1 Bilingual/ESL LEP SSI Cycle 4 Grantees Georgina González, Director Susie Coultress, Assistant Director Bilingual/ESL Unit Curriculum Division Texas Education Agency October 28, 2008

2 ELL Special Language Programs ELLs 775,645 Bilingual422,377 ESL297,553 ELL Parental Denials 49,071 PEIMS Fall 2007 Texas ELL Special Language Program Participation

3 English Language Proficiency Standards While the English as a second language (ESL) standards have always applied to the teaching of all content areas, the ESL TEKS were only located in 19 TAC Chapter 128 with Language Arts and Reading.

4 English Language Proficiency Standards

5 During a Title III monitoring visit, the U.S. Department of Education indicated that there was insufficient evidence demonstrating that the ESL standards found in 19 TAC Chapter 128 were aligned to state academic content and achievement standards, as required by Section 3113(b)(2) of NCLB. The adoption of the revised ELPS as part of 19 TAC Chapter 74, Curriculum Requirements, reinforces that these standards are aligned with and apply to all academic content areas.

6 English Language Proficiency Standards The newly approved 19 TAC §74.4, English Language Proficiency Standards (ELPS), presents English language proficiency standards that outline the instruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically. The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS. ac/chapter074/ch074a.html ac/chapter074/ch074a.html

7 English Language Proficiency Standards The English language proficiency standards include 4 components: a) Introduction b) School District Requirements c) Cross-curricular second language acquisition TEKS and d) Proficiency Level Descriptors

8 English Language Proficiency Standards §74.4. English Language Proficiency Standards. (a) Introduction. (1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.

9 English Language Proficiency Standards (b) School district responsibilities. In fulfilling the requirements of this section, school districts shall: (1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section;

10 English Language Proficiency Standards- Cross-curricular second language acquisition TEKS (1) Cross-curricular second language acquisition/learning strategies. 8 student expectations (2) Cross-curricular second language acquisition/listening. 9 student expectations (3) Cross-curricular second language acquisition/speaking. 10 student expectations (4) Cross-curricular second language acquisition/reading. 11 student expectations (5) Cross-curricular second language acquisition/writing. 7 student expectations

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12 LEP Student Success Initiative (LEP SSI) Program Appropriations The 78th Texas Legislature Biennium - $10 million each year The 79th Texas Legislature Biennium - $10 million each year The 80th Texas Legislature Biennium - $9.7 million each year

13 ESC Region 13 ESC Region 12 Ft. Worth CAN! Academy Dallas ISD Ft. Worth ISD Ysleta ISD Amarillo ISD Edinburg ISD Weslaco ISD Northside ISD Santa Maria ISD Pearland ISD Belton ISD Pilot Point ISD Georgetown ISD Sulphur Springs ISD ESC Region 10 Lake Worth ISD Alvin ISD Total Cycle 1 Districts: 20 Northeast ISD

14 Eagle Academy- Laredo Andrews ISD East Chambers ISD Houston Gateway Academy Marlin ISD Hearne ISD Shepherd ISD Eagle Academy- S.A. Eagle Academy- Midland Brownfield ISD Castleberry ISD Bandera ISD Uvalde ISD Crystal City ISD Dayton ISD Manor ISD Mercedes ISD Zapata ISD Athens ISD Chapel Hill ISDGilmer ISD Jacksonville ISD Ft. Stockton ISD Tornillo ISD Pecos-Barstow- Toyah ISD Ft. Hancock ISD Levelland ISD La Villa ISD Gonzalez ISD San Diego ISD Progresso ISD Raymondville ISD Hays ISD Roma ISD ESC Region 1 Total Cycle 2 Districts: 32 Eagle Academy Schools: 3

15 Santa Rosa ISD Donna ISD Little Elm ISD Wylie ISD United Laredo ISD Elgin ISD Pampa ISD Lamesa ISD El Campo ISD Mineola ISD Edcouch-Elsa ISD Mansfield ISD East Central ISD Evans Regional Juvenile Center Monte Alto ISD Total Cycle 3 Districts: 15

16 Promoting Academic Success and Accountability for English Language Learners (PASA) Superintendents, administrators, classroom teachers, and curriculum specialists who work with English Language Learners are encouraged to attend this event on January 20-21, 2009, at the Austin Convention Center. To register for the conference and hotel, please visit the following website: If you are interested in receiving funding for teachers to attend the PASA conference, contact your regional education service center Bilingual/ESL representative.

17 Approved by the Commissioner of Education on May 21, 2008 Presented to the State Board of Education for review on May 22, Guidelines will remain voluntary and will guide publishers in revising prekindergarten instructional materials in the future. KG_Final_ pdfhttp:// KG_Final_ pdf Texas Prekindergarten Guidelines

18 Proclamation 2010 The State Board of Education issued Proclamation 2010 on November 16, The SBOE amended Proclamation 2010, to include the Spanish Language Arts TEKS in the fall of The adoption of materials under Proclamation 2010 will occur in November The adopted materials will be available for use beginning with the school year. Proclamation 2010 (Adobe Acrobat file, 124 pages)Proclamation ns/proc2010/proc2010.pdfhttp:// ns/proc2010/proc2010.pdf

19 Proclamation 2010 The URL for the draft of Spanish TEKS K- 6 is: Phonics, spelling, and grammar have been carefully scaffolded commensurate to the needs of ELL students by the Spanish Language Arts and Reading TEKS Writing Committee.

20 Proclamation 2010 ELPS ELPS materials will be available for every high school teacher. For instance, if a high school teacher has ELLs in their classroom; the ELPS materials would be resource materials to help the teacher with that student population in the classroom regardless of the subject matter.

21 Proclamation 2010 ELPS ESL materials for grades K-8 are in Proclamation 2011 to help teachers address the needs of second language learners in their classrooms. TEA wanted to be sure that teachers had support materials for ELLs in the secondary classroom. By including the new ELPS to Proclamation 2010, teachers will be able to access materials to support these students. It should also be noted that these materials are not companions to any particular set of student materials. It is a separate call for secondary teachers at the grades This was an important component of moving the ELPS into Chapter 74 so that so it is not perceived as applying only to ELA.

22 PEIMS used to collect information only on a student being LEP Yes No Bilingual Program English as a Second Language (ESL) Program LEP Served = Money PEIMS Changes

23 (d) The bilingual education program shall be implemented through one of the following program models: PEIMS Changes

24 (1) Transitional bilingual/early exit - a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers students to English-only instruction. It provides instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English. PEIMS Changes

25 (1) Transitional bilingual/early exit (con’t)– Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the bilingual program. Students that have met exit criteria in accordance with TAC § (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC § Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment. PEIMS Changes

26 (2) Transitional bilingual/late exit: - a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student to English-only instruction; academic growth is accelerated through cognitively challenging academic work in the student’s first language along with meaningful academic content taught through the student’s second language, English. PEIMS Changes

27 (2) Transitional bilingual/late exit: - ( con’t) The goal is to promote high levels of academic achievement and full academic language proficiency in the student’s first language and English. Students enrolled in the transitional bilingual/late exit program are eligible to exit the program not earlier than six or later than seven years after the students enroll in school. Students that have met exit criteria in accordance with TAC § (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC § Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment. PEIMS Changes

28 3) Dual language immersion/two-way: - (con’t) a biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student identified as a student of limited English proficiency to English-only instruction; instruction is provided to both native English speakers and native speakers of another language in an instructional setting where language learning is integrated with content instruction. PEIMS Changes

29 3) Dual language immersion/two-way: - (con’t) Academic subjects are taught to all students through both English and the other language. Program exit will occur not earlier than six or later than seven years after the student enrolls in school; students that have met exit criteria in accordance with TAC § (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC § PEIMS Changes

30 (4) Dual language immersion/one-way: - a biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student to English-only instruction in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language. PEIMS Changes

31 (4) Dual language immersion/one-way: - (con’t) Program exit will occur not earlier than six or later than seven years after the student enrolls in school; students that have met exit criteria in accordance with TAC § (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC § Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment. PEIMS Changes

32 (h) The English as a second language program shall be implemented through one of the following program models: PEIMS Changes

33 (1) English as a second language/content- based: Is an English program that serves students identified as students of limited English proficiency in English only by providing a full- time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction; it integrates English- as-a-second-language instruction and sheltered instructional strategies with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. PEIMS Changes

34 (1) English as a second language/content- based: (con’t) Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program; students that have met state requirements for exit criteria in accordance with § may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153; PEIMS Changes

35 (2) English as a second language/pull-out: Is an English program that serves students identified as students of limited English proficiency in English only by providing a certified teacher under TEC §29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas; instruction may be provided by the ESL teacher in a pull-out or inclusionary delivery model; PEIMS Changes

36 (2) English as a second language/pull-out (con’t) : exiting to all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program; students that have met state requirements for exit criteria in accordance with § may continue receiving services but the school district will not be allocated the bilingual allotment TEC § If a program does not meet the definition of either a content-based or pull-out program, the student should be reported as in a pull-out program. PEIMS Changes

37 For all of the program models students that have met exit criteria in accordance with § may continue receiving services but the school district will not be allocated the bilingual allotment (TEC) § PEIMS Changes

38 F= M1 = Monitored 1 or S= Monitored 2 LEP status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status. PEIMS Changes

39 F= M1 & S=M2 =student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first or second year of monitoring as required by 19 TAC § (l) and are not eligible for funding due to the fact that they are not receiving bilingual or ESL services. PEIMS Changes

Listening B I A H Speaking B I A H Reading B I A H Writing B I A H Grades 3-12 TELPAS Results: % Students at Each Proficiency Level B = Beginning I = Intermediate A = Advanced H = Advanced High 2008 results are preliminary

41 Austin ISD Valedictorians and Salutatorians Spring that started as LEP Students

42 Dallas ISD Valedictorians and Salutatorians that started as LEP Students

43 Houston ISD Valedictorians that started as LEP Students

44 Houston ISD Salutatorians that started as LEP Students

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