service Centers (ESCs) provide statewide program assistance

  13. Numerical Change in Population by Race/Ethnicity in Texas for 1980-1990 and 1990-2000 Steve H. Murdock Institute for Demographic and Socioeconomic Research College of Business The University of Texas at San Antonio

  14. Percent Change in Population by Race/Ethnicity for 1980-1990 and 1990-2000 in Texas Steve H. Murdock Institute for Demographic and Socioeconomic Research College of Business The University of Texas at San Antonio

  15. Proportion of Net Population Change Attributable to Each Race/Ethnicity Group in Texas for 1980-1990 and 1990-2000 Steve H. Murdock Institute for Demographic and Socioeconomic Research College of Business The University of Texas at San Antonio

  16. 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.

  17. LPAC Process Manual has new updates • http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html

  18. LPAC Process Manual has new updates • Pages 2, 3, 4, 18-36, 38-53, 81, 84,134-137,145-154,188,190,217-237,239-252 have been changed. In the LPAC Manual • Slide 57 changed in pp presentation • Now we have a linked and a not linked LPAC

  19. 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.)

  20. 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)

  21. 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)

  22. 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)

  23. 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)

  24. 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)

  25. Research Challenges • Key areas: • Students who have both language learning issues and learning disabilities • The importance of the links between language and literacy of ELL’s • Biliteracy in children whose home language is other than English, not only Spanish. (The International Dyslexia Association quarterly newspaper August, Carlo, Calderon, and Proctor, Spring 2005)

  26. Assessment in Texas for ELL’s -TELPAS • Texas ELL assessment is one of the best in the nation • It is valid and reliable • It empowers the teacher who is with the student all year around to evaluate the level of proficiency in the various domains • It uses two types of assessment: paper and pencil as well as the observation instrument evaluate the student not on a one time performance only but also on a profound evaluation of his/her multiple performance • It directly impacts instruction which is what Dr. Margo Gotlieb an OELA presenter touts as the purpose of good assessment. • The training is a positive tool in providing services for students acquiring a second language. • The cost is relatively small and the time is minimal when compared to California which for the implementation of their testing had to acquire one million tape recorders.

  27. New in Assessment • In the 2004–2005 school year a new plan for field-testing and constructing the Spanish versions of TAKS was implemented. As a result, the spring 2006 Spanish and English versions of the TAKS reading, mathematics, and science tests will not contain the same set of transadapted test questions. Some test questions may continue to be highly parallel translations, some may be more loosely translated, and some may be completely different.

  28. New in Assessment • This new test development process enables the English and Spanish tests to assess the eligible student expectations more fully and authentically. Districts should be aware that the operational and released tests will reflect this new development process beginning with the spring 2006 administration.

  29. New in Assessment • The new process does not require any change in performance standards, test objectives, eligible student expectations, total number of test questions, or number of questions per objective.

  30. TELPAS • Latest information on Language Accommodated Test for Math and other recent updates are posted on a letter found: • http://www.tea.state.tx.us/student.assessment/resources/letters/2006/050907_updates.pdf

  31. TEA Student Assessment Contact Info: Student Assessment Division(512) 463-9536 website: www.tea.state.tx.us/student.assessment/

  32. Review of NCLB AMAOs AMAOs are Annual Measurable Achievement Objectives. AMAOs are NCLB accountability measures related to English language proficiency.

  33. Our AMAO 1 objective is –at least one proficiency level of progress each year based on TELPAS Our AMAO 2 objective is – attainmentof TELPAS rating of Advanced High

  34. AMAO 3 measures the adequate yearly progress (AYP) of ELLs as described in section 1111(b)(2)(B) of NCLB.

  35. Title III update-NEW • Please note that the Title III 2005-2006 Compliance Report will be collecting new information next year. The Title III Compliance Report will be asking all Title III-funded LEAs to report the total number of students assessed for LEP identification in Grades K-2 and 3-12 for school year 2005-2006.

  36. Title III update-NEW • Also, the compliance report will collect data on private school participation that was previously collected in the NCLB consolidated application for federal funding in eGrants.

  37. Direct any questions related to NCLB accountability and Title Programs to: TEA NCLB Division 512-463-9374 TEA NCLB website: www.tea.state.tx.us/nclb

  38. SBEC IS A DEPARTMENT OF TEA • Here are the rules for the new Bilingual and ESL certifications. The main point addressed is the difference between the endorsements (that only used the grade level of certification as a guide) and supplements, that use the grade level AND content area of the educator’s base certification as a guide.

  39. SBEC IS A DEPARTMENT OF TEA • The holder of the Bilingual Generalist: EC-4 certificate may teach in a bilingual pre-kindergarten program, a bilingual kindergarten program, and a bilingual program in Grades 1 through 4. The holder of the Bilingual Generalist: EC-4 may teach the same content areas, in either a bilingual or general education program,

  40. SBEC IS A DEPARTMENT OF TEA • as the holder of the Generalist: EC-4 certificate may teach under §233.2(a) of this title (relating to Generalist). The holder of the Bilingual Generalist: EC-4 certificate may also teach in an English as a second language program in EC-Grade 4.

  41. SBEC IS A DEPARTMENT OF TEA • The holder of the Bilingual Generalist: 4-8 certificate may teach in a bilingual program in Grades 4 through 8. The holder of the Bilingual Generalist: 4-8 may teach the same content areas, in either a bilingual or a general education program, as the holder of the Generalist: 4-8 certificate may teach under §233.2(b) of this title. The holder of the Bilingual Generalist: Grades 4-8 certificate may also teach in an English as a second language program in Grades 4-8.

  42. SBEC IS A DEPARTMENT OF TEA • The holder of the Bilingual Education Supplemental: EC-4 certificate may teach in a bilingual program at the same grade levels and in the content area(s) of the holder's base certificate. The holder of the Bilingual Education Supplemental: Grades EC-4 certificate may also teach in an English as a second language program at the same grade levels and in the content area(s) of the holder's base certificate.

  43. SBEC IS A DEPARTMENT OF TEA • The holder of the Bilingual Education Supplemental: 4-8 certificate may teach in a bilingual program at the same grade levels and in the content area(s) of the holder's base certificate. The holder of the Bilingual Education Supplemental: Grades 4-8 certificate may also teach in an English as a second language program at the same grade levels and in the content area(s) of the holder's base certificate.

  44. SBEC IS A DEPARTMENT OF TEA • The holder of the English as a Second Language Generalist: EC-4 certificate may teach in an English as a second language program in pre-kindergarten through Grade 4. The holder of the English as a Second Language Generalist: EC-4 may teach the same content areas, in either an English as a second language or a general education program, as the holder of the Generalist: EC-4 certificate may teach under §233.2(a) of this title.

  45. SBEC IS A DEPARTMENT OF TEA • The holder of the English as a Second Language Generalist: Grades 4-8 certificate may teach in an English as a second language program in Grades 4-8. The holder of the English as a Second Language Generalist: Grades 4-8 may teach the same content areas, in either an English as a second language or a general education program, as the holder of the Generalist: Grades 4-8 certificate may teach under §233.2(b) of this title.

  46. SBEC IS A DEPARTMENT OF TEA • The holder of the English as a Second Language Supplemental certificate may teach in an English as a Second Language program at the same grade levels and in the same content areas) of the holder's base certificate.

  47. SBEC IS A DEPARTMENT OF TEA • Here is the link to the list of earlier versus new tests: • http://www.sbec.state.tx.us/SBECOnline/about/asepassoctest.pdf • Please open this link every so often as test dates may change, especially regarding bilingual and LOTE tests (such as the TOPT).

  48. SBEC IS A DEPARTMENT OF TEA • If there is any additional information you need, please call or write Christopher. • Christopher Sánchez • Division of Educator Standards • Texas Education Agency • (512) 936-8233 • Christopher.Sanchez@tea.state.tx.us

  49. Performance-Based Monitoring January 2006 Update

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