ESL Education Program Report Hudson ISD 2013

ESL/Content-Based An English program that serves students identified as students of limited English proficiency in English only by providing a full- time ESL certified teacher to provide supplementary instruction for all content area instruction. It integrates English-as-a-second- language instruction 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.

ELL Enrollment K Total

Total Number of Students Exited from ESL Program K All

District TELPAS Results Spring 2013 K N/A N/A 80 N/A K N/A 100 N/A Percent making progress of 1+ Level(s) Percent reaching Composite Score of Advanced or Advanced High

ESL Certified Teachers CampusNumber of Staff Peavy Primary12 Bonner Elementary12 Hudson Middle School8 Hudson High School1

Performance Based Monitoring System (PBMAS) and Annual Measureable Achievement Objectives (AMAO) District Report Hudson ISD 2012

 The Performance-Based Monitoring Analysis System (PBMAS) is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas (bilingual education/English as a second language, career and technical education, special education, and certain Title programs under the No Child Left Behind Act). Performance-Based Monitoring

1. BE STAAR PASSING RATE AT TAKS EQUIVALENCY 2. ESL STAAR PASSING RATE AT TAKS EQUIVALENCY 3. LEP (NOT SERVED IN BE/ESL) STAAR PASSING RATE AT TAKS EQUIVALENCY 4. LEP YEAR-AFTER-EXIT ENGLISH STAAR PASSING RATE AT TAKS EQUIVALENCY 5. LEP ANNUAL DROPOUT RATE (GRADES 7-12) 6. LEP RHSP/DAP DIPLOMA RATE 7. LEP GRADUATION RATE 8. TELPAS READING BEGINNING PROFICIENCY LEVEL RATE 9. TELPAS COMPOSITE RATING LEVELS FOR STUDENTS IN U.S. SCHOOLS MULTIPLE YEARS 9 Indicators for Bilingual/ESL Education

2012 PERFORMANCE FOR HUDSON ISD (most recent)

State Rate (Standard) District RateIndicator Performance Level Mathematics70%*n/a Reading70%*n/a Science65%*n/a Social Studies70%*n/a BE/ESL Indicator #1: BE STAAR Passing Rate at TAKS Equivalency This indicator measures the percent of Bilingual Education (BE) students passing the STAAR subject test (Mathematics, Reading, Science, Social Studies, Writing) at the TAKS equivalency performance standard. Hudson does not have a Bilingual program, therefore this indicator does not apply.

State Rate (Standard) District RateIndicator Performance Level Mathematics70%86.5%0 Reading70%75.7%0 Science65%79.2%0 Social Studies70%*0 BE/ESL Indicator #2: ESL STAAR Passing Rate at TAKS Equivalency This indicator measures the percent of English as a Second Language (ESL) students passing the STAAR subject test (Mathematics, Reading, Science, Social Studies, Writing) at the TAKS equivalency performance standard. For math/reading, only LEP students in grades 3-8 are included. For science, only LEP students in grades 5 & 8 are included. For social studies, only LEP students in grade 8 are included. Minimum size requirement of 20 in each area. * Did not meet minimum size in grade 8.

State Rate (Standard) District RateIndicator Performance Level Mathematics70%*0 Reading70%*n/a Science65%*0 Social Studies70%*n/a BE/ESL Indicator #3: LEP (Not Served in BE/ESL) STAAR Passing Rate at TAKS Equivalency. This indicator measures the percent of limited English proficient students not served in a Bilingual Education (BE) or English as a Second Language (ESL) program passing the STAAR subject test (Mathematics, Reading, Science, Social Studies, Writing) at the TAKS equivalency performance standard. Same grade levels apply as Indicator #2. Minimum size of 20 required. Very few LEP students decline appropriate ESL instruction, therefore HISD did not meet minimum size requirement in this area.

State Rate (Standard) District RateIndicator Performance Level Mathematics70%>99%0 Reading70%94.1%0 Science65%*0 Social Studies70%*n/a BE/ESL Indicator #4: LEP Year- After-Exit (YAE) Passing Rate at TAKS Equivalency This indicator measures the percent of certain former limited English proficient (LEP) students passing the STAAR subject test (Mathematics, Reading, Science, Social Studies, Writing) at the TAKS equivalency performance standard in English. When students exit the ESL program, they enter into a ‘monitoring’ status. These students assessed are in the ‘first’ year of monitoring. Minimum size requirement is 20 in this area. Although rates are reported, HISD did not meet the minimum size requirement.

State Rate (Standard) District RateIndicator Performance Level 2.0%8.3%n/a BE/ESL Indicator #5: LEP Annual Dropout Rate (Grades 7-12) This indicator measures the percent of LEP students (Grades 7-12) who dropped out in Minimum size requirement includes: At least 30 LEP students in grades 7-12 in attendance and at least 5 LEP dropouts in According to manual, this indicator was deleted for 2012 reporting

State Rate (Standard) District RateIndicator Performance Level 70%*n/a BE/ESL Indicator #6: LEP RHSP/DAP Diploma Rate This indicator measures the percent of limited English proficient (LEP) students graduating with a Recommended High School Program (RHSP) or Distinguished Achievement Program 9DAP) diploma. Minimum size requirement includes: At least 30 LEP graduates HISD did not meet minimum size requirement

State Rate (Standard) District RateIndicator Performance Level 75%*n/a BE/ESL Indicator #7: LEP Graduation Rate This indicator measures the percent of LEP students who graduated with a high school diploma in four years. Minimum size requirement includes: At least 30 LEP students in the class of 2011 cohort. HISD did not meet minimum size requirements

State Rate (Standard) District RateIndicator Performance Level 4.8%<1%Report only BE/ESL Indicator #8: TELPAS Reading Beginning Proficiency Level Rate This indicator measures the percent of LEP students tested over two years who are performing at the beginning proficiency level on the TELPAS reading test in the current year. Minimum size requirements do not apply to this indicator. New for 2012, this indicator is ‘report only’. Based on LEP students in grades 2-12.

State Rate (Standard) District RateIndicator Performance Level 8%2.4%0 BE/ESL Indicator #9: TELPAS Composite Rating Levels for Students in U.S. Schools Multiple Years This indicator measures the percent of LEP students who have been in U.S. school multiple years and received a TELPAS Composite Rating of Beginning or Intermediate. Minimum size requirement includes: At least 30 LEP students in grades 5-12 in U.S. schools for five or more years and at least 5 of those students receiving beginning or intermediate rating.

 Each spring in Texas, ELLs (or LEP students) are assessed using the Texas English Language Proficiency Assessment System (TELPAS). The achievement of each Title III-funded LEA’s LEP student population is measure against the state’s achievement standards known as the Annual Measurable Achievement Objectives (AMAOs).  Each Title III-funded LEA must meet all of the AMAOs to receive an overall AMAO status of ‘Met’ Annual Measurable Achievement Objectives (AMAO) District Report

 The Texas English Language Proficiency Assessment System (TELPAS) is an assessment program for English language learners (ELLs).  TELPAS assesses proficiency in four language domains—listening, speaking, reading, and writing.  Grades K-1: TELPAS includes holistically rated listening, speaking, reading, and writing based on classroom observations and student interactions.  Grades 2-12: TELPAS includes multiple choice reading tests, holistically rated writing collections, and holistically rated listening and speaking assessments (based on classroom observations and interactions) What is TELPAS?

 Listening: The ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided  Speaking: The ability to use spoken language appropriately and effectively in learning activities and social interactions  Reading: The ability to comprehend and interpret written text at the grade-appropriate level  Writing: The ability to produce written text with content and format to fulfill grade-appropriate classroom assignments Language Domains

 TELPAS score reports include the individual proficiency level ratings of students (beginning, intermediate, advanced, and advanced high) in each of the four language domains assessed (listening, speaking, reading, and writing).  Composite proficiency ratings and composite comprehension scores are also provided. Test Results

AMAO StandardDistrict RateAMAO Status 49%59.4%MET AMAO #1: LEP Student Progress (All LEP) Measures how many of the LEA’s LEP students have made progress in learning English A LEP student’s progress is demonstrated with an increase of at least one overall proficiency level, when compared to that of the most recent prior year. Minimum size requirement: 30 LEP students in grades K-12

AMAO StandardDistrict RateAMAO Status 14% (Yr 1-4)22.9%MET 27% (Yr 5+)58.7%MET AMAO #2: LEP Student Attainment (2 parts; Year 1-4 LEP and Year 5+ LEP) Attainment is defined as the percent of current ELLs in grades K-12 who have attained proficiency in English. A student must receive a TELPAS composite rating of Advanced High for the current year. Minimum size requirement: 30 LEP students in grades K-12