1 LEP SSI Updates June 5, 2006 Georgina K. González Director Bilingual / ESL Education Susie...
-
Upload
alannah-alexander -
Category
Documents
-
view
219 -
download
3
Transcript of 1 LEP SSI Updates June 5, 2006 Georgina K. González Director Bilingual / ESL Education Susie...
1
LEP SSI Updates
June 5, 2006
Georgina K. González Director
Bilingual / ESL Education
Susie CoultressAssistant Director
Bilingual / ESL Education
Adela EsquivelAssistant to the Directors
Texas Education AgencyDivision of Curriculum
2
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.
3
There are a total of 711,737 Identified English Language Learners (ELLs) in Texas.
PEIMS, Fall 2005
Did you know...?
4
2000-2001 2004-2005
1,650,560 (41%) Hispanics 1,969,097 (45%)1,713,436 (42%) White 1,660,392 (38%) 586,712 (14%) African Am. 623,535 (14%) 12,120 (0.3%) Native Am. 14,350 (0.3%)
PEIMS
Texas Student Profile Grades Pre K - 12
5
Texas ELL Special Language Program Participation
• ELLs 711,737
• Bilingual 376,170
• ESL 280,660
• ELL Parental Denials 46,528
• Not Served 8,379
PEIMS Fall 2005
6
Spanish 655,074
Vietnamese 12,300
Urdu 3,476
Arabic 3,093
Korean 2,824
Mandarin Chinese 1,910
PEIMS, Fall 2005
129 languages are represented in Texas schools
Major Language Groups in Texas Schools
7
Number Of Limited English Proficient (LEP) Students
2000-01 570,603
2001-02 601,791
2002-03 630,345
2003-04 660,707
2004-05 684,583
2005-06 711,737
PEIMS
Number of LEP StudentsSchool Year
8
Number of Bilingual Students Per Grade 2000-2006
0
20,000
40,000
60,000
80,000
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
2005-06 57,881 66,836 66,267 59,787 54,419 36,827 29,168 4,490
PK Bilingual
K Bilingual
1 Bilingual
2 Bilingual
3 Bilingual
4 Bilingual
5 Bilingual
6 Bilingual
9
Texas Regions with Highest ELL Populations
• Region IV (Houston) 181,503
• Region I (Edinburg) 144,371
• Region X (Dallas) 119,190
• Region XI (Ft. Worth) 60,104
• Region XIV (El Paso) 50,882
PEIMS 2005-06
10
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.
11
List of Approved Tests for Identification of LEP Students
May 1, 2006 the Committee convened to review publishers and approve a new list of tests for identification, placement and exit of Bilingual/ESL students. The updated list has been provided through the listserve.
http://www.tea.state.tx.us/taa/stanprog052806.html
12
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)]
13
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)]
14
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
15
Updates to the LPAC Process Manual
http://www.tea.state.tx.us/curriculum/biling/teares-lpac-processmanual.html
16
Bilingual Education and English as a Second Language (ESL)
Program ModelsGeorgina González
Director of Bilingual EducationDivision of Curriculum
Texas Education AgencyMarch 6, 2006
http://www.tea.state.tx.us/curriculum/biling/ProgramModels-revised110304.ppt
17
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 2004-Washington D.C.)
18
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-Sánchez, Supervisor English for Speakers of Other Languages & High Intensity Language Training Arlington Public Schools,
Oct. 2004)
19
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)
20
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)
21
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)
22
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)
23
David J. Francis National Reading Panel Research on Effective Instruction:
Overall Findings
• Few studies examine the benefits of teaching phonemic awareness, phonics, vocabulary, oral reading fluency, reading comprehension, writing, or spelling
• Few use experimental or quasi-experimental research designs to come to firm conclusions about effective practices for building literacy in language minority students.
• This is very different than the research situation with L1 students.– NRP identified 450 experimental/quasi-experimental
studies of instruction with English-only students– NLP identified 17 such studies
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
24
David J. Francis National Reading Panel Research on Effective Instruction:
Overall Findings
• In the aggregate, however, it appears that what works with native-speaker populations generally works with English-language learners.
• In fact, instruction that emphasizes literacy components confers a learning advantage to English language learners.
• The effect sizes for such teaching tend to be in the moderate range, meaning that its benefits are large enough to be important.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
25
David J. Francis National Reading Panel Research on Effective Instruction:
Overall Findings
• Effect sizes for language minority students are lower and more variable than those for native-English speaking students, suggesting that such teaching is likely to be necessary but insufficient.
• It is possible that combining high-quality instruction in the literacy components with adjustments that take into account student’s first and second language proficiency would lead to higher effect sizes.
• Research is needed to test this hypothesis.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
26
David J. Francis National Reading Panel Research on Effective Instruction:
Issues for ELLs
• Specific sounds and sound placement in words differ for different languages.
• Phonological tasks with unknown words are more difficult.
• For ELLs, unfamiliar phonemes and graphemes make decoding and spelling difficult.
• For literate ELLs, English graphemes have different sounds in L1.
• Limited English proficiency prevents children from using word meaning to figure out how to read a word.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
27
David J. Francis National Reading Panel Research on Effective Instruction:
NLP Phonemic Awareness and Phonics: Research
• Findings are consistent with the very solid L1 research findings-both phonemic awareness and phonics instruction confer clear benefits on children’s reading development.
• There is no evidence that phonemic awareness and phonics instruction in English needs to be delayed until a certain threshold of English oral language proficiency is attained.
• * Important to keep in mind issues raised in previous slide.
• Helping students hear English sounds that don’t exist or are not salient in their home language is beneficial.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
28
David J. Francis National Reading Panel Research on Effective Instruction:
Fluency: Issues for ELLS
• Fluency embraces both word recognition and comprehension.
• ELLs often have less opportunity to read aloud in English with feedback.
• There are too few studies of teaching oral reading fluency with ELLs to draw firm conclusions.
• Fluency is an important factor in comprehension and comprehension training influences fluency.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
29
David J. Francis National Reading Panel Research on Effective Instruction:
Fluency: Research
• Fluency training similarly benefits ELLs and English-speaking students.
• Existing studies have used good English models and paired ELLs with proficient English readers.
• Existing studies ensure students understand the text before they read it.
• With good instruction, ELLs can meet the same benchmarks.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
30
David J. Francis National Reading Panel Research on Effective Instruction:
Vocabulary: Issues/Strengths for ELLS
• ELLS arrive at school with a much more limited English vocabulary than English-speaking students.
• There are many basic words that English-Speaking students know that ELLs do not.
• ELLs may lack labels in English for concepts they know and have labels for in their first language.
• ELLs and English speakers may have different concepts for the same label.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
31
David J. Francis National Reading Panel Research on Effective Instruction:
Vocabulary: Issues/Strengths for ELLS
• There is some English vocabulary that may be especially important in comprehending connected text-cohesion markers for example—that necessitates explicit instruction.
• Words with multiple meanings can be of a source of confusion.
• ELLs literate in a first language that has many cognates with English have an important resource.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
32
David J. Francis National Reading Panel Research on Effective Instruction: Vocabulary Research: Summary
• Very few empirical studies• Incidental earning improved vocabulary when the
oral discourse is aligned with the visual images. Students need to have some English proficiency to benefit from its intervention.
• Intentional learning improves vocabulary– Recurrent exposure to novel words,– Use in meaningful contexts,– Active processing of word meanings– Explicit word analysis
• (Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
33
David J. Francis National Reading Panel Research on Effective Instruction: Comprehension: Issues for ELLs
• Limited word recognition skills and fluency impede comprehension.
• Limited vocabulary impedes comprehension.• Structural differences between languages can mislead
ELLs.• Culturally unfamiliar text is more difficult to
comprehend.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
34
David J. Francis National Reading Panel Research on Effective Instruction: Comprehension Research: Summary
• Few empirical studies focused exclusively on comprehension and ELLs.
• Too few studies to determine best ways to facilitate comprehension in ELLs
• Unlike first language research, strategy instruction did not always help reading comprehension.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
35
David J. Francis National Reading Panel Research on Effective Instruction:
Examples of modifications to interventions based on research
• Identify and clarify difficult words and passages– Pre-teach vocabulary– Paraphrase text to make it more comprehensible– Use children’s first language
• Constantly monitor student’s comprehension– Ask lots of questions– Ask different levels of questions
• Provide opportunities for students to practice L2– Story retells– Written responses
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
36
David J. Francis National Reading Panel Research on Effective Instruction:
Program of Research
• Oracy/Literacy Development of Spanish-Speaking Children (HD39521;$17M)
• Biological and Behavioral Variation in the Language Development of Spanish-speaking Children (R305U010001;$4M
• Jointly funded by– The National Institute of Child Health and Human
Development.– US DOE Institute of Education Sciences.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
37
David J. Francis National Reading Panel Research on Effective Instruction:
Project investigators
• University of Houston– D.Francis, C.Carlson, E. Hogan, P. Crino, H. Rivera
• Cal-State – Long Beach– C. Goldenberg, L. Reese, B. Sanders
• Southern Methodist– P. Mahree
– Temple University• A. Iglesias• University of Texas-Austin.
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
38
David J. Francis National Reading Panel Research on Effective Instruction:
Overview of Projects
I. MeasurementII. DevelopmentIII. InstructionIV. ContextV. Early Intervention/PreventionVI. Classroom LanguageVII. Functional Neuroimaging
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
39
David J. Francis National Reading Panel Research on Effective Instruction:
Central Theme: The Role of Language in Literacy Development
• Identify factors and conditions under which Spanish-speaking children develop proficient literacy skills in English and in Spanish
• Factors operating at different levels (child, classroom, family, school, community) account for variability in development of these skills
• Explication of this variability requires systematic measurement and analysis of these factors within and between these different levels
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
40
David J. Francis National Reading Panel Research on Effective Instruction:
Sampling Frame: Language of Instruction
• Structured Immersion Predominantly English instruction from beginning of school
• Transitional: Early Exit Initially instruction in Spanish, with predominantly English instruction beginning after GI, but before G4
• Transitional: Late Exit Initially instruction in Spanish, with predominantly English instruction beginning after G3
• Dual Language Balance of English and Spanish language instruction is maintained at through elementary grades
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
41
David J. Francis National Reading Panel Research on Effective Instruction:
School Selection Criteria
• 40%+ Hispanic/Latino• 30%+ ELL in Kindergarten• TEA/API Rating (Acceptable+/610+_• Language Programs:
– Transition– Structured English Immersion– 2-way (dual language)(maintenance) (dbe)
• 3 Regions (Urban TX; Border TX; Urban CA)
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
42
David J. Francis National Reading Panel Research on Effective Instruction:
Phonemic Awareness and Phonics: Research and Instruction
• A broad research base on native speakers of alphabetic languages shows that phonological awareness is important to acquisition of literacy in all alphabetic languages (Ziegler & Goswami, 2005).
• As mentioned, findings from the limited research on instruction with language minorities are consistent with the very solid L1 research findings.
• Phonemic awareness and phonics instruction confer clear benefits on children’s reading development
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
43
David J. Francis National Reading Panel Research on Effective Instruction: Basis
for Research
• Research Questions:
– To what extent is phonological awareness a single construct across languages?
– To what extent is phonological awareness distinct from letter-word identification?
• Motivating Perspective:
– Relations among outcomes may reveal important insights, esp. across languages (multivariate)
– Education is a social phenomenon in which the context may have important implications, i.e., classrooms may differ in important ways (multilevel)
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
44
David J. Francis National Reading Panel Research on Effective Instruction:
Test of Phonological Processes in Spanish: TOPP-S
• Sound Matching (Initial Sounds/Final Sounds)• Blending Phonemes into Words• Blending Phonemes into Non-words• Phonemes Elision• Segmenting Phonemes into Words• Segmenting Phonemes into Non-words
(Texas Institute for Measurement, Evaluation, and Statistics-Presentation on March 7, 2006 )
45
Performance-Based Monitoring and Interventions
June 1, 2006
46
2006 PBMAS Update
• 2006 PBMAS– BE/ESL Indicators were previewed during March TETN
– CTE Indicators also previewed during March TETN
– NCLB Indicators were previewed during April TETN
– SPED Indicators were previewed during May TETN
– Other System Components will be previewed today
– 2006 PBMAS Manual will be available during the summer
47
2006 PBMAS Preview
Program Area
PBMAS Componen
t
2005 PBMAS
2006 PBMAS
Other System Components
Minimum size requirement (MSR)
Denominator equal to or greater than 30
Numerator of at least 5 for all dropout indicators.
MSR can be met in current year or by aggregating numerators and denominators for most recent two years.
No change
48
2006 PBMAS Preview
Program Area
PBMAS Component
2005 PBMAS
2006 PBMAS
Other System Components
Availability of 3 years of data for some indicators
N/A—no indicators had more than 2 years of data (2004 and 2005)
Three years of data will be considered when available in the following situations:1) When MSR is met over two years;
2) In automated special analysis; and
3) In professional judgment special analysis.
49
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
Special Analysis Automated and professional judgment special analysis available on certain indicators for group sizes of 15-29 and 5-14 over two years.
Only change will be to consider three years of data when available. (See attached charts on Special Analysis Process Determination.)
50
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
TAKS Standards for TAKS passing rate indicators
M=35%
R/ELA=50%
Sc=25%
SS=50%
W=50%
M=40%
R/ELA=60%
Sc=35%
SS=60%
W=60%
Other System Components
Standards for AYP Economically Disadvantaged Indicator (NCLB)
M=42%
R/ELA=53%
No change
Other System Components
AMAO Standard for LEP Progress K-2
N/A—AMAO not in place
15%
51
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
AMAO Standard for LEP Progress Grades 3-12
40% 42%
Other System Components
AMAO Standard for LEP Attainment K-2
1.5% 2.0%
Other System Components
AMAO Standard for LEP Attainment Grades 3-12
Method 1=25%
Method 2=40%
Method 1=25.5%
Method 2=42%
52
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
Standard for SPED LEP Representation
N/A—was Report Only in 2004 and 2005
Same standards as other representation indicators (e.g., African American and Hispanic)
Other System Components
Standard for NCLB Highly Qualified Indicator
N/A—was Report Only in 2004 and 2005
Still TBD but anticipate standards will be set and PL assigned.
53
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
Standards for participation rate indicators:•LEP TAKS/SDAA II Participation•SPED TAKS Only Participation Rate•SPED SDAA II Only Participation Rate•SPED Statewide Assessment Exemption Rate
Standards for participation rate indicators:•LEP TAKS/SDAA II Participation=RO•SPED TAKS Only Participation Rate=RO•SPED SDAA II Only Participation Rate=RO•SPED Statewide Assessment Exemption Rate=3.0% and 8.0% depending on ADA
Standards for participation rate indicators:•LEP TAKS/SDAA II Participation=2004 Standard reinstated.•SPED TAKS Only Participation Rate=TBD•SPED SDAA II Only Participation Rate=TBD•SPED Statewide Assessment Exemption Rate=No Change
54
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
TAKS Grade 8 Science
N/A Students taking TAKS Grade 8 Science will be included in three of the participation rate indicators:•LEP TAKS/TAKS-I/SDAA II Participation Rate•SPED TAKS Only Participation Rate•SPED TAKS/TAKS-I Only Participation Rate
55
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
TAKS-I N/A Students taking TAKS-I will be included in two of the participation rate indicators:•LEP TAKS/TAKS-I/SDAA II Participation Rate•SPED TAKS/TAKS-I Only Participation Rate
56
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
Required Improvement (RI)
Implemented as a pilot component
Continue RI and add additional indicators for which it’s available.For TAKS RI indicators, keep the RI calculation the same to take account of the 10 percentage point increase in accountability standards
57
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
Hurricanes Katrina and Rita
N/A Based on the KRI coding from the student assessment answer documents, KRI students will be excluded from PBMAS TAKS performance and participation indicators.
58
2006 PBMAS Preview
Program Area
Component Name
2005 PBMAS
2006 PBMAS
Other System Components
Use of the Not Evaluated (NE) performance level
Used as one of the PBMAS performance levels
The label Not Assigned more accurately captures the result and will be used instead.
59
Interventions Update: General Information
• A number of letters of acknowledgement / reports related to on-site validation activities have been disseminated, with more to follow.
• TEA reviews of 2005-2006 submissions are ongoing.
• Dissemination of special education correspondence related to 2005-2006 has begun and will continue during the summer.
• 2005-2006 CTE/CR on-site reviews are in their final phases and should be completed in June.
• 2005-2006 correspondence for program areas other than special education will begin to be disseminated during summer 2006.
60
Interventions Update: General Information (continued)
• 2005-2006 correspondence includes a link to PBM & Data Integrity Monitoring System Evaluation
2005-2006.• Survey is available on the TEA website at:
http://hancock.tea.state.tx.us/tea.pmi.web/survey_logon.aspx.
• Functionality very similar to the 2004-2005 version.• Survey will make available questions on PBM
and/or DIM as appropriate to the LEA selected.
61
Other Oversight Activities: RF Monitoring
• Update on TEA Website
• Update on RF Tracker
• Upcoming Activities and Timelines
62
Other Oversight Activities: RF Monitoring (continued)
• Update on TEA Website
– RF Monitoring information available at: http://www.tea.state.tx.us/pmi/rfmon/
– Now includes new section entitled Reference Materials
– A number of reference materials have been posted with others to follow
– Will include monitoring materials when finalized
63
Other Oversight Activities: RF Monitoring (continued)
• RF Tracker Update– LEAs continue to enter data– Deadline for data entry is June 16, 2006– LEAs continue to request and receive TEASE access to
RF Tracker– System has been established to provide ongoing status
updates related to regional reporting trends– Updates sent to ESC contact designated at each ESC to
receive RF Tracker reporting updates– Submit any additional ESC contact information for
RF Tracker reporting to [email protected]– Reminder: LEAs can contact ESCs with requests for
financial assistance related to RF Tracker data entry
64
Other Oversight Activities: RF Monitoring (continued)
• Upcoming Activities and Timelines– By June 30, 2006, internal TEA staff training
related to RF monitoring
– By August 31, 2006, ESCs and LEAs to be educated concerning RF monitoring
• Discussion: Additional Strategies for RF Monitoring Training and Education
65
PBMI TETN Dates (Thursdays 9 a.m. to 12:00 p.m.)
Upcoming 2006 Dates
June 29
August 3
September 7
October 5
November 2
December 7
66
Texas English Language Learner Initiatives
And
Training
67
Mathematics EnglishLanguage 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.
68
• 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
MELL Initiative
69
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
70
2005 TEA Summer Trainer of Trainers (TOT) for
educators serving ELLs:
All ESCs can provide training now:
• Bilingual Elementary Science (1-5)• Dual Language Program Implementation
71
2006 TEA Summer Trainer of Trainers (TOT) for
educators serving ELLs:
TOT on LEER MAS II and trainings on the ELP aligned charts will be available during the summer and fall of this year (2006)
• LEER MAS II• Spanish Reading Academies 2nd-6th grade• • Training of Trainers• Sept. 6-8, 2006 Houston Hobby Airport Hilton• • Sept. 26-28, 2006 Edinburg Region One ESC• • This training of trainers is sponsored by • Region One ESC-Tesoro Initiative and • the Texas Education Agency• Funded by a LEP SSI Cycle 3 Grant
• Ask your ESC to provide you this training
72
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
73
• (3) English language learners (ELLs) in fourth grade may be at different stages of language acquisition. The following general proficiency levels are not grade specific: beginning, intermediate, advanced, and advanced high. ELLs may exhibit different proficiency levels within the four language domains: listening, speaking, reading, and writing. For example, an ELL may exhibit oral proficiency in English at the advanced level and reading and writing proficiency at the intermediate level. The proficiency levels within the language domains are affected by opportunities in and outside of school.
Texas Essential Knowledge and Skills (TEKS) Revisions
74
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/proclamations/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/proclamations/proc2005/proc2005.pdf
75
Social Studies and Science / ELP ChartTrainings were be conducted during
May 2006
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 ELL’s are informed of their children’s content education standards.
Please ask you ESCs to provide you with that training.
76
Math /ELP Charts
These charts will are being created this year and will available on the bilingual website under Documents.
These are aligned with the English Proficiency Standards.
These are for all teachers of English Language Learners so that Math instruction is provided through ESL and the Spanish speaking parents of ELL’s are informed of their children’s content education standards.
77
National Assessment ofEducational 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 Dakota89%
Kansas
Minnesota88%
Texas Wyoming
Vermont
87%
78
National Assessment ofEducational Progress
(NAEP)
When comparing Texas students to students across the nation, our white, African-American, Hispanic, and Asian-American 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
79
Dallas ISD Valedictorians and Salutatorians 2002-2005 that started as LEP
YEAR EX LEP VALEDICTORIANS
EX LEP SALUTATORIANS
TOTAL # OF EX LEP
2001 3 3 2002 3 2 5 2003 1 3 4 2004 3 4 7 2005 3 4 7
80
YEAR EX LEP VALEDICTORIANS
STARTED IN BILINGUAL PROGRAMS
EX LEP VALEDICTORIANS STARTED IN ESL
PROGRAMS
EX LEP IMMIGRANTS
TOTAL NUMBER
OF EX LEP
2001 10 3 6 19
2002 6 4 5 15
2003 7 6 9 22
2004 9 4 4 17
2005 8 3 2 13
Houston ISD 2001-2005 Valedictorians that started as
LEP Students
81
Austin ISD Valedictorians and Salutatorians Spring 2002-2005 that
started as LEP Students
YEAR EX LEP VALEDICTORIANS
EX LEP SALUTATORIANS
TOTAL # OF EX LEP
2001 3 3
2002 3 2 5
2003 1 3 4
2004 3 4 7
2005 3 4 7
82
Texas Education Agency Bilingual/ESL Education
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/
83
Additional 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/ch089bb.html
http://www.tea.state.tx.us/curriculum/biling/exceptions.html
http://www.tea.state.tx.us/curriculum/biling/recruitment1.ppt
84
TEA-Sponsored Training Modules and Resources available on our website
• 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
http://www.tea.state.tx.us/curriculum/biling/tearesources.html
85
• 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
86
For technical assistance with bilingual/ESL program questions, please contact the bilingual/ESL
coordinator at your District or Regional Service Center
Thank you! ¡Gracias!