Multilingual Programs Multilingual Programs

Learning Objectives Identify English Learner Subgroups Make Assessment and Accommodations Decisions on an Individual Student Basis Use Required Documentation Forms

ELs Identified as SIFE are… Students Likely in Fear of Education Students Impacted by Fast and Furious Education Students with Limited/Interrupted Formal Education Students with Interrupted Formal Education (SIFE) are a unique subgroup of English Language Learners (ELLs); they are also sometimes referred to as SLIFE (Students with Limited or Interrupted Formal Education). Who Are Students with Limited or Interrupted Formal Education? Students with Limited or Interrupted Formal Education (SLIFE) is an umbrella term used to describe a diverse subset of the English language learner population who share several unifying characteristics. SLIFE usually are new to the U.S. school system and have had interrupted or limited schooling opportunities in their native country. They have limited backgrounds in reading and writing in their native language(s) and are below grade level in most academic skills (Freeman & Freeman, 2002).

LTELs are… Late to Talk English Learners Large and Tall English Learners Long-Term English Learners

Pre-exit ELs are… English Learners who sound like they speak English pretty fluently and no longer require a Bilingual teacher. Bilingual students who have achieved Advanced or Advanced High on TELPAS Reading and Writing and receive instruction in English in all subjects from a Bilingual certified teacher. Bilingual students who are fluent enough in English to be rotated among Bilingual and ESL Certified Teachers throughout the day.

Making Decisions That Impact SCHOOL ACCOUNTABILITY Who makes state assessment decisions for English language learners? Who decides which STAAR students will take? Who decides which linguistic accommodations to give to students?

To Plan for EL Assessment, You Must Know Your ELs Year 1 in U.S. Schools English learners (B, I, A, AH) Year 2 in U.S. Schools English learners (B, I, A, AH) Year 3 in U.S. Schools English learners (B, I, A, AH) Year 4 in U.S. Schools English learners (B, I, A, AH) Year 5 in U.S. Schools English learners (B, I, A, AH) Year 1-5 in U.S. Schools English learners identified as SIFE Year 1-5 in U.S. Schools English learners identified as Unschooled Asylees/Refugees English learners who will need substantial second language support English learners who will need moderate second language support English learners who will not need any second language support English learners who will take the STAAR in Spanish English learners who will take the STAAR online English learners who will take the STAAR ALT 2

Determining STAAR Participation and Designated Supports identify STAAR Spanish testers identify STAAR English testers who will NOT need any one of the 3 linguistic accommodations that will prevent them from meeting exit criteria. These students were Adv/Adv High in TELPAS Reading last year and met standard on STAAR Reading last year. These students should be identified as students with the potential to be reclassified as non-ELLs at EOY identify STAAR English testers (paper test) who may need linguistic accommodations. These students, for the most part, were at an Intermediate instructional level last year, should have grown to an Advanced English instructional level this year, but if they didn’t make expected progress, they may need some linguistic accommodations to support the second language. identify STAAR online testers who will need substantial linguistic accommodations such as embedded Content & Language Supports, Oral Administration, and Extra Time. These students, for the most part, are at a Beginner or Intermediate English Instructional level. identify STAAR Alt 2 testers Sped/EL who are eligible to be considered for Special Exit Criteria You need to know who these students are and MOY minutes should reflect this. Student groups: Advanced/Adv High TELPAS and met STAAR Standard last year Intermediate students last year Beginner / Intermediate students this year Dually served LEP students who will be taking the STAAR Alt 2

To test in Spanish or to test in English? That is the question! The LPAC needs to identify which bilingual students are receiving ELAR instruction, but did not meet the readiness indicators to be placed in a classroom where all subjects are taught in English. are receiving SLAR or ELAR instruction from a teacher who is differentiating instruction by teaching in Spanish and in English. Readiness Indicators for Incoming 3rd and 4th Grade Students for 2017-2018 https://connectapps.houstonisd.org/smemos/Scripts/PreExit_Indicators-2016-2017.pdf#search=telpas

Pre-exit coded students in 2016-2017 65% of bilingual ELs had not met the established readiness indicators to be identified as Pre-exit, but received all English instruction and took STAAR in English

61% DID NOT PASS STAAR! Of the student who had not met the Readiness Indicators for entering the Pre exit phase of Bilingual Education, 615 did not pass STAAR in English.

Identifying Long-Term English Learners

Long-term English Language Learners Have lived most or all of their lives in the United States Are often orally bilingual and sound like native English speakers, but they haven’t developed strong academic literacy skills in English Often have developed habits of non-engagement, learned passivity, and invisibility in school Perform below grade level in reading and writing and, as a result, struggle in all content areas Have a high risk of dropping out! 70% of HISD LTELS are U.S. born! http://bcove.me/fijdb81x

  Years ELL ES MS HS 1-3 26,013 2,108 3,131 4-7 22,361 1,899 1,718 8+ 939 5,486 3,316

DO YOU KNOW… but were not exited because they received How many ELs met STAAR standard last year, but were not exited because they received linguistic accommodations/designated supports?

1 2 3 4 5 6 2. ELLs who met exit criteria 1. ELLs by grade as of last day of school 2. ELLs who met exit criteria 3. ELLs who were not reclassified as non-ELLs @EOY 4. ELLs who met all exit criteria except for oral proficiency 5. ELLs who met all exit criteria but LPAC recommended linguistic accommodations 6. ELLs from column #3 who are still LEP as of 10/26. 1 2 3 4 5 6 SHOULD HAVE EXITED Met Criteria Met but used STILL ELL Grade # ELLs # Not Exited Except L/S Linguistic Acc AS OF 10/26 1 8,527   151 n/a 2 8,304 228 not available 17 3 8,274 609 225 79 342 155 4 6,709 674 309 341 613 250 5 5,188 679 165 66 580 58 6 3,064 243 121 34 117 111 7 2,755 186 102 103 41 96 8 2,569 386 159 64 139 9 2,679 153 84 40 10 1,544 94 57 35 31 11 1,045 12 1,147

Students with Limited or Interrupted Formal Education  These ELLs attend school in the U.S., withdraw and leave the U.S. for a period of time, and then return to the U.S.   The period of time outside of the U.S. or the number of times the student is withdrawn from U.S. schools is significant enough that growth in English and learning of subject matter is affected. These ELLs may also come to the U.S. with limited or no prior schooling. They lack literacy skills in their first language, basic subject-matter knowledge and skills, or basic social skills.

Unschooled Asylee / Refugee Students   These students lack literacy skills in their first language and basic subject-matter knowledge and skills. They may also lack basic social skills and have experienced emotional trauma as a result of their previous circumstances.

Do you know who your unschooled asylee/refugee and SIFE students are Do you know who your unschooled asylee/refugee and SIFE students are? Do you have a process in place for identifying them? Do you know where and when you are going to report them and why?

Student History Worksheet Take a minute to review and analyze the form Discuss the following with an elbow partner What documents will you need to fill out the Schooling Outside the U.S. section? What documents will you need to fill out the Schooling in the U.S.?

Determining Years in U.S. Schools LPACs are required to determine and document the number of years in which an English learner has been enrolled in U.S. schools. LPACs must complete the Student History Worksheet with as much information as possible when the student enrolls, and then yearly, to keep an ongoing record of years in U.S. schools, to make testing decisions, to determine unschooled status, and to identify students in the Pearson Access Next System (PANS) during the TELPAS window.

Process for Considering Special Exit Criteria

HISD Multilingual Education: Contact Us Website: http://www.houstonisd.org//Domain/8037 Facebook: Houston ISD Multilingual Twitter: @HISDMultiPrgms Pinterest: Houston ISD Multilingual Programs Email: multilingual@houstonisd.org Phone: 713-556-6961