Financial Performance

Financial Performance

LEP Cycle III- Grant Awardees February 7, 2006 Georgina K. Gonzlez Director of Bilingual/ESL Education Susie Coultress Assistant Director Texas Education Agency February 7, 2006 1 Limited English Proficient Texas Education Code (TEC)29.052 defines Student of limited English proficiency (LEP) a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary class work in English.

The term English Language Learner (ELL) is used interchangeably with LEP. 2 684,583 Total Identified English Language Learners (ELLs) PEIMS, Fall 2004 3 Texas Student Profile Grades PK-12 2000-2001 1,650,560 (41%) 1,713,436 (42%) 586,712 (14%)

12,120 (0.3%) 2004-2005 Hispanics 1,969,097 (45%) White 1,660,392 (38%) African Am. 623,535 (14%) Native Am. 14,350 (0.3%) PEIMS 4 Texas ELL Special Language Program Participation

ELLs Bilingual ESL ELL Parental Denials Not Served PEIMS 684,583 356,029 274,485 45,600 8,469 5 Major Language Groups in Texas Schools More than 100

languages are represented in Texas schools Spanish Vietnamese Urdu Korean Arabic 629,682 11,306 3,491 2,885 2,830 PEIMS, Fall 2004 6

Number Of Limited English Proficient (LEP) Students School Year 2000-01 2001-02 2002-03 2003-04 2004-05 Number of LEP Students 570,603 601,791

630,686 660,707 684,583 7 Number of Bilingual Students Per Grade 2000-2005 80,000 60,000 40,000 20,000 0 PK Bilingual K Bilingual 1

Bilingual 2 Bilingual 3 Bilingual 4 Bilingual 5 Bilingual 6 Bilingual 2000-01 47,717

49,369 52,885 48,465 42,297 28,790 20,816 4,282 2001-02 41,752 52,946

55,419 51,201 44,912 30,862 22,045 4,343 2002-03 45,161 56,338 57,684

52,654 47,409 33,142 23,484 4,520 2003-04 50,298 58,927 60,648 55,051

47,705 33,547 25,878 4,829 2004-05 55,119 62,556 62,771 57,883 50,552

34,819 26,605 5,185 8 Texas Regions with Highest ELL populations Region 4 (Houston) 174,483 Region 1 (Edinburg) 139,936 Region 10 (Dallas)

114,583 Region 11 (Ft. Worth) 66,763 Region 19 (El Paso) 51,099 9 Identification of LEP students To identify our LEP students the Texas Administrative Code (TAC 89.1215) requires districts to include two specific questions in the home language survey presented to the parents of new incoming students to the districts: (1) "What language is spoken in your home most of the time?" (2) "What language does your child (do you) speak most of the time? If a language other than English is written as a response then appropriate assessments are required.

10 Legal Requirements When is a Bilingual Program required? Each school district which has an enrollment of 20 or more limited English proficient students (LEP) of the same language classification in the same grade level district-wide shall offer a bilingual education program for LEP students in Pre-K to grade 5 Grade 6 shall be included when clustered with the elementary grades TAC[89.1205 (a)] 11 Legal Requirements When is an English as a Second Language (ESL) Program required? All LEP students for whom a district is not required to offer a Bilingual education program shall be provided an ESL

program, regardless of the students grade levels and home language, and regardless of the number of students. Texas Administrative Code (TAC) [89.1205 (d)] 12 Texas Education Service Centers (ESCs) provide statewide program assistance 13 Numerical Change in Population by Race/Ethnicity in Texas for 1980-1990 and 1990-2000 2,500,000 2,329,761 2,000,000 1,500,000

1,000,000 1,354,081 941,383 783,036 445,293 500,000 307,220 283,818 178,037 0 Anglo Steve H. Murdock

Institute for Demographic and Socioeconomic Research College of Business The University of Texas at San Antonio Black 1980-1990 Hispanic 1990-2000 Other Percent Change in Population by Race/Ethnicity for 1980-1990 and 1990-2000 in Texas 100

Percent Change 88.78 81.15 80 60 53.68 45.35 40 22.53 16.77 20 10.07 7.61

0 1980-1990 Steve H. Murdock Institute for Demographic and Socioeconomic Research College of Business The University of Texas at San Antonio Anglo 1990-2000 Black Hispanic Other

Proportion of Net Population Change Attributable to Each Race/Ethnicity Group in Texas for 1980-1990 and 1990-2000 70 60.27 60 49.11 50 40 34.14 30 20.26 20 10

11.52 10.29 7.95 6.46 0 1980-1990 Steve H. Murdock Institute for Demographic and Socioeconomic Research College of Business The University of Texas at San Antonio 1990-2000 Anglo

Black Hispanic Other Language Proficiency Assessment Committee (LPAC) The Language Proficiency Assessment Committee (LPAC) is responsible for: Identifying Processing Annually reviewing Exiting Monitoring all ELL students on each campus. 17

LPAC Process Manual has new updates http://www.tea.state.tx.us/ curriculum/biling/teareslpac-processmanual.html 18 LPAC Process Manual has new updates Pages 2, 3, 4, 18-36, 38-53, 81, 84,134-137,145-154,188,190,217237,239-252 have been changed. In the LPAC Manual Slide 57 changed in pp presentation Now we have a linked and a not linked LPAC 19 News from the field of English Language Learners Research A large scale study has been completed by

Dr. Claude Goldenberg and Dr. Michael Kamil of California State University Their Preliminary report reflects the following: Primary language instruction is very important for the academic success of second language learners Vocabulary development is a critical factor in second language literacy Parents with low literacy will increase their personal libraries when informed of the importance of reading and book availability for their children (American Association of Publishers October 2004Washington D.C.) 20 Best Practice for English Language Learners Integrated Language and Content Instruction Lessons and units that foster concept development, practice, and application Building background knowledge by providing

concrete experiences Instruction that incorporates students cultures and language (Dr. Emma Violand-Snchez, Supervisor English for Speakers of Other Languages & High Intensity Language Training Arlington Public Schools, Oct. 2004) 21 Recent Literacy development findings in Spanish-speaking ELLs Spanish phonemic awareness, letter identification, and word reading measured in grade 2 were reliable predictors of English performance on parallel tasks at the end of grades 3 and 4 (The International Dyslexia Association quarterly newspaper August, Carlo, Calderon, and Proctor, Spring 2005) 22

Recent Literacy development findings in Spanish-speaking ELLs Vocabulary-building activities that require students to interact meaningfully with words through writing, making personal and semantic connections, and that specifically teach word learning strategies appear to be the most promising pedagogies to increase reading comprehension. (The International Dyslexia Association quarterly newspaper August, Carlo, Calderon, and Proctor, Spring 2005) 23 Recent Literacy development findings in Spanish-speaking ELLs L1 word reading skills transfer to L2, but children must have first language literacy in the skill for the transfer to

take place; oral proficiency in the first language is not sufficient. Vocabulary is an extremely important predictor of reading comprehension (The International Dyslexia Association quarterly newspaper August, Carlo, Calderon, and Proctor, Spring 2005) 24 Recent Literacy development findings in Spanish-speaking ELLs Children instructed bilingually were able to achieve high levels of English and Spanish literacy. Adjusting for SES, they were at the 7.2 grade level in Spanish Broad Reading and the 5.8 grade level in English Broad Reading at the end of Grade 5. (The International Dyslexia Association quarterly newspaper August, Carlo, Calderon, and Proctor, Spring 2005) 25

Research Challenges Key areas: Students who have both language learning issues and learning disabilities The importance of the links between language and literacy of ELLs Biliteracy in children whose home language is other than English, not only Spanish. (The International Dyslexia Association quarterly newspaper August, Carlo, Calderon, and Proctor, Spring 2005) 26 Assessment in Texas for ELLs -TELPAS Texas ELL assessment is one of the best in the nation It is valid and reliable

It empowers the teacher who is with the student all year around to evaluate the level of proficiency in the various domains It uses two types of assessment: paper and pencil as well as the observation instrument evaluate the student not on a one time performance only but also on a profound evaluation of his/her multiple performance It directly impacts instruction which is what Dr. Margo Gotlieb an OELA presenter touts as the purpose of good assessment. The training is a positive tool in providing services for students acquiring a second language. The cost is relatively small and the time is minimal when compared to California which for the implementation of their testing had to acquire one million tape recorders. 27 New in Assessment In the 20042005 school year a new plan for fieldtesting and constructing the Spanish versions of TAKS was implemented. As a result, the spring 2006 Spanish and English versions of the TAKS reading,

mathematics, and science tests will not contain the same set of transadapted test questions. Some test questions may continue to be highly parallel translations, some may be more loosely translated, and some may be completely different. 28 New in Assessment This new test development process enables the English and Spanish tests to assess the eligible student expectations more fully and authentically. Districts should be aware that the operational and released tests will reflect this new development process beginning with the spring 2006 administration. 29 New in Assessment

The new process does not require any change in performance standards, test objectives, eligible student expectations, total number of test questions, or number of questions per objective. 30 TELPAS Latest information on Language Accommodated Test for Math and other recent updates are posted on a letter found: http://www.tea.state.tx.us/student.as sessment/resources/letters/2006/05 0907_updates.pdf 31 TEA Student Assessment Contact Info:

Student Assessment Division (512) 463-9536 website: www.tea.state.tx.us/student.assessment/ 32 Review of NCLB AMAOs AMAOs are Annual Measurable Achievement Objectives. AMAOs are NCLB accountability measures related to English language proficiency. 33 Our AMAO 1 objective is at least one proficiency level of progress each year based on TELPAS Our AMAO 2 objective is attainment

of TELPAS rating of Advanced High 34 AMAO 3 measures the adequate yearly progress (AYP) of ELLs as described in section 1111(b)(2)(B) of NCLB. 35 Title III update-NEW Please note that the Title III 2005-2006 Compliance Report will be collecting new information next year. The Title III Compliance Report will be asking all Title III-funded LEAs to report the total number of students assessed for LEP identification in Grades K-2 and 3-12 for school year 2005-2006. 36

Title III update-NEW Also, the compliance report will collect data on private school participation that was previously collected in the NCLB consolidated application for federal funding in eGrants. 37 Direct any questions related to NCLB accountability and Title Programs to: TEA NCLB Division 512-463-9374 TEA NCLB website: www.tea.state.tx.us/nclb 38 SBEC IS A DEPARTMENT OF

TEA Here are the rules for the new Bilingual and ESL certifications. The main point addressed is the difference between the endorsements (that only used the grade level of certification as a guide) and supplements, that use the grade level AND content area of the educators base certification as a guide. 39 SBEC IS A DEPARTMENT OF TEA The holder of the Bilingual Generalist: EC-4 certificate may teach in a bilingual prekindergarten program, a bilingual kindergarten program, and a bilingual program in Grades 1 through 4. The holder of the Bilingual Generalist: EC-4 may teach the same content areas, in either a

bilingual or general education program, 40 SBEC IS A DEPARTMENT OF TEA as the holder of the Generalist: EC-4 certificate may teach under 233.2(a) of this title (relating to Generalist). The holder of the Bilingual Generalist: EC-4 certificate may also teach in an English as a second language program in EC-Grade 4. 41 SBEC IS A DEPARTMENT OF TEA The holder of the Bilingual Generalist: 4-8 certificate may teach in a bilingual program in Grades 4 through 8. The holder of the Bilingual Generalist: 4-8

may teach the same content areas, in either a bilingual or a general education program, as the holder of the Generalist: 4-8 certificate may teach under 233.2(b) of this title. The holder of the Bilingual Generalist: Grades 4-8 certificate may also teach in an English as a second language program in Grades 4-8. 42 SBEC IS A DEPARTMENT OF TEA The holder of the Bilingual Education Supplemental: EC-4 certificate may teach in a bilingual program at the same grade levels and in the content area(s) of the holder's base certificate. The holder of the Bilingual Education Supplemental: Grades EC-4 certificate may also teach in an English as a second language program at the same grade levels and in the

content area(s) of the holder's base certificate. 43 SBEC IS A DEPARTMENT OF TEA The holder of the Bilingual Education Supplemental: 4-8 certificate may teach in a bilingual program at the same grade levels and in the content area(s) of the holder's base certificate. The holder of the Bilingual Education Supplemental: Grades 4-8 certificate may also teach in an English as a second language program at the same grade levels and in the content area(s) of the holder's base certificate. 44 SBEC IS A DEPARTMENT OF TEA The holder of the English as a Second Language Generalist: EC-4 certificate may teach in an English

as a second language program in pre-kindergarten through Grade 4. The holder of the English as a Second Language Generalist: EC-4 may teach the same content areas, in either an English as a second language or a general education program, as the holder of the Generalist: EC-4 certificate may teach under 233.2(a) of this title. 45 SBEC IS A DEPARTMENT OF TEA The holder of the English as a Second Language Generalist: Grades 4-8 certificate may teach in an English as a second language program in Grades 4-8. The holder of the English as a Second Language Generalist: Grades 4-8 may teach the same content areas, in either an English as a second language or a general education program,

as the holder of the Generalist: Grades 4-8 certificate may teach under 233.2(b) of this title. 46 SBEC IS A DEPARTMENT OF TEA The holder of the English as a Second Language Supplemental certificate may teach in an English as a Second Language program at the same grade levels and in the same content areas) of the holder's base certificate. 47 SBEC IS A DEPARTMENT OF TEA Here is the link to the list of earlier versus new tests:

http:// www.sbec.state.tx.us/SBECOnline/about/as epassoctest.pdf Please open this link every so often as test dates may change, especially regarding bilingual and LOTE tests (such as the TOPT). 48 SBEC IS A DEPARTMENT OF TEA If there is any additional information you need, please call or write Christopher. Christopher Snchez Division of Educator Standards Texas Education Agency (512) 936-8233 [email protected] 49

Performance-Based Monitoring January 2006 Update 50 PBM Data Integrity: Who Moved My Framework? The data integrity framework is not the same as the PBMAS framework. Three distinctly different components to the Performance-Based Monitoring System (page 7 of the Texas Education Agency Performance-Based Monitoring System for Texas School Districts and Charters)

PBMAS Data Integrity Additional TEA Oversight 51 PBM Components: Related But Different and Distinct Annual Performance State Accountability AYP PBMAS Texas FIRST Data Integrity

TAKS Data Leaver Data Discipline Data Attendance Audits Random Data Validation TEA Oversight District Governance Dispute Resolution CTE/CR Reviews Local Independent Financial Audits

Imminent Risk Response 52 2005 PBM Data Integrity: Student Assessment Data Integrity Indicators Brief Update 53 Slide from November TETN Other analyses of student assessment data in 2005 may include review of SDAA II participation data and exemption of students with limited English proficiency. 54 2005 PBM Data Integrity: Student

Assessment Data Integrity 2005 PBMAS Manual p. 37 (BE/ESL #10) p. 89 (SPED #06) 55 2006 PBMAS Preview 2005 and 2006 side-by-sides for each program area BE/ESL likely to be first side-by-side (perhaps February 2006 TETN) Followed by CTE (perhaps March 2006 TETN) NCLB and SPED later (perhaps April 2006 TETN) Other System Components (perhaps May 2006 TETN)

2006 PBMAS Manual 56 Interventions Update: Upcoming Presentations TCASE Preview: PBM Update (concurrent session) Midwinter Preview: Preparing for CTE/CR On-Site Review (concurrent session) 57 Interventions Update: RF Monitoring

Enforcement letter to LEAs Hiring activities Assistance with materials development 58 Interventions Update: Approaching Timelines for 2005-2006 BE/ESL Stage 2: January 27, 2006 CTE

Stage 2: January 13, 2006 Stage 3: January 27, 2006 Stage 4: January 27, 2006 59 Interventions Update: Approaching Timelines for 2005-2006 NCLB

Stage 1C: Stage 2A: Stage 2B: Stage 2C: Stage 3A: Stage 3B: Stage 3C: January 13, 2006 January 13, 2006 (completion) January 13, 2006 January 27, 2006 February 3, 2006 February 10, 2006 February 10, 2006 60

Interventions Update: Approaching Timelines for 2005-2006 SPED Stage 1B: January 13, 2006 Stage 2: February 3, 2006 Stage 3: February 17, 2006 61 PBMI TETN Dates (Thursdays 9 a.m. to 12:00 p.m.) 2006 Dates January 5 February 23

March 16 April 6 May 4 Cancel May 19 Replacement Date (Friday, 9:00 to 12:00) June 1 June 29 August 3 September 7 October 5 November 2 December 7 62 2005 PBMAS Indicators BE/ESL Rate BE/ESL BE/ESL Rate

BE/ESL Rate BE/ESL Rate BE/ESL Rate #1(i-v)LEP English TAKS Passing #2(i-v)BE English TAKS Passing Rate #3(i-v)ESL English TAKS Passing #4(i-iv)LEP Spanish TAKS Passing #5(i-iv)BE Spanish TAKS Passing #6(i-iv)ESL Spanish TAKS Passing 63 2005 PBMAS Indicators BE/ESL #7(i-v)LEP Year-After-Exit Eng TAKS Passing Rate BE/ESL #8(i-v)BE Year-After-Exit Eng

TAKS Passing Rate BE/ESL #9(i-v)ESL Year-After-Exit Eng TAKS Passing Rate BE/ESL #10LEP TAKS/SDAA II Participation Rate BE/ESL #11LEP Annual Dropout Rate BE/ESL #12LEP RHSP/DAP Graduation Rate 64 <> Accountability and Data Quality Products The confidential products located at this secure site include ACCT (state accountability products); AEA (alternative education accountability products); AYP (federal accountability products); and PBM (data integrity and PBMAS). Reports, listings, and downloads on this site are confidential and should be treated as such. These products are not designed to be shared with the public. Read the full TEA Statement of Confidentiality. New Items

Preliminary 2005 Adequate Yearly Progress (AYP) Information (Contains link to Residential Care and Treatment Facilities Data Collection site - posted 8/10/05) Recent Postings Accountability Data Tables - Standard Procedures (posted 8/1/05) Accountability Data Tables and Student Listings - AEA Procedures (posted 8/1/05) Accountability Summary Reports - both Standard and AEA Procedures (posted 8/1/05) Annual Dropout Information for 2003-04 (posted 6/16/05) Completion Information for the Class of 2004 (posted 6/16/05) Texas Education Agency Secure Environment Texas Education Agency, 1701 Congress Ave, Austin, TX 78701-1494 Thanks for using the system. <> Performance-Based Monitoring The Division of Performance-Based Monitoring is responsible for developing the Performance-Based Monitoring Analysis System (PBMAS) which 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 technology education, special education, and certain programs under the No Child Left Behind Act). From the data contained in the PBMAS, the division also designs and maintains the annual Performance-Based Monitoring

Analysis System Summary Report. This is a district-level report that includes specific data for each performance indicator in the PBMAS. A technical resource for understanding this summary report is the PBMAS Manual available on the division's website. The Division of Performance-Based Monitoring is also responsible for developing and reporting on a variety of data integrity indicators, including indicators to examine leaver/dropout records, disciplinary data, and student assessment data. If you have questions about the PBMAS or the performance-based monitoring data integrity indicators that are not addressed in the PBMAS or data integrity manuals available on the division's website, please contact your Education Service Center or the Division of Performance-Based Monitoring by telephone at (512) 936-6426 or via email at [email protected] Please select one of the following: Data Integrity: Disciplinary Alternative Education Program (DAEP) (posted - March 31, 2005) Performance-Based Monitoring Analysis System (PBMAS) (posted - March 31, 2005) Texas Education Agency Secure Environment

Texas Education Agency, 1701 Congress Ave, Austin, TX 78701-1494 Thanks for using the system. Framework for 2005-2006 Performance-Based Monitoring Bilingual / ESL Education Level of Performance Concern Stage of Intervention Low 1A Low-Moderate 1B

High 2 Substantial 3 Activities LEA Action Address Focused Data Analysis (FDA) Retained locally and submitted on random basis Areas in need of

improvement Focused Data Analysis (FDA) CIP CIP submitted to TEA Areas in need of improvement Focused Data Analysis (FDA) LEA Public Meeting CIP All activities submitted to TEA Areas in need of improvement Special Program

Effectiveness Review All required activities submitted to TEA (Includes Targeted On-Site Review) On-site findings must be addressed in CIP CIP Areas in need of improvement Bilingual/ESL Monitoring

Stages of Intervention 1A,1B Focused Data Analysis Continuous Improvement Plan Stage 2 Focused Data Analysis Continuous Improvement Plan Public Program Performance Review (LEA Public Meeting), Program Effectiveness Review Optional Stage 3 http://www.tea.state.tx.us/pmi/bemon/ Public Meeting http://www.tea.state.tx.us/pmi/bemon/ppp

r.html If your district is required to conduct a public meeting then you can go to this URL and download several Spanish documents for the parents. Bilingual / ESL Education Program Monitoring Pilot Plan | 2005-2006 ESC/outside support and/or TEA Oversight, Interventions, Sanctions NO Evaluate for effectiveness, update, and implement Bilingual/ESL CIP YES

ONGOING Implementation OK? Resubmit CIP (ESC/outside support) NO, 1st Time Stage1 Intervention* Focused Data Analysis (FDA) CIP TEA Desk Review of CIP

CIP OK? YES Stage 2 Intervention Focused Data Analysis (FDA) LEA Public Meeting CIP TEA Review of Submissions Review OK? NO, 2ndTime TEA Oversight,

Interventions and/or Sanctions NO Districts w/ substantial or multi-program concerns Other Random Data and Self-Evaluation checks Special Program Effectiveness Review Information

Collection and Review (TEA data review and LEA submission) Implement CIP Evidence of Change (timely review and check points) YES Targeted TEA On-Site Review (fiscal and/or other issues) ONGOING

NO YES CIP OK? ONGOING *Required level of submission to TEA varies depending upon initial PBMAS review. An optional program effectiveness review can be completed at any stage of intervention to support FDA and CIP development. CIP = Continuous Improvement Plan TEA | Bilingual/ESL Education February 2005 PBMAS 2005 Indicator Program Area

Indicator Name 2004 PBMAS 2005 PBMAS BE/ESL LEP English TAKS Passing Rate PL assigned Report Only

BE/ESL BE English TAKS Passing Rate PL assigned Report Only BE/ESL ESL English TAKS Passing Rate PL assigned No change 71

PBMAS 2005 Indicator Program Area Indicator Name 2004 PBMAS 2005 PBMAS BE/ESL LEP Annual Dropout Rate PL assigned

No change BE/ESL LEP Spanish TAKS Passing Rate PL assigned Report Only BE/ESL BE Spanish TAKS PL assigned Passing Rate No change

72 PBMAS 2005 Indicator Program Area Indicator Name 2004 PBMAS 2005 PBMAS BE/ESL ESL Spanish TAKS Passing Rate

PL assigned No change BE/ESL LEP Year-AfterExit TAKS Passing Rate PL assigned No change BE/ESL BE Year-After-Exit PL assigned TAKS Passing Rate

Report Only 73 PBMAS 2005 Indicator Program Area Indicator Name 2004 PBMAS 2005 PBMAS BE/ESL ESL Year-AfterExit TAKS

Passing Rate PL assigned Report Only BE/ESL LEP TAKS/SDAA Participation Rate PL assigned LEP TAKS/SDAAII Participation BE/ESL LEP Progress on

RPTE Report Only TBD in coordination with Title III AMAOs (TELPAS) 74 PBMAS 2005 Indicator Program Area BE/ESL Indicator Name LEP RHSP/DAP Graduation Rate

2004 PBMAS Report Only 2005 PBMAS No changes 75 Bilingual / ESL Tools & Materials and Proposals for 2005-2006 Focused Data Analysis and Optional Program Effectiveness Review Guidance Document FDA Template LEA Public Meeting Guidance Document LEA Public Meeting Templates (3) Optional Program Effectiveness Review Template

RPTE-3 years or more beginner will be reviewed 76 PBM and PMI contact info: Performance Based Monitoring Division (PBM) 512-463-9515 www.tea.state.tx.us/pbm Program Monitoring and Interventions Division (PMI) 512-463-9414 www.tea.state.tx.us/pmi 77 Texas English Language Learner

Initiatives And Training 78 LEP Student Success Initiative (SSI) Grant, Cycle 1 Approximately $7,000,000 available for LEP SSI Cycle 1 grants during the 2004-2005 project period. First time that we have a state funded LEP initiative.

79 LEP Student Success Initiative (SSI) Grant, Cycle 2 Approximately $9,000,000 available for LEP SSI Cycle 2 grants during the 2005-2006 project period. 34 districts/charter schools received this funding Increase ELL TAKS achievement, English reading proficiency, grade promotion, and secondary credit accrual; and Increase teachers prepared to enable ELLs to meet state performance expectations and reduction of ELL teachers under a Bilingual exception or ESL waiver.

80 Needs Assessment for Cycle 2 LEP SSI Grant To obtain needs assessment information on the SSI Initiative, please contact Dr. Frank Lucido at : http://coe.tamucc.edu/ ell 81 LEP SSI Grant, Cycle 3 The grant was finally posted at: http://www.tea.state.tx.us/opge/disc/ lep_c3/index.html on Monday. The eligibility list is also located there.

82 LEP SSI Grant, Cycle 3 This cycle is revised to include direct professional development from ESCs Grantees are required to conduct comprehensive needs assessment with the technical assistance from the Texas A&M University at Corpus Christi (TAMUCC) Institute for Second Language Achievement (ISLA). 83 LEP SSI Grant, Cycle 3 Number District Name Eligible Amount 108-902 Donna ISD $ 500,000 015-911 East Central ISD $ 195,250 108-903 Edcouch-Elsa ISD $ 500,000

241-903 El Campo ISD $ 172,680 011-902 Elgin ISD $ 267,400 84 LEP SSI Grant, Cycle 3 Number District Name Eligible Amount 108-917 Evins Regional Juvenile Center $ 99,050 058-906 Lamesa ISD $ 136,050 061-914 Little Elm ISD $ 286,640 220-908 Mansfield ISD $ 500,000 250-903 Mineola ISD $ 123,470 108-915 Monte Alto ISD $ 155,290 090-904 Pampa ISD $ 136,790 031-914 Santa Rosa ISD $ 178,970 240-903 United ISD $ 500,000 043-914 Wylie ISD $ 217,080 85

Mathematics English Language Learner (MELL) Initiative Texas State University System (TSUS)/ TEA partnership The MELL project is focused on creating practical instructional tools for K-12 educators teaching mathematics to English Language Learning (ELL) students. 86 MELL Initiative Effective Mathematics Instructional tools Professional development Classroom-based research Best practices in university-based teacher training programs Guidance for policymakers

Additional information regarding MELL at: www.tsusmell.org 87 Texas Mathematics Diagnostic System Online math tool in English and Spanish targeting students in grades 3-8 Grades 9-12 will be added in 2006 Aligned with TAKS/TEKS Over 3,000 test items www.accesstmds.com/tmds 88 2005 TEA summer Trainer of Trainers (TOT) for educators serving ELLs: All ESCs can provide this

training now Bilingual Elementary Science (1-5) Dual Language Program Implementation 89 What is Dual Language Immersion (DLI)? Instruction Instructionin inTwo TwoLanguages Languagesfor forEnglish EnglishSpeakers Speakers And AndNon-Native Non-NativeSpeakers

Speakersof ofEnglish English Bilingualism Bilingualism Biliteracy Biliteracy High HighAcademic Academic Achievement Achievement Multiculturalism Multiculturalism 90 1.-Please briefly describe the dual language program (s) which you have worked. (one way-two way)

91 1.-Please briefly describe the dual language program (s) which you have worked. (one way-two way) 231 Two way Programs are registered at the www.Texastwoway.org 92 1.-Please briefly describe the dual language program (s) which you have worked. (one way-two way) 93 1.-Please briefly describe the dual

language program (s) which you have worked. (one way-two way) We have both two way and one way programs in Texas. One way programs are more common in the borderline areas. 94 1.-Please briefly describe the dual language program (s) which you have worked. (one way-two way) One-way dual language: bilingual program where homogeneous groups of students (English language learners) are instructed in the TEKS in two languages. 95

1.-Please briefly describe the dual language program (s) which you have worked. (one way-two way) Two-way bilingual immersion program: a program in which monolingual English speaking children study the regular school curriculum alongside children who are native speakers of the target, or second, language; a portion of the instructional day is taught in English and another portion is in the target language; aims for additive bilingualism and biculturalism for all the students involved (TESOL, 1997). 96 1.-Please briefly describe the dual language program (s) which you have worked. (one way-two way) Additive bilingualism is an enrichment

process where students acquire a second language with no fear of native language loss or abandonment of their own cultural identity. They further develop and maintain their first language and cultural identity As a result, additive bilingualism is 97 enrichment. 2. What critical elements would you suggest are necessary for the consideration of implementing and or maintaining the dual language program? Critical features of dual language immersion An integrative philosophy; Participationcommitment of 5-7 years; High expectations in two languages; Additive bilingualism;

98 2. What critical elements would you suggest are necessary for the consideration of implementing and or maintaining the dual language e program? Separation of languages for instruction; Promotion of equity; and Positive cross-cultural understandings. 99 3.What steps would you consider necessary to take to implement a dual language program? Design the program for about a year after performing a needs assessment and visiting

other successful schools that are implementing a Dual Language Immersion Program Costs need to be evaluated to see if a whole school or a strand is chosen as implementation. Funding sources and budgeting needs to take place. Models need to be chosen Develop application for participation in the 100 program 3.What steps would you consider necessary to take to implement a dual language program? Work Out Logistics Plan daily schedules based on the model that was selected

Establish grading procedure consistent with district grading policy (if applicable) Add grades for Language arts in Spanish Develop rubrics to assess second language acquisition Develop comprehensive monitoring/evaluation framework for program and for kids Introduce Information Analysis (see next 5 slides) 101 3.What steps would you consider necessary to take to implement a dual language program? Determine how classroom instruction will be monitored (peer mentors, surveys, walkthroughs, vertical and horizontal meetings) Use student achievement to drive monitoring and evaluation towards

continued improvement (analysis of data in quadrant 4; dissagregation of data in many different ways) 102 3.What steps would you consider necessary to take to implement a dual language program? Revisit and Refine your Program Use summative and formative evaluation; tied to strategic goals Initiate program evaluation (identify successes and areas in need of improvement based on Information Analysis) Disseminate evaluation to all stakeholders

103 3.What steps would you consider necessary to take to implement a dual language program? Nonnegotiables Before having a chance to learn about instructional practices in DLI programs and how districts in Texas have designed, implemented and maintained DLI programs, it is essential to review key non-negotiables in the development of effective DLI programs: 104 3.What steps would you consider necessary to take to implement a dual language program? Nonnegotiables:

Have high standards; Ensure separation of languages; Solidify district commitment; and Maintain the integrity of the model 105 4.-What teacher model would you suggest and why in terms of cost effectiveness? (i.e., two teachers, one teacher) http://ldn.tamu.edu/Archives/CBAReport.pdf Report developed for the Texas Education Agency and the Senate Education Committee

Dr. Rafael Lara-Alecio Dr. Martha Galloway Dr. Lakshmi Mahadeva Ben Mason Beverly Irby Dr. Genevieve Brown Dr. Leo Gomez 106 4.-What teacher model would you suggest and why in terms of cost effectiveness? (i.e., two teachers, one teacher) The results showed that beyond the state Title III allotment, DL programs annual costs on average were $290 per pupil in large programs; $406 per pupil in medium programs; and $879 per pupil in small programs. small DL program was comprised of 10-120 students, a medium DL program included 121-240

students, and a large program was designated as consisting of 240+ students. http://ldn.tamu.edu/Archives/CBAReport.pdf 107 4.-What teacher model would you suggest and why in terms of cost effectiveness? (i.e., two teachers, one teacher) The largest categorical costs for all three DL program sizes were associated with managerial costs. These costs were significantly diminished as program size increased. 108 4.-What teacher model would you suggest and why in terms of cost effectiveness? (i.e., two teachers, one

teacher) The lowest costs per pupil were associated with the following: (a) Larger DL Programs and (b) Two-Teacher Mixed Model Programs. No real cost difference was detected between 50:50 and 90:10 DL program designs. 109 4.-What teacher model would you suggest and why in terms of cost effectiveness? (i.e., two teachers, one teacher) The two-teacher mixed model is one in which students are being served by two different teachers, one in Spanish, the other in English, for differing periods of the day or week. Native English and native Spanish speakers are mixed

within the same class group. This model typically represents (minimally) two classes of students (approximately 40 students) which rotate between English and Spanish instruction in a team-teaching type situation in which planning, curriculum materials, and 110 paraprofessionals are usually shared. 5.What does good teaching look like in dual language programs? Teaching and relabeling not reteaching. Academic content area being taught at the highest levels. 111 5.What does good teaching look like in dual language programs? Is DLI simply good teaching? No! In

order to work with the social and linguistic needs of the students, one must take a closer look at the social and cultural attributes that the students bring to the classroom. These needs are usually embedded within the values that the students bring that are closely linked to elements such as culture, language, and social differences. 112 112 5.What does good teaching look like in dual language programs?

Language acquisition, Comprehensible input-Krashen Sheltered Instruction Equitable opportunity given to both groups 113 What test does a student takeEnglish or Spanish? The TAKS test needs to be taken depending on the program model the language in which the subject is taught and the decision must be taken in an individualized basis. 114 BILINGUAL EXCEPTIONS AND ESL WAIVERS Georgina Gonzlez, Director

Susie Coultress, Assistant Director Bilingual Program Unit Division of Curriculum Texas Education Agency 1701 N. Congress Ave. Austin, TX 78701 (512) 475-3555 115 1. What is a Request for Exception to the Bilingual Education Program? 19 TAC Chapter 89, Adaptations for Special Populations, Subchapter BB, Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students, Section 89.1205, Required Bilingual Education and English as a Second Language Programs, states the following: 116

1. What is a Request for Exception to the Bilingual Education Program? (a) Each school district which has an enrollment of 20 or more limited English proficient students in any language classification in the same grade level district-wide shall offer a bilingual education program as described in subsection 117 1. What is a Request for Exception to the Bilingual Education Program? (b) of this section for the limited English proficient students in prekindergarten through the

elementary grades who speak that language. "Elementary grades" shall include at least prekindergarten through Grade 5; sixth grade shall be included when clustered with elementary grades. 118 1. What is a Request for Exception to the Bilingual Education Program? Districts or charter schools that are unable to provide a bilingual education program are required by 19 TAC 89.1205(g) to request from the Commissioner of Education an exception to the bilingual education program and approval to offer an alternative program by submitting Form 1, Request for Exception to the Bilingual Education Program. 119

2. What is a Request for Waiver for English as a Second Language Program? 19 TAC Chapter 89, Adaptations for Special Populations, Subchapter BB, Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students, Section 89.1205, Required Bilingual Education and English as a Second Language Programs, states the following: 120 2. What is a Request for Waiver for English as a Second Language Program? (d) All limited English proficient students for whom a district is not required to offer

a bilingual education program shall be provided an English as a second language program as described in subsection (e) of this section, regardless of the students' grade levels and home language, and regardless of the number of such students. 121 2. What is a Request for Waiver for English as a Second Language Program? Districts or charter schools unable to provide an ESL certified teachers to implement the ESL program are required by 19 TAC 89.1205(h) to request from the Commissioner of Education a waiver of the certification requirements for teachers who will provide ESL instruction by submitting Form 2, Request for Waiver for

English as a Second Language (ESL) Program. 122 3. When is the deadline for submitting these forms? The forms are mailed early in the summer and are due by October 1 every yearhowever, for the 2005-2006 school year the forms are due December 1, 2005. The data must be from the October 1 information. 123 4. If I am a charter school do I need to have bilingual certified teachers and ESL supplemental certified teachers?

Yes. The teachers must be certified appropriately, if you are required to offer these programs based on 19 TAC 89.1205. 124 5. Does TEA verify the colleges and universities reported on the bilingual exception form 1 and ESL waiver form 2? Yes. The Bilingual Education Unit collaborates with the State Board for Educator Certification which is now within TEA on colleges and universities offering certification programs. 125

6. Does TEA compare bilingual exceptions form 1 and ESL waivers form 2 to those previously submitted to the Agency? Yes. Every ESL waiver and bilingual exception is compared from one year to the next to note progress. 126 7. Can a district or charter school use permanent substitute teachers to teach LEP students? Only if these teachers have valid Texas teaching certificates and are properly Bilingually certified or ESL supplemental certified as required by the program that

the district or charter school is required to implement. 127 8. Can I have a time extension to send the bilingual exception form 1 or ESL waiver form 2 late? No. Every application is stamped and dated when it arrives in our office. Receipt dates are recorded for future reference. PLEASE DO NOT FAX FORMS AS THEY WILL NOT BE ACCEPTED 128 9. What if I am required to provide a Chinese bilingual program and cannot

find a Chinese certified bilingual teacher for my 20 Chinese LEP first graders? You need to apply for an exception to the Chinese Bilingual program not only for the twenty first graders, but also for the other Chinese LEP students within the elementary grades. This bilingual exception will not reflect the district negatively in the Exceptions and Waivers review. 129 10. What if my district or charter school has an emergency in the middle of the year and our certified teacher needs to move or leave for several months? Do I need to re-submit my application? If the situation occurs after December 1 for the 2005-06 school year only, you do not have to

resubmit. Try to serve the students with a certified teacher. Solve your situation as quickly as possible and keep all documentation. 130 11. Do I have to write the same district/charter school data in the bilingual exception form 1 and ESL waiver form 2 if I am submitting both forms? Yes, even though most of the district data is the same, there are some differences. The differences are on page 2 of the Request for Exception to the Bilingual Education Program letters I, K, and L. The questions pertain to number of teachers instructing LEP students under bilingual education exception for Spanish

and languages other than Spanish. 131 12. What letters do we use for instructional design? You choose the letters and numbers that will most appropriately describe the instructional design used by your district in that class. TEA has given you the freedom to create your own options so that every possible service can be showcased. 132 13. Do you share the information on bilingual exceptions form 1 and ESL waivers form 2 with

Performance Based Monitoring staff? YES! 133 14. Do I code the LEP students under bilingual exception form 1 as ESL on PEIMS? Yes. Only the students who receive ESL services under an approved exception to the bilingual program are coded ESL on PEIMS in that grade during that year only. 134 Bilingual Exceptions /ESL Waivers

If 20 or more LEP students are identified in any language classification and in the same grade district-wide, then PK through elementary grades -- bilingual program is required (include 6th grade if clustered with elementary grades) Grades 7-12 --only ESL is required 135 Bilingual Exceptions A bilingual exception form 1 must include a description of the proposed alternative program to meet the affective, linguistic, and cognitive needs of LEP students; a description of the training program provided to improve the skills of the staff assigned to implement the proposed 136

alternative program; Bilingual Exceptions A bilingual exception form 1 must include.. the actions the district or charter school will take to ensure that the required bilingual program will be provided the next year, including plans for recruiting & training teachers an adequate number of teachers to eliminate the need for subsequent exceptions; and assurance that available certified staff will be assigned at Pre-K through the succeeding grades to meet the needs of LEP students. 137 Bilingual Exceptions A bilingual exception form 1 must show that the district has taken all reasonable affirmative steps to hire

sufficient certified bilingual teachers; % of teachers decreasing under exceptions; affirmative hiring policies & procedures; not unjustifiably denied employment to properly certified bilingual teachers in the past 12 months. 138 Bilingual Exceptions A bilingual exception form 1 must show that the district is implementing specific measures to eliminate the need for a bilingual exception; providing a training program for staff assigned to provide the alternative program and using 10% of the bilingual allotment for this training. 139

ESL Waivers An ESL waiver form 2 must include all of those items required for a bilingual exception except I, K, & L and the names of the teachers not on permit who are assigned to the ESL program and estimated date for completion of the ESL supplemental certification; The date must be within the present school year. 140 Bilingual Exceptions/ ESL Waivers Criteria for Review of Forms --alternative program is appropriate & adequate to meet the needs of students and fulfill the law requirements -- the recruiting plan is adequate (must include time lines) -- the previous years recruiting plan was

accomplished 141 Bilingual Exceptions/ ESL Waivers Criteria for Review of Forms -- # years bilingual exceptions/ESL waivers requested -- # & % teachers on bilingual exception --# & % teachers on ESL waiver --# & % teachers on bilingual exception and/or ESL waiver has decreased yearly --# and % of student enrollment impacted142 Bilingual Exceptions & ESL Waivers Only districts or charter schools that do not have certified personnel in the bilingual or ESL programs must

submit one of these two options- BILINGUAL EXCEPTION FORM 1: if teachers with bilingual certification are not available (pages 1-5) ESL WAIVER FORM 2: if ESL supplemental certified teachers are not serving LEP students that are required to receive ESL instruction (pages1 & 6-8) 143 2005-2006 TRANSMITTAL FORM FOR BILINGUAL EDUCATION EXCEPTION FORM 1 AND ESL WAIVER FORM 2 ______________________ ______________ District/Charter School Name County-District Number Authority for Data Collection: Texas Education Code (TEC) Subchapter B, 29.054; Texas Administrative Code (TAC) Title 19, Chapter 89, Subchapter BB, Commissioners Rules Concerning State Plan for Educating Limited English Proficient Students.

Planned Use of the Data: Documentation of district or charter school compliance with state requirements for serving students of limited English proficiency. Instructions: Please designate a contact person for the district/charter school, and check one or more of the two statements below concerning the present status of the Bilingual/English as a Second Language program in your district or charter school. For further information, please contact our office at (512) 475-3555. 144 Original forms must be typed and submitted by December 1, 2005 to the: Texas Education Agency Bilingual Education Program Unit, Curriculum Division 1701 North Congress Avenue Austin, Texas 78701 PLEASE DO NOT FAX FORMS.

145 2005-2006 TRANSMITTAL FORM FOR BILINGUAL EDUCATION EXCEPTION FORM 1 AND ESL WAIVER FORM 2 ____________________________________________________ District/Charter School Contact Person Email Phone FORM 1: The district/charter school requests an exception to the bilingual education program. (If this statement is checked, this page and Form 1 Request for Exception to the Bilingual Education Program, on pages 2, 3, 4, and 5 must be completed and submitted to TEA.) FORM 2: The district/charter school requests a waiver of certification requirements for its ESL program.

(If this statement is checked, this page and Form 2 Request for Waiver for the English as a Second Language (ESL) Program , on pages 6, 7, and 8 must be completed and submitted to TEA.) 146 I Action Required by December 1, 2005 FORM 1: REQUEST FOR EXCEPTION TO THE BILINGUAL EDUCATION PROGRAM I Am A Winner I 551-555 District/Charter School Name County-District Provide complete and accurate responses to the following items. If more space isNumber needed for any item, reference an attachment by item number and include all attachments with submission of this form. Include all necessary supporting documentation.

A. B. 657 20 C. 19 D. 0 E. 3 F.

19 G. H. I. 12 0 2 J. 1 K. L. 5 4

Number of identified limited English proficient (LEP) students (district-wide) Number of teachers with bilingual certification employed in the district or charter school Number of teachers with bilingual certification currently teaching bilingual education Number of non-certified permanent substitute teachers providing bilingual education instruction Number of teachers currently on special permit for bilingual education granted by the State Board for Educator Certification Number of English as a Second Language (ESL) certified teachers employed in the district or charter school at all levels Number of ESL certified teachers currently teaching ESL at all levels Number of non-certified permanent substitute teachers providing ESL instruction at all levels Total number of teachers instructing LEP students under bilingual education exception (Spanish and other languages) Sum of I = K+L Number of consecutive years since 1999-2000 for which school district or charter school has requested either bilingual education exceptions or ESL waivers (including this year) Number of teachers instructing LEP students under bilingual education exception (Spanish) Number of teachers instructing LEP students under bilingual education exception (languages other than Spanish)

147 REFER TO THESE INSTRUCTIONS TO COMPLETE THE CHARTS ON THE FOLLOWING PAGE (p.3): Complete only the rows for the grade levels in which you are requesting an exception. Do not record information for any grade level in which you have appropriately certified bilingual teachers. (e.g. bilingual-Spanish, bilingual-Vietnamese, etc.) Columns A and B - Language(s) of Instruction: for Language Arts, Math/Science/Social Studies in each grade level, indicate the language of instruction by placing a check mark ( () in the appropriate column. The PL column refers to Primary Language instruction. The ESL column refers to English as a Second Language instruction. The district or charter school should provide as much instruction in the students primary language (PL) as needed to develop literacy and

content knowledge. ESL instruction must be provided in language arts and the content areas. Column C - Number of Students Under Exception: record the number of students who are not receiving instruction from a bilingually certified teacher at the appropriate grade level. Add up the number of students and write the total number in the TOTALS row of this column. Column D Instructional Design: Create an appropriate code or phrase to describe the instructional design(s) or method(s) of instructional delivery being used to serve students under exception. You will be asked to describe these codes in detail in Section 2, question 3. Example: SC = Self Contained Bilingual Classroom. Column E Number of Classrooms Under Exception: For each grade where data has been entered, record the number of classrooms where students are receiving the alternative bilingual services. (Example: If one ESL certified teacher provides instruction to different grade levels in a

pull-out model, this counts as one classroom.) Add up the number of classrooms and write the total in the TOTALS row of this column. Duplicate the following page, as needed. Complete for each campus and for each language in which an exception is requested. 148 888-678-987 Campus A. Number We Will Succeed Campus Name Language Arts [Language(s)

of Instruction] Grade PK K 1 2 3 4 5 6 PL ESL B. Math/Science/Social Studies [Language(s) of

Instruction] PL ESL x x Spanish Language of E. Exception C. Number of Students Under Exception D. Instructional

Design x x 11 10 C TOTALS 21 Number of Classrooms Under Exception 4

3 7 149 District: I am a Winner ISD CountyDistrict Number:444 page 4 of 8 Section 2: Rationale & Actions to be Implemented Provide reasons the district is unable to offer the bilingual education program. Attach supporting documentation. In order to implement the mandated bilingual program in I am a Winner ISD during 2005-2006 school year it needs nine bilingual certified teachers and has four. I am a Winner ISD made the following concerted efforts to recruit bilingual certified teachers to meet the needs of the identified LEP students in the district during the

spring semester of 2004-2005 and the summer of 2005. The following documentation of effort during the 2004-05 school year is offered. 150 Sample of Bilingual Exception Form 1 Beginning in February of 2005, the district advertised all positions available in the district on a monthly basis through August of 2005 (see enclosed flyer-page 5). At each posting regardless of the medium used the position of Bilingual Teacher for the elementary campuses was included. These advertisements were listed at each I am a Winner ISD campus, the Region LXIII Placement Office, faxed to 66 university and educational service center placement offices, posted at six job fairs where I am a Winner ISD sent recruiters to encourage applicants, run in the I am a Winner News, frequently, run in the

Victory Advocate four times a month, and posted on the TENET UNITE Job Site on the INTERNET. These listings produced no applications or inquiries for the district about the bilingual positions available. 151 Sample of Bilingual Exception Form 1 Knowing that recruiting through similar means listed above had not produced applicants in the past, the district tried some additional recruiting techniques during the 2004-05 school year which were somewhat more successful. The district already employs a few Spanish speaking certified teachers who do not have Bilingual or ESL supplemental certification. 152 Sample of Bilingual Exception Form 1

Beginning in January of 2005 the district posted in prominent places on each campus and placed in each teachers campus mailbox a flyer (enclosurepage 6) encouraging teachers to take the Bilingual and ESL supplemental TExES tests. Since that time the district reimburses out of local dollars the fee for the test when the teacher passes the test and then pays the certification fee for the teacher. To date the district has reimbursed seven teachers for passing the ESL TExES test and two for passing the Bilingual Generalist test (both have yet to pass the TOPT Test) and two for passing the TOPT Test. The district also paid for any employee willing to attend the training sessions offered by Region XXVII regarding these tests. This strategy, although it appears to have had limited impact on the need for Bilingual Certified teachers for the current school year (an increase of one), has produced enthusiasm and the promise of future success. 153

Sample of Bilingual Exception Form 1 Another strategy employed by the district to recruit teachers for this program in future years was to widely disseminate to all paraprofessionals the information from the agency regarding the Tuition Exemption for paraprofessionals. The district employs a large number of Spanish speaking paraprofessionals. These employees received this information and encouragement to not only pursue teacher certification, but also bilingual certification as an area of immediate need and available positions. Several of these employees have applied for this assistance beginning with the fall semester of 2004, and are continuing to work toward graduation and certification. This program also offers future promise of providing sufficient applicants to bring the district into full compliance without an exception within the next few years.

154 I AM A WINNER INDEPENDENT SCHOOL DISTRICT IS SEEKING APPLICANTS FOR THE POSITIONS OF HIGH SCHOOL ART TEACHER ASSISTANT BAND DIRECTOR SECONDARY SPECIAL EDUCATION TEACHER BILINGUAL TEACHER Please send complete rsum with references Letter of interest Current transcript and certification Papers/records are due as soon as possible. Applications will be accepted until the positions are filled. Powerful Leader Powerful Leader, Superintendent 155

Sample of Bilingual Exception Form 1 WANTED: Classroom Teachers WITH: ESL or Bilingual Certification I am a Winner needs to employ more teachers who have English as a Second Language (ESL) supplemental certification and teachers who have Bilingual Certification. As the district continues to recruit qualified applicants with the certifications desired, it is also encouraging teachers already in the district to seek these certifications. A few experienced monolingual English-speaking I am a Winner teachers have already passed the ESL test and applied for the supplemental certification without taking the ESL college courses offered for preparation. Region

LXIII also offers a two-day preparation training for each of the certifications for teachers planning to take the test. 156 Sample of Bilingual Exception Form 1 I am a Winner has a growing population who qualifies for the services required by each of these programs. If more classroom teachers were certified ESL and/or Bilingual teachers, the needs of these students could be better met in the regular classrooms. I am a Winner is encouraging its teachers to consider adding one or both of these credentials by reimbursing the teacher who passes the test and receives the certification. The reimbursement would cover the cost of the test, which is approximately $80. and the certification fee which is approximately $85. The district will also provide the Region LXIII preparation training.

This offer began in 2004 and continues until no additional Bilingual or ESL teachers are needed. If you are interested in getting either ESL or Bilingual certification, please call Claudia Peach at 000-0000. 157 Sample of Bilingual Exception Form 1 The bilingual certified teacher in the students primary language will be serving all identified students during the language arts time. The rest of the content area instruction will be given in Spanish under the supervision of the bilingual teacher. The students will be placed in a classroom with an ESL certified teacher and a Spanish speaking aide. 158

Sample of Bilingual Exception Form 1 that will require further investigation Section 2: Rationale and Actions implemented Question 2: Describe the proposed alternative modified bilingual education programs to meet the affective, linguistic, and cognitive needs of the LEP students. Include the manner in which the students will be given the opportunity to master the essential knowledge and skills required by the State Board of Education rules concerning Curriculum INSTRUCTIONAL DESIGN AALTERNATIVE BILINGUAL

EDUCATION PROGRAM for Mara Elementary (grades Pre-K, K, and 1) Two of the districts four certified bilingual teachers are assigned full time to serve students on the campus. One of the two is fully certified but does not speak Spanish fluently (Mrs. Christine Rumble) and the other is fully certified and does speak Spanish fluently (Mrs. Catalina Inteligente). These two teachers, ten fully certified ESL teachers, and nine Spanish speaking paraprofessionals will provide the instruction in the alternative program described to meet the needs of the LEP students. 159 Action Required by December 1, 2005 FORM 2: REQUEST FOR WAIVER FOR THE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM District/Charter School Name County-District

Number Provide complete and accurate responses to the following items. If more space is needed for any item, reference an attachment by item number and include all attachments with submission of this form. Include all necessary supporting documentation. Section 1: District/Charter School Data A. B. 1 0 C. 0 D. 0

E. 0 F. 0 G. H. I. J. 0 0 1 1 Number of identified limited English proficient (LEP) students (district-wide) Number of teachers with bilingual certification employed in the district or charter

school Number of teachers with bilingual certification currently teaching bilingual education Number of non-certified permanent substitute teachers providing bilingual education instruction Number of teachers currently on special permit for bilingual education granted by the State Board for Educator Certification Number of English as a Second Language (ESL) certified teachers employed in the district or charter school Number of ESL certified teachers currently teaching ESL Number of non-certified permanent substitute teachers providing ESL instruction Number of teachers instructing LEP students under ESL waiver Number of consecutive years since 1999-2000 for which school district or charter school has requested either bilingual education exceptions or ESL waivers (including this year) 160 FORM 2: REQUEST FOR WAIVER FOR THE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM

Highly Qualified ISD District/Charter School Name 3. 555-555 County-District Number Provide names of the teachers not on permit who are assigned to implement the ESL program and estimated date for the completion of the ESL endorsement for each teacher under a waiver. Names of teachers who have been listed on previous waivers cannot be submitted again. Failure to complete these fields will result in NON-APPROVAL from the Agency. Attach a list if more space is needed. Teacher Name Campus Name and

Number Christine Rumble ___________ Grade Level(s) Date of Completion (Before (Before May 2006) 2006) We Can Succeed #123 5th grade _________________ ___________ April 1, 2005 _____________

161 FORM 2: REQUEST FOR WAIVER FOR THE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM High Achieving ISD District/Charter School Name 444-444 County-District Number Section 3: Assurances I assure that: At least 10% of the bilingual education allotment shall be used to carry out this training program. The proposed actions described in this request form will be implemented.

Documentation of completion of the proposed actions in this form will be submitted to the Texas Education Agency by October 1, 2006. Powerful Leader Signature of Superintendent Powerful Leader Typed Name of Superintendent September 20, 2006 Date signed [email protected] Superintendents email __Lengua Larga [email protected] Contact Person for the District/Charter School Contact email (555)555-5555 Contact Phone Number

______________________________ Contact Fax Number 162 Professional Development examples to increase certified teachers 163 Examples: The week-long state-developed Spanish Literacy Academies for elementary bilingual teachers, LEER MAS and PRO-LECTURA, will be provided for teachers on exception in preparation for the Bilingual Generalist test. The district will also provide ESL TExES Preparation Courses (24 hour program) for teachers on an ESL waiver. The district will offer

tuition reimbursement to those teachers on exception or waiver who want to pursue a bilingual or ESL certification by attending university coursework. These teachers must agree to continue to work in the district for a period of no less than five years. 164 Examples: Grow Your Own- will train high school students and send them as tutors to elementary campuses to encourage them to become bilingual teachers Will offer a stipend to those that will pursue the bilingual certification and return to their district for at least five years. Will fund Bilingual/ESL TExES Preparation Courses (9-15 hour program). Will offer Title III Cooperative Professional Development Sessions for teachers

pursuing certification. 165 Examples: The High Achieving ISD will solicit referrals from our current faculty. Should the referral be from a country outside the USA, the district will work with INS. The goal is to obtain bilingual teachers to make exceptions unnecessary for our school. The district will be responsible for training the teachers in their native country to pass the necessary tests to become bilingually certified to teach in Texas. 166 Examples: We are going to start a Future Bilingual

Teachers of Big Winners group at the high school. We are sending bilingual high school students to be tutors at the elementary campuses. We will be able to offer a stipend to students working as part-time aides at the elementary campuses. At this time, we will work with the local community college, Victory Community College, to put bilingual college students in the classrooms as tutors, and pay them a stipend. 167 Texas Essential Knowledge and Skills (TEKS) revisions English as a second language (ESL) TEKS review is being done simultaneously with Spanish

and English Language Arts TEKS in 2006 168 Instructional Materials Proclamation 2004 is moving forward and the 6th grade Spanish Math was presented to the publishers on October 21, 2005. New Spanish 6th grade TEKS are included. http://www.tea.state.tx.us/textbooks/procla mations/proc2004/proc2004.pdf Proclamation 2005 includes K 5th grade Spanish Math it includes the new TEKS you may access it at: http://www.tea.state.tx.us/textbooks/proclamatio ns/proc2005/proc2005.pdf

169 Social Studies and Science /ELP Charts These charts are currently available on the bilingual website under Documents These are aligned with the English Proficiency Standards Please provide training to all your teachers so that content area instruction is provided through ESL and the Spanish speaking parents of ELLs are informed of their childrens content education standards. 170 National Assessment of Educational Progress (NAEP) On the fourth-grade mathematics test, Texas tied with two other states for fourth place nationally with 87%

scoring at or above the Basic performance level (i.e., Basic, Proficient, or Advanced). Grade 4 Mathematics % At or Above Basic Massachusetts 91% New Hampshire North Dakota 89% Kansas Minnesota 88%

Texas Wyoming Vermont 87% 171 National Assessment of Educational Progress (NAEP) When comparing Texas students to students across the nation, our white, African-American, Hispanic, and AsianAmerican student groups each performed significantly better than the national average. Grade 4 Mathematics At or Above Basic At or Above Proficient

Nation Texas Nation Texas White 89 96 47 60 African-American

60 75 13 18 Hispanic 67 82 19 28 Asian-American

89 96 54 72 172 2005 Grade 5 TAKS Math* Percent Passing Students Number % Passing All Students 281,905 92

Monitored 1 9,649 94 Monitored 2 16,289 94 Current LEP Eng TAKS 26,233 79 Current LEP Spn TAKS

6,892 73 LAT** Eng TAKS 1,997 24 LAT** Spn TAKS 1,304 14 173 *Cumulative April, May, June Tests **Note: LAT given only

% of ELLs at Each TELPAS Proficiency Level Spring 2005 (Composite Ratings) Grade Group No. Students Rated % B % I % A

% H 312 331,069 12 16 41 32 B = Beginning I = Intermediate A = Advanced H = Advanced High

174 Spring 2005 Spanish Reading TAKS Results 27,620 3rd Grade LEP students took the TAKS reading test in Spanish, 89% met the passing standard.* Of the 53,651 LEP students in Grades 3-6 who took TAKS reading test in Spanish, 79% met the passing standard. * Based on cumulative SSI results 175 Houston ISD 2001-2005 Valedictorians that started as LEP YEAR 2001 2002

2003 2004 2005 EX LEP EX LEP VALEDICTORIANS STARTED IN BILINGUAL PROGRAMS VALEDICTORIANS STARTED IN ESL PROGRAMS 10 6 7

9 8 3 4 6 4 3 EX LEP TOTAL IMMIGRANTS NUMBER OF EX LEP 6 19 5 15 9 22

4 17 2 13 176 Dallas ISD Valedictorians and Salutatorians 2002-2005 that started as LEP YEAR 2001 2002 2003 2004 2005 EX LEP EX LEP

VALEDICTORIANS SALUTATORIANS 3 1 3 3 3 2 3 4 4 TOTAL # OF EX LEP 3 5 4

7 7 177 Austin ISD Valedictorians and Salutatorians Spring 2002-2005 that started as LEP YEAR 2001 2002 2003 2004 2005 EX LEP EX LEP VALEDICTORIANS

SALUTATORIANS 3 1 3 3 3 2 3 4 4 TOTAL # OF EX LEP 3 5 4 7 7

178 TEA Bilingual/ESL Website Additional information on Bilingual/ESL education, can be accessed by visiting the Bilingual/ESL Unit website at: http://www.tea.state.tx.us/curriculum/biling/ 179 Websites http://www.sbec.state.tx.us/SBECOnline/ http://www.tea.state.tx.us/pbm/ http://www.texes.nesinc.com/ http://www.tea.state.tx.us/curriculum/biling/ http://www.tea.state.tx.us/rules/tac/chapter089/ch089 bb.html

http://www.tea.state.tx.us/curriculum/biling/exceptions.html http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt 180 TEA Bilingual/ESL Website Additional information on bilingual/ESL education, can be accessed by visiting the TEA bilingual/ESL unit website at: www.tea.state.tx.us/curriculum/biling/ Email: [email protected] 181 TEA-Sponsored Training Modules and Resources available on our website http://www.tea.state.tx.us/curriculum /biling/tearesources.html Framework for the Language Proficiency

Assessment Committee Process Manual Sheltered Instruction in the Middle School Effective Writing Training Building Connections in High School Content Areas Through Sheltered Instruction LEER MAS Enhancing Instruction for Second Language Learners Elementary ESL in the Content Areas 182 Join our listserve! Go to: www.tea.state.tx.us/list Enter name Enter email address Select Bilingual/ESL

from drop down Click on Join a list button Reply to the email confirmation to complete the listserve process. 183 Thank you! Gracias! For technical assistance with bilingual/ESL program questions, please contact the bilingual/ESL coordinator at your District or Regional Service Center 184

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