Advancing ELL Progress 2015-2016 Laredo Independent School District Bilingual/ESL Department Cynthia S. Cruz, Director

So what do we (LISD) do to address the needs of our ELL students? LISD Demographics Identified LEP - 58% - 60% So what do we (LISD) do to address the needs of our ELL students? As per 19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB - Commissioner’s Rules concerning the state plan for educating English language learners we offer - Bilingual/ESL Educational Programs

So how do we measure the effectiveness of our Bilingual Program?

Accountability – State and Federal 2015 System Safeguards – provides disaggregated performance for each subject and each student group (ensures the poor performance in one area or in one student group is not masked in the performance index) Data Tables by Index – provides disaggregated results by subject/indicator and by student groups used to derive at each index outcome 2015 Accountability Summary – provides a comprehensive evaluation of the entire district or campus

PBMAS – annual evaluation of a school district’s performance and program effectiveness (BE/CTE/NCLB/Sp. Ed.) For BE data sources for PBMAS include: Student Assessment Data (STAAR, STAAR Spanish, STAAR A, STAAR Alternate 2 and TELPAS) Dropout and Graduation Data PEIMS TAPR Report– provides performance information and extensive profile information about students, staff and programs AMAOs – Provides achievement data for ELLs regarding English language acquisition using TELPAS – progress, attainment and STAAR met standard

What does an effective Bilingual Program look like as per PBMAS? ELLs are advancing academically and performing satisfactorily on state assessments. ELLs not served in BE/ESL (denials and M1s) are advancing academically and performing satisfactorily on state assessments. ELLs are graduating and not dropping out of school. ELLs graduate with a Recommended or Distinguished Achievement Program Diploma. ELLs grades 2-12 are not scoring at the beginning proficiency level for two consecutive years on TELPAS Reading. ELLs, grades 5-12, 5+years demonstrate progress on TELPAS Composite rating and are not continuing to be rated B or I.

Performance Level Assignments The PBMAS report includes specific data for each indicator which is measured with performance level assignments: Performance Level 0: Highest designation, indicating the district met the standard for the indicator. Performance Level 3: Lowest designation, indicating the district performance was farthest from the 0 – Met Standard designation. Performance – Based Monitoring Interventions Determinations Based on the performance level in each of the indicators districts are staged and supports are applied as necessary and according to state and federal law. Each intervention stage has specific requirements that must be implemented by the program/district.

10 Indicators for Bilingual/ESL

Bilingual/ESL Indicators *see booklet for more details BE STAAR 3-8 (LISD 3-5) Passing Rate (M, R, S, SS, W) ESL STAAR 3-8 (LISD 6-8) Passing Rate (M, R, S, SS, W) LEP Not Served (Denials) 3-8 Passing Rate (M, R, S, SS, W) LEP Year After Exit (M1s) STAAR 3-8 Passing Rate (M, R, S, SS, W) LEP STAAR EOC Passing Rate (M, S, SS, ELA) LEP Annual Dropout Rate (Grades 7-12) LEP RHSP/DAP Diploma Rate LEP Graduation Rate TELPAS Reading Beginning Proficiency Level TELPAS Composite Rating for Students in U.S. Schools Multiple Years

ESL STAAR 3-8 Passing Rate Indicator 1 BE STAAR 3-8 Passing Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate Mathematics 70.0 60.2 1 54.1 (2) Reading 59.6 2 60.6 (1) Science 65.0 52.2 44.8 (3) Social Studies -- 3 Writing 64.6 62.7 (1) Indicator 2 ESL STAAR 3-8 Passing Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate (Projection) Mathematics 70.0 53.9 2 1 49.4 (3) Reading 45.8 3 45.6 (3) Science 65.0 20.5 27.8 (3) Social Studies 15.2 32.7 (3) Writing 39.0 37.1 (3)

LEP STAAR EOC Passing Rate Indicator 5 LEP STAAR EOC Passing Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate Mathematics 50.0 46.6 1 60.0 63.3 (0) Science 56.0 61.9 (0) Social Studies State Rate 71.8 64.6 Report Only 60.4 (0) English Language Arts 25.7 13.1 37.6 31.1

3-5 60% Tested 3,802 Met Standard 2,297

LEP (not served in BE/ESL) STAAR LEP Year After Exit STAAR 3-8 Indicator 3 LEP (not served in BE/ESL) STAAR 3-8 Passing Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate Mathematics 70.0 55.3 2 1 43.8 (3) Reading 74.1 51.6 (2) Science 65.0 38.9 3 41.2N/A Social Studies 40.0 N/A 14.3N/A Writing 53.3 36.4N/A Indicator 4 LEP Year After Exit STAAR 3-8 Passing Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate Mathematics 70.0 83.7 72.6 (0) Reading 85.1 77.0 (0) Science 65.0 78.3 68.3 (0) Social Studies 54.2 2 1 27.6N/A Writing 87.3 65.9 (1)

2013-2014 Indicator 6 LEP Annual Dropout Rate MHS – 71 (6.9) NHS – 19 (3.8) CHS – 23 (5.5) Lara – 8 (3.6) ECHS – 0 ChMS – 1 (0.2) LMS – 0 CMS – 3 (0.8) MMS – 0 MS HS District Indicator 6 LEP Annual Dropout Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate 1.8 2.7/3.7 0(RI) 1 3.6 (1)

LEP RHSP/DAP Diploma Rate Indicator 7 LEP RHSP/DAP Diploma Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate 70.0 59.1 2 1 57.5 (2) Indicator 8 LEP Graduation Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate 75.0 49.4 2 34.1 (3)

TELPAS Reading Beginning Proficiency Level Rate Indicator 9 TELPAS Reading Beginning Proficiency Level Rate 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate (Projection) 4.5 (9.6) 6.1/8.4 (16.5) 0(RI) at 2013 standard 7.5 12.4 (2) Indicator 10 TELPAS Composite Rating Levels for Students in U.S. Schools Multiple Years 2014 PBMAS Standard District Rate 2014 2014 District Performance Level 2014 Region 2014 State 2015 PBMAS Standard 2015 District Rate (Projection) 7.5 21.0 3 2 15.5 (3)

Establish an Instructional Focus What actions do we (LISD) need to take to better prepare our English language learners for academic success? Establish an Instructional Focus Begin with the end in mind… Plan, deliver and monitor instruction with intention: Become acquainted with your ELL students and their TELPAS/STAAR assessment data. Determine what aligned, effective instruction will “look and sound” like in your classroom. Provide linguistically accommodated instruction that explicitly targets identified student needs. Collaborate with peers to plan for instruction/assessment. Establish instructional routines that include learning scaffolds/supports for ELLs. Consistently monitor and review student progress to determine instructional effectiveness. Adjust your instruction to student needs and progress.

Every Classroom – Every Day! How do we get to where we want to go? How can we lessen the gap? How can we better meet the needs of our ELL students? Language Skills Campus Responsibility to Ensure Meaningful, Comprehensible Instruction Takes Place in Every Classroom – Every Day! Skills + Language = Comprehensible Content

Effective Instruction That is….. Effective Instruction intensive instruction to develop English language proficiency in L, S, R, W strong ESL implementation strong vocabulary development writing in every content everyday intensive instruction in all academic content areas to ensure that the students master the required essential knowledge and skills with higher order thinking consistency in the implementation of the curriculum (LEAD Documents) using effective teaching strategies to meet the needs of ELL students (Sheltered Instruction - SIOP)

Remember our Goal! **ELL students should progress at least one proficiency level per year. We must place a greater emphasis on L, S, R, W in English in every classroom, everyday in order to accomplish this. **Within four to five years of being in the Bilingual/ESL Program ELL students should be ready to EXIT the program and be successful in all English instruction.

How do we measure the success of our English language learners? STAAR Graduation Advanced High How do we measure the success of our English language learners? Advanced Intermediate Beginner TELPAS