1 Bilingual/ESL-TEA Updates 04/16/07 Georgina K. González Director Bilingual / ESL Education Susie Coultress Assistant Director Bilingual / ESL Education Jan Johnson Texas-Spain Initiatives Adela Esquivel Assistant to the Directors Bilingual / ESL Education Division of Curriculum Texas Education Agency
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1 Bilingual/ESL-TEA Updates 04/16/07 Georgina K. González Director Bilingual / ESL Education Susie Coultress Assistant Director Bilingual / ESL Education.
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Bilingual/ESL-TEA Updates
04/16/07
Georgina K. González Director
Bilingual / ESL EducationSusie Coultress
Assistant DirectorBilingual / ESL Education
Jan JohnsonTexas-Spain Initiatives
Adela EsquivelAssistant to the DirectorsBilingual / ESL Education
Division of CurriculumTexas Education Agency
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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.
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There are a total of 732,154 Identified English Language Learners (ELLs) in Texas.
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.
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List of Approved Tests for Identification of LEP Students
On May 1, 2006 the committee that reviews the List of Approved Tests for Identification of LEP convened to review publishers and approve a new list of tests for identification, placement and exit of Bilingual/ESL students for the 2006-2007 school year. The updated list has been provided through the listserve. On January 19, 2007, the 2007-2008 committee met to adopt the 2007-2008 list of state approved tests. The updated information will be announced through our listserve at a later date. The list may be viewed through the following link.
• 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)]
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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)]
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Language Proficiency Assessment Committee (LPAC)
The Language Proficiency Assessment Committee (LPAC) is responsible for:
Bilingual Education and English as a Second Language (ESL)
Program Models
http://www.tea.state.tx.us/curriculum/biling/
ProgramModels091906.pdf
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Bilingual Education and English as a Second Language (ESL)
English Language ProficiencyStandards
•Revision waiting•SBOE Discussion and Approval
Effective Content Area Instruction Helps ELLs Learn Both Academic Content and English
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Proposed Changes in Title 19 Texas Administrative Code Chapter 89. Adaptations for Special PopulationsSubchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students
Bilingual/ESL Required Services for Students with
Disabilities
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TAC Chapter 89 Subchapter BB
• Exit criteria HB 1
• Exit criteria Special Education
• Exceptions and waivers
• Summer School
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HB 1 Changes-79th Legislature 3rd Session
• No Spanish Assessment for exit• List of approved Tests must be used for oral
language proficiency evaluation• TAKS Reading and writing must meet standard
to exit• Normed Referenced Standardized Achievement
Tests to be used for exit only in 1&2 grade• TELPAS writing at Advance high may be used
to meet the writing proficiency evaluation or one of the assessments on the List of Approved tests only when writing TAKS is not present.
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HB 1 Changes-79th Legislature 3rd Session
• SECTION 3.07. Subchapter B, Chapter 29, Texas Education Code, is amended by adding Section 29.0561 to read as follows:
• Sec. 29.0561. EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (a) The language proficiency assessment committee shall reevaluate a student who is transferred out of a bilingual education or special language program under Section 29.056(g) if the student earns a failing grade in a subject in the foundation curriculum under Section 28.002(a)(1) during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program.
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HB 1 Changes-79th Legislature 3rd Session
• SECTION 3.07. Subchapter B, Chapter 29, Texas Education Code, is amended by adding Section 29.0561 to read as follows:
• Sec. 29.0561. EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (continued)
• (b) During the first two school years after a student is transferred out of a bilingual education or special language program under Section 29.056(g), the language proficiency assessment committee shall review the student's performance and consider:
• (1) the total amount of time the student was enrolled in a bilingual education or special language program;
• (2) the student's grades each grading period in each subject in the foundation curriculum under Section 28.002(a)(1);
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HB 1 Changes-79th Legislature 3rd Session
• SECTION 3.07. Subchapter B, Chapter 29, Texas Education Code, is amended by adding Section 29.0561 to read as follows:
• Sec. 29.0561. EVALUATION OF TRANSFERRED STUDENTS; REENROLLMENT. (continued)
• (3) the student's performance on each assessment instrument administered under Section 39.023(a) or (c);
• (4) the number of credits the student has earned toward high school graduation, if applicable; and
• (5) any disciplinary actions taken against the student under Subchapter A, Chapter 37.
• (c) After an evaluation under this section, the language proficiency assessment committee may require intensive instruction for the student or reenroll the student in a bilingual education or special language program.
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Bilingual Education/ESL Monitoring
• All the information is found on the following link:
• Promoting Academic Success and Accountability for English Language Learners
• January 9-10, 2007 PASA conference was for superintendents
• November 7&8, 2007 will be for teachers at the Adam’s Mark in Dallas- Region XIII will be doing the registration
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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
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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).
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Texas Education Sponsored Resources
• The Texas Education Agency (TEA) has developed a wide range of instructional guides, professional development manuals, and training materials designed to assist Bilingual and English as a Second Language (ESL) teachers, Program Directors, and Administrators.
• Training of Trainers (TOT) sessions are provided for Education Service Center (ESC) personnel.
http://www.tea.state.tx.us/curriculum/biling/
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TESORO
• New trainings from TESORO:
Administrative Overview
LEER MAS II
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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.
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• 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
Trainer of Trainers (TOT) for educators serving ELLs:
All ESCs can provide training now:
• Bilingual Elementary Science (1-5)• Dual Language Program Implementation
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Trainer of Trainers (TOT) for educators serving ELLs:
• TOT on LEER MAS II and trainings on the ELP aligned charts were available during the summer and fall of this year (2006). Focus was placed on effective Spanish literacy as a prerequisite for effective transition into English.
• Transitioning from Spanish to English in the bilingual classroom is addressed well in this training providing specificity
• Spanish Reading Academies 2nd-6th grade• This training of trainers is sponsored by Region One
ESC-Tesoro Initiative and the Texas Education Agency
• Funded by Title III and the LEP SSI Cycle 3 Grant
Instructional Materials • Proclamation 2004 and the 6th grade Spanish Math was
presented to the publishers on October 21, 2005. The committees reviewed the instructional materials in June 2006.
• New Spanish 6th grade Math 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
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.)
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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)
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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)
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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)
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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)
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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)
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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 )
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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 )
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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 )
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National Reading Panel
Research was conducted on • Developing Literacy in Second-Language
Learners:• Report of the National Literacy Panel on Language-Minority Children and Youth• Edited by Diane August• Principal Investigator - Timothy Shanahan• Panel ChairLAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS2006 Mahwah, New Jersey London
Integrating minority children into the reading process
Proficient reading: Improved comprehension
Knowledge of student’s language and culture
Restored confidence in the alphabet
Targeted instruction
Fluent decoding
Restored interest in reading
Motivated practice
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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%
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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
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Dallas ISD Valedictorians and Salutatorians 2002-2006 that started as LEP
• 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