Meeting the Needs of English Language Learners (ELLs) in TexasAn Overview of Bilingual Education in Texas Georgina González, Director Susie Coultress, Assistant Director Bilingual/ESL Unit Texas Education Agency July 17, 2007
English Language Learner (ELL) Limited English Proficient (LEP) There are a total of732,154 Identified English Language Learners (ELLs) in Texas PEIMS, Fall 2006 Throughout the presentation, you will see the acronym ELL (English Language Learner) and LEP (Limited English Proficient) being used interchangeably.
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.” .
Texas Student Profile Grades Pre K - 12 2000-2001 2006-2007 1,650,560 (41%) Hispanics 212,7647 (46%) 1,713,436 (42%) White 163,8571 (36%) 586,712 (14%) African Am. 662,700 (14%) 108,605 (3%) Asian 150,193 (3%) 12,120 (0.3%) Native Am. 15,831 (0.3%) PEIMS
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
Major Language Groups of English Language Learners in Texas Schools Language Number State % Spanish 671,322 91.69% Vietnamese 12,727 1.73% Urdu 3,432 0.46% Arabic 3,277 0.44% Korean 3,018 0.41% Mandarin Chinese1,977 0.27% PEIMS, Fall 2006 129 languages are represented in Texas schools
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
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
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.
List of Approved Tests for Identification of LEP Students On January 19, 2007, the 2007-2008 committee that reviews the List of Approved Tests for Identification of LEP convened to review publishers and approve a new list of tests for identification, placement and exit of Bilingual/ESL fpr the 2007-08 school year. The updated information has been announced through our listserve. The list may be viewed through the following link. http://www.tea.state.tx.us/curriculum/biling/ListofApprovedTests2007.pdf
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)]
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)]
Language Proficiency Assessment Committee (LPAC) The Language Proficiency Assessment Committee (LPAC) is responsible for: • Identifying • Processing • Annually reviewing • Exiting • Monitoring all ELLs on each campus LPAC Process Manual http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html
PEIMS DATA • The most common LEP student definitions, codes, and elements are found in Section IV, Coordination with Other Programs, of the Framework for the Language Proficiency Assessment Committee (LPAC) Process Manual. http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html
Importance of Tracking English Language Proficiency • State requirements • Federal requirements • District-based program evaluations and improvements • Campus-based program evaluations and improvements • Classroom instruction based on student needs
Bilingual Education and English as a Second Language (ESL) Program Models • http://www.tea.state.tx.us/curriculum/biling/ProgramModels091906.pdf
Bilingual Education and English as a Second Language (ESL English Language Proficiency Standards • Revision waiting • SBOE Discussion and Approval
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
TAC Chapter 89 Subchapter BB • Exit criteria HB 1 • Exit criteria Special Education • Exceptions and waivers • Summer School
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.
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.
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);
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.
Dual Language Rules • TEA transmitted the filing to the Texas Register on April 12, 2007. The proposal was published in the April 27, 2007, issue of the Texas Register, which was the beginning of the official 30-day public comment period. The public comment period on the proposal was April 27, 2007 - May 27, 2007. http://www.sos.state.tx.us/texreg/sos/PROPOSED/19.EDUCATION.html#73
Bilingual Education/ESL Monitoring • All the information is found on the following link: http://www.tea.state.tx.us/pmi/bemon/
Texas English Language Learner Initiatives And Training
PASA-LEP Success Initiative Promoting Academic Success and Accountability for English Language Learners • January 9-10, 2007 PASA conference was for superintendents • November 5 & 6, 2007 will be for teachers at the Adam’s Mark in Dallas- Region XIII will be doing the registration • Claudia Kramer is the contact person for the PASA conference registration and her phone number is (512) 919-5373
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/
TESORO 2006-2007 trainings from TESORO TEA in collaboration with Region 1 LEER MAS (PK – 1st ) LEER MAS II (2nd - 6th ) ELL Secondary TOT Administrators’ Overview
TESORO • LEER MAS ( Pk-1): This training addresses the essential components of early Spanish reading instruction and includes activities to address transferable skills for English language development. Teachers receive a full array of activities with linguistic accommodations for the English language proficiency level of their students • LEER MAS II (2nd-6th): Effective Spanish literacy instruction to academic English language proficiency. This training addresses moving towards transition with guidelines for transferring Spanish literacy skills into English for ELL students in 2nd-6th grade • .ELLs: What Every Secondary Content Teacher Needs to KnowThis training provides a knowledge-base of second language acquisition and provides sheltered instruction strategies for English language proficiency and student success in the content areas: mathematics, science, and social studies. Non-negotiables for comprehensible input are included in the training • The School Administrator: Effective Practices for ELLs—Spanish literacy to academic English proficiency. This training is for Texas administrators to support the implementation and monitoring of effective practices in the bilingual/ESL classroom. This session covers second language acquisition, importance of native language instruction and the transferability of essential literacy skills for academic achievement of ELLs.
2007-08 TESORO PROJECTS • 07-08 Tesoro project will be offering 12 sessions across the state on existing administrators’ and newly revised modules targeting sheltered instruction in the content areas math and science, along with Leer Mas I & II.
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.
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
Texas Mathematics DiagnosticSystem • 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
Trainer of Trainers (TOT) for educators serving ELLs: All ESCs can provide training: • Bilingual Elementary Science (1-5) • Dual Language Program Implementation
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
TEA-Sponsored Training Modules and Resources available on our website • Framework for the Language Proficiency Assessment Committee Process Manual • Sheltered Instruction in the Middle School • Effective Writing Training • Building Connections in High School Content Areas Through Sheltered Instruction • LEER MAS • Enhancing Instruction for Second Language Learners • Elementary ESL in the Content Areas http://www.tea.state.tx.us/curriculum/biling/tearesources.html
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
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.)
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)
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)
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)
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)
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)
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 )
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 )
National Literacy Panel Research was conducted on • Developing Literacy in Second-Language Learners: • Report of the National Literacy Panel on Language-Minority Children and Youth • Edited by Diane August • Principal Investigator - Timothy Shanahan • Panel Chair LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2006 Mahwah, New Jersey London http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdf
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 )