1. Multilingual Programs Multilingual Programs

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

3. 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).

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

5. 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.

6. 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?

7. 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

8. 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

9. 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

10. 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

11. 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.

12. Identifying Long-Term English Learners

13. 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!

14. 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

15. 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?

16. 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.
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

17. 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.

18. 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.

19. 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?

21. 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.?

22. 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.

23. Process for Considering Special Exit Criteria

24. HISD Multilingual Education: Contact Us
Website: Facebook: Houston ISD Multilingual Pinterest: Houston ISD Multilingual Programs Phone: