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					  Bilingual/ESL TEA
 Updates-April 5, 2005

        Georgina González
Director of Bilingual/ESL Education
     Texas Education Agency
                                      1
                U.S. Demographics

•U.S. public schools serve about
5.1 million English language
learners (ELLs);

•145 different languages are
spoken among our ELL population;

•80% of ELLs are Spanish
speakers;

-U.S. Dept. of Education – Title III Biennial Evaluation
                                                           2
Report, FY 2002-2004
                 U.S. Demographics


•All 52 state education agencies
(including D.C. and Puerto Rico)
reported that out of a total 1,218,238
immigrant children and youths,
827,638 were served by Title III;
•51 state education agencies
reported that 316,273 certified or
licensed teachers were working in
programs specially designed for
ELLs;
-U.S. Dept. of Education – Title III Biennial Evaluation   3
Report, FY 2002-2004
                     U.S. Demographics


•All state education agencies reported
using at least one type of English
language instruction program offered
through Title III, with 40 states using
some type of bilingual program in
addition to their English as a second
language (ESL) programs.
-U.S. Dept. of Education – Title III Biennial Evaluation
Report, FY 2002-2004

                                                           4
Texas Student Profile
   Grades PK-12


     684,583
  Total Identified
English Language
 Learners (ELLs)
     PEIMS, Fall 2004
                        5
   Texas Student Profile
      Grades PK-12

1,894,108      Hispanic (44%)
1,676,987      White (39%)
  616,050      African Am. (14%)
  127,092      Native Am. (.3%)
              PEIMS 2003           6
   101 languages are
  represented in Texas
        schools:
Spanish    603,299
Vietnamese  10,649
Urdu         3,425
Korean       2,841
Arabic       2,689       7
    Texas PK-12 English
  language learners (ELLs)
         2004-2005
STUDENT LANGUAGE
    GROUP            CHANGE
 Spanish 629,682     +26,682
 Vietnamese 11,306   + 657
 Urdu 3,491          +   66
 Korean 2,885        +   44
 Arabic 2,830        + 141
                               8
10
11
12
PEIMS Update




               13
Letter sent to Superintendents,
Administrators, Test
Coordinators, Bilingual/ESL
Coordinators, Title III
directors on Jan. 28, 2005
explaining the implementation of
the NCLB AMAOS.
                                   14
Both current LEP status
and monitored status will
be collected on answer
documents and used in
reporting test results
beginning in spring 2005.
                            15
PEIMS LEP Indicator
Code-
Limited English Proficiency
Student has been identified
as limited English proficient
by the Language
Proficiency Assessment
committee (LPAC)                16
Code: (Mark One)
C= Student is currently identified
as LEP.
M1= Student has met criteria for
Bilingual/ESL Program exit, is
no longer classified as LEP in
PEIMS and is in his or her first
year of monitoring as required       17
by 19 TAC §89.1220(L).
M2= Student has met criteria for
Bilingual/ESL Program exit, is
no longer classified as LEP in
PEIMS and is in his or her
second year of monitoring as
required by 19 TAC                 18
§89.1220(L).
0= All other enrolled students
Note: Mark M1 or M2 if a
student is in the first or
second year of monitoring but
is incorrectly identified as
LEP in PEIMS                     19
Bilingual-
Indicator Code
1 = Student is participating in
a state-approved full bilingual
program
0 = Student is not
participating in a state-
approved full bilingual           20
ESL-
Indicator Code
1 = Student is participating in a
state-approved English as a
Second Language (ESL) program
0 = Student is not participating in
a state-approved English as a
Second Language (ESL) program
                                      21
NOTE:
For Bilingual or ESL students,
program information should
reflect enrollment in either a
bilingual or an ESL program.

                                 22
 March 24, 2005 LETTER ADDRESSED TO
THE ADMINISTRATOR : LEP Status Coding
of Parental Denial Students on Spring 2005
            Answer Documents
 • Demographic and program
   information that is hand-gridded
   on answer documents does not
   change student information
   contained in a Public Education
   Information Management System
   (PEIMS) file at the Texas
   Education Agency (TEA). It only
   updates the information for the
   reporting of the current year‟s
   test results. Information that
   needs to be updated in PEIMS
   must be provided through the
   PEIMS data submission process.            23
Peims Data
•The most common LEP
student
definitions, codes, and
elements are found in Section
IV, Coordination with Other
Programs, of the Framework
for the Language Proficiency
Assessment Committee
(LPAC) Process Manual.

•http://www.tea.state.tx.us/curriculum/biling/teares-
lpac-processmanual.html
PEIMS Data
Integrity of LEP student
data is supported at the
district level by:
On-going communication
and collaboration among
entities responsible for
obtaining ,documenting,
and entering of student
data.
      PEIMS Data
Integrity of LEP student data
is supported at the district
level by:
Establishment of procedures
that ensure the accuracy of
data prior to submission.
CHANGES TO THE
DATA SUBMISSION
REQUIREMENTS

110
STUDENT DATA –
ENROLLMENT
                        NEW TO
LEP Immigrant           PEIMS


The term immigrant
has three definitions
approved by the
Texas Education
Agency. Each
definition serves a
unique purpose.
                                 28
   LEP Immigrant/Non-
                                           NEW
immigrant Business Rules:                   TO
                                          PEIMS

The NCLB definition serves to identify
the recent immigrants for the Title III
program. The Student Assessment
Division’s definition assists in
determining the appropriate evaluation
of the LEP students in Texas. The
English for Speakers of Other
Languages (ESOL) I and II definition
determines eligibility of the LEP
students who may receive high school
credit for these two courses.                     29
     LEP Immigrant
                                  NEW TO
                                  PEIMS

• NCLB DEFINITION:
• For PEIMS reporting
  purposes the federal
  definition of “immigrant” is
  used. Please refer to the
  definition listed under E0797
  IMMIGRANT-INDICATOR-
  CODE
                                           30
         LEP Immigrant
                                                      SAM
          Code E0797                                    E
                                                      (FYI)
• IMMIGRANT-INDICATOR-CODE indicates
  whether the student is an identified immigrant
  under the definition found under Title III of the
  No Child Left Behind Act of 2001 (NCLB),
  where the term „immigrant children and youth‟
  is defined as, “individuals who are aged 3
  through 21; were not born in any state; and
  have not been attending one or more schools
  in any one or more states for more than 3 full
  academic years. The term „State‟ means each
  of the 50 States, the District of Columbia, and
  the Commonwealth of Puerto Rico. (See P.L.
  107-110 Title III, Part C, § 3301(6).)


                                                              31
               LEP Immigrant
•   STUDENT ASSESSMENT DEFINITION:
                                                        NEW TO
                                                         PEIMS
• For the sole purpose of the statewide
  Texas Assessment of Knowledge and
  Skills (TAKS), any Limited English
  Proficient (LEP) student who has
  resided outside the fifty United States
  for at least two consecutive years can
  be designated an “immigrant student”
  and may qualify for exemption from
  the State Assessment if additional
  criteria as specified on the LPAC
  Decision-Making Procedural Manual
  are met. (Texas Education Agency,
  LPAC Decision-Making Procedural
  Manual, Fall 2002). 19 TAC §101.1005,
  101.1007, 101.1009.

•   For additional information please see the Student            32
    Assessment Division webpage at the following URL:
    http://www.tea.state.tx.us/student.assessment.
              LEP Immigrant,
               Grades 9-12                                    NEW
                                                               TO
•   ESOL I AND ESOL II DEFINITION:
                                                             PEIMS
• For English for Speakers of Other
  Languages (ESOL) I and II, Chapter 74
  does not provide a specific definition
  of “immigrant.” The dictionary
  defines an “immigrant” as a person
  who comes to a country to take up
  permanent residence. An immigrant
  student is a student who was not born
  in the United States.
•   For additional information please go to the Curriculum
    Division webpage and select Bilingual ESL at the
    following URL:
    http://www.tea.state.tx.us/curriculum/biling/.

                                                                     33
       LEP Immigrant,
        Grades 9-12
                                     NEW TO
                                      PEIMS
• ESOL I AND ESOL II:
• High school students enrolled in
  ESOL I and ESOL II may not
  receive high school graduation
  credit unless they are LEP and
  are immigrants to the United
  States.


                                              34
    LEP Non-Immigrant,                      NEW
       Grades 9-12                           TO
                                           PEIMS
• If the student is not an immigrant but
  is identified as LEP, then the student
  may be reported as English as a
  Second Language (ESL) for funding
  purposes. However, the district must
  document in the Language
  Proficiency Assessment Committee
  (LPAC) annual review form the
  services being provided to meet the
  student‟s needs.

                                                   35
         LEP Status Exit
                                          SAME
            Criteria:
• Exit criteria is applicable to LEP
  students who are identified and are
  served in either a required Bilingual
  or a required ESL program or are
  being served in a regular classroom
  due to a LEP (Parental) Denial.
  Please see the LEP Chart which
  precedes the 110 record examples
  for additional information.

                                           36
          LEP Status Exit
             Criteria:
• The following exit criteria must be met
  in order to change an identified LEP
                                            CHANGE
  student to a non-LEP status.                OF
• The development of the student’s          WORDING

  oral and written English language
  proficiency must be taken into account
  by the Language Proficiency
  Assessment Committee (LPAC) when
  making determinations regarding
  student(s) LEP status. Please
  reference 19 TAC§89.1225(h).                  37
         LEP Status Exit
            Criteria:
• In Conjunction with one of the
  following two criteria:             ADDED
                                   „PERCENTILE
• 1) A student who has been             ‟
  determined as Limited English
  Proficient (LEP) must achieve in the
  40th percentile or higher on the
  language arts and reading portions
  (only) on a norm referenced
  standardized achievement test. The
  list of approved tests can be found on
  the Curriculum webpage under
  Bilingual at the following URL:
  http://www.tea.state.tx.us/curriculum/lept
  ests.html                                      38
       LEP Status Exit
          Criteria:              SAM
                                  E
• 2) The student meets state
  performance standards on
  the reading and writing
  portions (when available) of
  the English Language
  criterion referenced test
  (TAKS). Please reference
  TEC §39.023.
                                       39
        LEP Status Exit
           Criteria:             SAME

• Bilingual Program Only: In
  addition to the above stated
  criteria, the students‟
  proficiency in their native
  oral and written language
  must be assessed. Please
  reference 19
  TAC§89.1225(h)(1).
                                        40
Bilingual/
ESL Student
Indicator
Codes – No
Change
  E0032 Bilingual-Indicator-Code
                                       SAME
 BILINGUAL-INDICATOR-CODE:             (FYI)

student participates in a state-
approved bilingual education
program which is a full-time program
of dual-language instruction through
the TEKS in the content areas
(mathematics, science, health and
social studies) in the primary
language of LEP students with
structured and sequenced mastery of
English cognitive academic language
development.                               42
See 19 TAC §89.1210.
E800 ESL-Indicator-Code
                                 SAME
                                  (FYI)
 ESL-INDICATOR-CODE –
 student is participating in a
 state-approved English as
 a Second Language (ESL)
 program.




                                          43
Changes to
the Data
Elements
            E1028
    BILINGUAL/ESL-SUMMER-
   SCHOOL-INDICATOR-CODE
                                                        CHANGE
• BILINGUAL/ESL-SUMMER-SCHOOL-
  INDICATOR-CODE indicates whether the
  student participated in the Bilingual/ESL
  Summer School program as described in
  TEC §29.060 and 19 TAC §89.1250. To
  be eligible for enrollment in the
  Bilingual/ESL Summer Program, a
  student must be limited English proficient
  (LEP) and must be eligible for admission
  to kindergarten or first grade at the
  beginning of the next school year. LEP
  shall be determined by screening students
  using oral proficiency instruments
  approved by the Commissioner of
                                             APPROVED
  Education.                                   TESTS        45
                                              ONLY!
Under
Development…

LEP/Special
Education
Framework
Chart
LEP/Special Education
  Framework Charts

These charts will be for
the purpose of assisting
schools with the process
of evaluation,
identification, and
placement of students
with disabilities or
suspected of having a
disability and who may
                           47
also be LEP.
LEP/Special Education
  Framework Charts

Chart A outlines the
process for the
identification of a LEP
student including one
with a suspected
disability.
                          48
LEP/Special Education
  Framework Charts

Sub-Chart A
continues the
process for a
student who may be
LEP and suspected
of having a
disability.             49
LEP/Special Education
  Framework Charts

Sub-Chart B continues
the process involving a
Multi-disciplinary team
that includes the LPAC
representative to
complete appropriate
placement and services.
                          50
LEP/Special Education
  Framework Charts

The development of the
LEP/Special Education
Framework Charts has
been a collaborative
effort led by Mark Walker,
PEIMS Senior Business
Analyst, Cindy Savage,
Special Education, Marie
Rodriguez, Bilingual/ESL
and Cynthia Carrasquillo.
                             51
 Performance
     Based
Monitoring and
 Interventions
    Update

                 52
            Performance-Based
             Monitoring (PBM)
                 Overview

PBM replaces DEC identification
process.

PBM identification is based on a
series of indicators:
   • student performance
   • program effectiveness
   • data integrity

                                   53
          Other Evaluation Measures


Fiscal compliance   Program
Financial audits    compliance
School FIRST        Complaints
Attendance audits   Due process
State comp ed       hearings
State               Federal
accountability      accountability
                    •AYP
                    •Persistently
                    dangerous         54
        Focus of PBM Identification


• Bilingual Education
• Career & Technology
  Education
• Special Education
• NCLB Title programs (Title I, A;
  Title I, C; Title II, Title III, Title
  IV, A)
• Leaver/dropout records
• Student assessment program
• Discipline data reported under           55
  TEC Chapter 37
Framework for 2004-
 2005 Performance-
  Based Monitoring
   Bilingual/ESL
     Education

                      56
    Bilingual/ESL Monitoring
• 2004-2005 Pilot Year for 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/   58
      Public Meeting
• http://www.tea.state.tx.us/pmi/b
  emon/pppr.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.


                                     59
                                                                                                                       ESC/outside support and/or
                                                                                                                             TEA Oversight,
    Bilingual / ESL Education                                                                                           Interventions, Sanctions

    Program Monitoring                                                                                                                          NO

    Pilot Plan | 2004-2005                                       Evaluate for effectiveness,
                                                                  update, and implement         ONGOING                    YES
                                                                     Bilingual/ESL CIP                                                 Implementation
                                                                                                                                            OK?
                                                                                                               Resubmit CIP
                                                                                                               (ESC/outside
                                                                                                                 support)

                                                                                                                       NO, 1st Time
        Stage1       Focused Data Analysis (FDA)                                                                                              Implement CIP
                                                                         TEA Desk
     Intervention*              CIP                                                                                  CIP         YES            Evidence of
                                                                        Review of CIP                                                            Change
                                                                                                                     OK?
                                                                                                                                            (timely review and
                                                                                                                                               check points)
                                                                                                      YES
                                                                                                                       NO, 2ndTime


         Stage 2     Focused Data Analysis (FDA)             TEA Review of                                     TEA Oversight,
                         LEA Public Meeting                   Submissions                        Review         Interventions
      Intervention
                                CIP                                                               OK?               and/or             ONGOING
                                                                                                                  Sanctions


                                                                                                      NO               NO

     Districts                                                 Inf ormation
w/ substantial or    Special Program Effectiveness            Collection and              Targeted TEA                            YES
 multi-program                  Review                         Review (TEA                On-Site Review
                                                                                           (fiscal and/or            CIP
    concerns                                                 data review and                                         OK?
                                                                                           other issues)                               ONGOING
                                                            LEA submission)



 Other Random                          *Required level of submission to TEA varies depending upon initial PBMAS review.
    Data and
 Self-Evaluation                       An optional program ef f ectiveness review can be completed at any stage of               TEA | Bilingual/ESL Education
     checks                                                                                                                                      February 2005
                                       intervention to support FDA and CIP development.

                                      CIP = Continuous Improvement Plan
          For further information on
           PBM/PMI please contact:



Performance Based Monitoring Division
       Rachel Harrington, Director
             512-463-9515
    Rachel.Harrington@tea.state.tx.us
PBM/PMI website: www.tea.state.tx.us/pmi/

 Program Monitoring and Interventions
                 Division
         Laura Taylor, Director
      Laura.Taylor@tea.state.tx.us



                                            61
Textbook-
Technology Updates




                     62
        English as a Second
        Language (ESL)
        Textbooks

Grades 3, 4, 5 ESL textbooks
were sent to the school
districts in fall 2004.

Grades K, 1, 2, 6, 7, 8 will be
delivered in the 2005-2006
school year.
                                  63
      New Director
• Anita Givens, Director of
  Textbook and Technology
  Division
• She began the week of
  March 28, 2005.




                              64
         What‟s Next?

•   2005 Funding for K-2, 6-8
    ESL and adoption cycle
    review
•   Grades 6-12 Mathematics
    (Grade 6 Spanish): 2006
•   Grades 1-5 Mathematics,
    English & Spanish: 2007
    Kindergarten learning
    systems
                                65
         What‟s Next?


•   2005 Legislative Session
•   Focus on electronic and
    web- based products
•   Attention to growing need
    for Grades 6-12 Spanish
    and ESL instructional
    materials
    New textbook rules
                                66
      For further information
    regarding textbooks please
              contact:
TEA Textbook-Technology
        Division
     512-463-9601

www.tea.state.tx.us/textbooks
                                 67
LEP Students with Disabilities
The Bilingual Unit, PEIMS
Division, and Special
Education Division of TEA
are presently working to
define important issues for
LEP students in Special
Education.                       68
         LEP Student Success
         Initiative (SSI) Grant,
                  Cycle 2
Grantees must meet 4 criteria:

  1.   20 or more LEP students
       enrolled as of October 29, 2004
       as reported in the PEIMS;

  2. Have not received LEP SSI Grant
     funds in the past;


                                         69
              LEP Student Success
              Initiative (SSI) Grant,
                       Cycle 2
    3. Compared to all districts, have a greater
       percentage of ELLs performing below the
       state standard on 2004 TAKS;
                     AND
    4. Compared to all districts, have a greater
       percentage of ELLs scoring “Beginner” on
       RPTE and have been in the U.S. 5 years or
       more.

 Applicants will be ranked based on criterion (3) as
first priority and criterion (4) as second.
                                                       70
 LEP Student Success
 Initiative (SSI) Grant,
          Cycle 2-
• The e-Grant application,
  eligibility list, and program
  guidelines for the LEP Student
  Success Initiative Grant, Cycle
  2, are available on the Division
  of Discretionary Grants Web
  site at:
  http://www.tea.state.tx.us/opge
  /disc/
                                     71
        Authorization
• Senate Bill 1108, 78th Texas
  Legislature amended Texas
  Education Code §21.456 and
  §39.024(d)-(e)
• The initiative provides for:
  – Intensive programs of instruction for
    students with limited English
    proficiency; and
  – Training materials and other training
    resources to assist teachers in
    developing the expertise required to
    enable students of limited English
    proficiency to meet state performance
    expectations.                           72
Background Information
 • Approximately 684,583 of the
   state’s 4.3 million public school
   students are limited English
   proficient (LEP).
 • There are 101 languages
   spoken in the homes of these
   children.
 • Recent performance results on
   the TAKS suggest a need for
   additional assistance focused       73
   on LEP students.
    Program Purpose
  The non-competitive Limited
  English Proficient (LEP) Student
  Success Initiative Grant, Cycle 2
  is designed to:
• Provide intensive programs of
  instruction for students with limited
  English proficiency, and
• Provide training materials and other
  teacher training resources to assist
  teachers in developing the
  expertise required to enable LEP
  students to meet state performance      74

  standards.
      Program Goals
• Increase academic achievement
  of LEP students as demonstrated
  through improved TAKS scores,
  growth in English reading
  proficiency, grade promotion, and
  increased rates of secondary
  credit accrual; and
• Increase the number of teachers
  prepared to enable LEP students
  to meet state performance
  expectations through training in
  LEP instruction and reduction of
  LEP teachers teaching under a        75
  Bilingual exception or ESL waiver.
        Application
        Organization
•    Two-part process

    (1) Planning phase

    (2) Implementation phase


                               76
    Planning Phase
• Funded at an amount not to
  exceed 25% of the total
  allocation for each applicant
• Maximum duration of four
  months past date of award
• Grantees are required to
  conduct comprehensive needs
  assessment with the technical
  assistance and support of the
  Texas A&M University at
  Corpus Christi (TAMUCC)
  Institute for Second Language   77

  Achievement (ISLA).
 Implementation Phase
• Upon certification of the needs
  assessment and project plan by
  ISLA, grantees must provide an
  implementation plan to TEA and
  amend their grant to add
  implementation activities to the
  program.
• Once ISLA certifies that the
  grantee has completed the
  necessary planning requirements,
  the grantee will be eligible to
  receive the remaining 75% of the
                                      78
  grant allocation and proceed with
Example of the Two-
   Part Process
  Hometown ISD is awarded $125,000 for the Limited English
        Proficient Student Success Initiative Grant, Cycle 2.
• Phase One: Hometown ISD receives $31,250 of their
  awarded amount to begin the planning phase of the project for
  a maximum duration of four months.
  – Hometown ISD consults with ISLA to conduct a needs
    assessment and begin designing their implementation plan.
  – Upon completion of the needs assessment and
    implementation plan, ISLA reports back to TEA that the
    grantee has met this requirement
  – Hometown ISD submits an amendment to receive approval
    of implementation activities that were established with the
    assistance of the Institute.
• Phase Two: Hometown ISD receives remaining $93,750 to
  begin project implementation.
               Budgets
Applicants should provide two budgets:
– The total budget in the eGrant application
  should represent 100% of the allocation
  request, including costs for both phases.
– The second budget must be provided by
  class/object code and line item in an
  attachment labeled ―Planning Budget‖ and
  may not exceed 25% of the total allocation
  requested in the first budget. Planning
  budget should only include budgeted
  expenditures related to conducting needs
  assessment, planning development, and
  program design.
                                               80
LEA Eligibility Criteria
A school district or charter
  school is eligible if:

• Twenty or more LEP
  students reported to Public
  Education Information
  Management System
  (PEIMS) enrolled as of
  October 29, 2004;
                                81
 LEA Eligibility Criteria
• It has not received Limited
  English Proficient Student
  Success Initiative Grant funds
  in the past;

• As compared to all districts, it
  has a greater percentage of
  LEP students who performed
  below the state standard on
  the 2004 TAKS;
                                     82
              and
  LEA Eligibility Criteria
• As compared to all districts, it has
  a greater percentage of LEP
  students performing at ―Beginner‖
  status on the Reading Proficiency
  Test in English (RPTE) and have
  been in the United States for five
  years or more.
• A complete eligibility list can be
  found on page 5 of the
  Application Guidelines.                83
      LEP Cycle 2 Eligible
           Districts
         District     CD #    REGION #
ANDREWS ISD         002901   18

ATHENS ISD          107901   07

BANDERA ISD         010902   20

BROWNFIELD ISD      223901   17

CASTLEBERRY ISD     220917   11

CHAPEL HILL ISD     212909   07

CRYSTAL CITY IS     254901   20

DAYTON ISD          146902   04

EAGLE PROJECT L     240802   01
                                         84
      LEP Cycle 2 Eligible
           Districts
EAGLE PROJECT M   165803   18
EAGLE PROJECT S   015818   20
EAST CHAMBERS I   036903   04
FT HANCOCK ISD    115901   19
FT STOCKTON ISD   186902   18
GILMER ISD        230902   07
GONZALES ISD      089901   13
HAYS CONS ISD     105906   13
HEARNE ISD        198905   06
HOUSTON GATEWAY   101828   04
JACKSONVILLE IS   037904   07
LA VILLA ISD      108914   01
                                85
       LEP Cycle 2 Eligible
            Districts
LAMESA ISD        058906   17
LEVELLAND ISD     110902   17
MANOR ISD         227907   13
MARLIN ISD        073903   12
MERCEDES ISD      108907   01
PECOS-BARSTOW-T   195901   18
PROGRESO ISD      108910   01
RAYMONDVILLE IS   245903   01
ROMA ISD          214903   01
SAN DIEGO ISD     066902   02
SHEPHERD ISD      204904   06
TORNILLO ISD      071908   19
UVALDE CONS ISD   232903   20
ZAPATA COUNTY I   253901   01
                                86
   Applicant scoring
• Though this grant is non-
  competitive, applicants will be
  rank ordered based on the
  TAKS criterion primarily and
  the RPTE criterion secondarily.




                                    87
    Targeted Students
Grantees will target the following
   student groups:
  (1) LEP students who have not
      achieved the ―Met Standard‖
      performance level on all portions of
      the TAKS;
  (2) LEP students in grades 7-12 who
      are at risk of not advancing to the
      next grade level;
  (3) Recently immigrated LEP students;
      and
  (4) LEP students that have been in the
      United States for five years or more
      and are in ―Beginner‖ status based
                                             88
      on RPTE scores for the 2003-2004
      school year.
          Performance
           Measures
•    The applicant agrees to
     collect data and report on the
     following mandatory
     measures:
    1) Number and percent of all LEP
       students served who achieved
       the TAKS ―Met Standard‖
       performance level for all tests;
    2) Number and percent of all LEP
       students who demonstrate a
       higher level of proficiency (from
       2004-2005 to 2005-2006) on          89
       the RPTE;
     Performance
  Measures, continued
3) Number and percent of secondary
   LEP students served with an
   increased annual credit accrual
   rate (from 2004-2005 to 2005-
   2006)
4) Number and percent of teachers of
   LEP students trained in
   instructional strategies and
   methodologies specific to the
   needs of LEP students, if
   applicable;
                                       90
   Performance
Measures, continued
5) Reduction in number and
   percent of teachers of LEP
   students teaching under a
   bilingual exception or ESL
   waiver; and
6) Number and percent of LEP
   students (from 2004-2005 to
   2005-2006) promoted to the
   next grade.

                                 91
    Performance
 Measures, continued
• Each grantee will be required to
  conduct a needs assessment
  and design an implementation
  plan for the grant project with the
  assistance of the Texas AM
  University at Corpus Christi
  Institute for Second Language
  Achievement (ISLA).
• Additional performance
  measures will be derived from
  the resulting certified needs
  assessment and implementation         92
  plan.
Program Requirements
LEP Student Success Initiative
 Grant, Cycle 2 activities must
 include the following:
 – Intensive programs of instruction
   which provide, commensurate to
   student needs and to the extent
   practicable, individualized and
   accelerated instruction, sheltered
   content area instruction, and, at
   elementary grade levels, primary
   language instruction, as well as
   English, in all content areas where   93
   Bilingual programs are required.
 Program Requirements
• At the time of the amendment to add
  implementation activities, each
  applicant must identify one or more of
  the following strategies/activities to
  be implemented with the project
  design:
  –   Newcomer services
  –   Alignment of teacher training activities
  –   Training activities for LEP teachers
  –   Establishment of heterogeneous
      grouping for instruction
                                                 94
    Program Requirements
•    Additional activities, continued
     –   Language grouping for instruction
     –   Multi-age grouping for instruction
     –   Individual tutoring
     –   Program design and
         implementation
     –   Integrated cultural activities
     –   Planned student presentations in
         L1
     –   Planned student presentations in
         L2
                                              95
Program Requirements
• Additional activities, continued
  –   Inquiry strategies participation
  –   Problem-based learning
  –   Sustained reading
  –   Sustained writing, and
  –   Differentiated instruction.
• The strategies/activities must
  be included in an amendment
  attachment. Applicants must
  provide additional details for
  strategy implementation.
                                         96
   Program Evaluation
• Grantees must conduct program
  evaluations to determine whether the
  program met its stated goals and achieved
  the desired results based on the objectives
  and performance targets established by
  the grantee. Be sure to check the ―Comply
  with all reporting and evaluation
  requirements as established by TEA‖ box
  in Schedule PS3300—Narrative:
  Performance Assessment and Evaluation.

• Grantees must submit final evaluation
  report within 30 days after the end of the
  project. Until this report is received,
  grantee is in noncompliance and final
  payment may be withheld pending receipt
  and eligibility of grants to receive future or   97
  continuation grants may be affected.
        Funding
• Approximately
  $9,000,000 is available
  for funding LEP Student
  Success Initiative, Cycle
  2 grants during the June
  15, 2005 through
  December 31, 2006
  project period.             98
         Funding
• Allocations to eligible
  districts will consist of a
  minimum of $75,000 base
  plus approximately $370
  per LEP student enrolled in
  the district as reported to
  2004 PEIMS, up to a
  maximum of $500,000 total
  award.                        99
    Funding Example
• If an eligible district has 100 LEP
  students reported to PEIMS in
  2004, the district’s allocation will be
  $75,000 plus $37,000 for a total
  allocation of $112,000.
• The district will be eligible to
  receive up to 25%, or $28,000,
  during the four-month initial
  planning period. If the planning
  period ends with funds remaining
  from the initial 25%, grantees may
  roll those funds forward for use          100
  during the implementation period.
   Funding Example,
      continued
Base allocation:
       $75,000
Per LEP student allocation:                +
  $37,000
Total allocation:
  $112,000
Planning period allotment: $28,000
Implementation period allotment: $84,000
Amount remaining after planning:
  $4,000
Amount available for implementation:
  $88,000
                                               101
Continuation Funding
• Project funding in any
  subsequent years, if
  available, will be based on
  satisfactory progress if the
  first-year objectives and
  activities and on general
  budget approval by the
  Commissioner of Education.

                                 102
 Due Dates and Critical Dates
        Date                              Event
Fri., April 1, 2005     Applicant’s Conference
Tues., April 19, 2005   Application due electronically to TEA by 5
                        pm CT
Tues., June 14, 2005 Projects selected and notified
Wed., June 15, 2005 Beginning date of the project
No later than 4         Planning period end date
months after award
date
Wed., March 15,         Interim expenditure and progress/activity
2006                    report due to TEA
Sun., Dec. 31, 2006     Ending date of project
Wed., Jan. 31, 2007     Final expenditure and progress/activity
                        report due
     Additional Factors
In general, projects will be
  selected to establish
  programs exhibiting:

•   Cost effectiveness,
•   Opportunity for replication,
•   Diversity of district size,
•   Diversity of geographic location, and
•   Establish programs in high need districts
    and campuses.
                                                104
    Frequently Asked
       Questions
• May be found on the TEA website,
  Division of Discretionary Grants at
  http://www.tea.state.tx.us/opge
  /disc/ .




                                        105
 Application Deadline
• The completed eGrant
  application must be certified
  and submitted by the official
  authorized to bind the applicant
  organization in a contractual
  agreement by 5:00 p.m.
  Central Time on Tuesday,
  April 19, 2005.

                                     106
  Clarifying Information

Program Contact              Funding Contact

                             Karen Harmon
Melissa Gonzalez
Office of Education          Division of Discretionary
   Initiatives                  Grants
Texas Education Agency       Texas Education Agency
William B. Travis Building   William B. Travis Building
1701 N. Congress Ave.
                             1701 N. Congress Ave.
Austin, TX 78701
(512 )936-6060               Austin, TX 78701
Melissa.gonzales@tea.sta     (512) 463-9269
   te.tx.us                  Karen,.harmon@tea.state.
                                tx.us



                                                          107
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


                                              108
          Texas State University
           System (TSUS)/TEA
           Mathematics English
            Language Learner
             Initiative (MELL)
The MELL project is focused on
creating practical instructional
tools for K-12 educators
teaching mathematics to
English Language Learning
(ELL) students.


                                   109
                 TSUS/TEA
           Mathematics English
            Language Learner
             Initiative (MELL)
• Effective Mathematics Instructional
tools
• Professional development
• Classroom-based research
• Best practices in university-based
teacher training programs
• Guidance for policymakers

Additional information regarding MELL
will be available soon via their
                                        110
website.
              Texas Mathematics
              Diagnostic System


•Online math tool in English and
• Spanish targeting students in
  grades 3-8
• Next year will include grades 3-12
• Aligned with TAKS/TEKS
• Over 3,000 test items

www.accesstmds.com/tmds

                                       111
Dual Language
Immersion
Workshops
Dual Language
Immersion I
April 8 and 9, 2005,
Pasadena ISD
Dual Language
Immersion II
April 15 and 16, 2005
Fort Worth ISD
                 Title III Management
                         Institute
                    May 10-11, 2005
                      (Austin, TX)
Audience: District and Charter
program directors, administrators,
assessment personnel
Goal: Program information to
improve English language
proficiency,
and ELL academic achievement.
http://www.tea.state.tx.us/curriculum/biling/TitleIIICover
2005.pdf
In 2004, approximately 400 Title III
                                                             113
program administrators attended.
    Title III Management Institute
             May 10-11, 2005
•   Tentative Agenda
•   Tuesday, May 10, 2005
•   8:30 a.m. - 11:45 a.m. First General Session
•   Welcome/Introductions
•   Featured Speaker: Kathleen Leos
•   Ms. Leos is the Senior Policy Advisor for the
•   Office of English Language Acquisition, Washington, D. C.
•   Keynote Speaker: Dr. Willard R. Daggett
•   Dr. Daggett is President of the International Center for
•   Leadership in Education. He is know worldwide for his
•   his efforts to move the education system towards more
•   rigorous and relevant skills and knowledge for all students.
•   12:00 p.m. - 1:00 p.m. Luncheon (Working)
•   1:15 a.m. – 2:15 p.m. Breakout Sessions
•   2:30 p.m. – 3:30 p.m. Breakout Sessions
•   3:45 p.m. - 4:45 p.m. Poster Session: Parent
    Involvement/Management System/
•   On-Line Masters/OELA Materials/Research…and more
                                                                   114
    Title III Management Institute
             May 10-11, 2005
•   Wednesday, May 11, 2005
•   8:30 a.m. - 11:45 a.m. TEA Panel—Bilingual/ESL
    UPDATE
•   Assessment/AYP/AMAO/Writing/RPTE II/
•   Annual Measurable Language Proficiency Objectives
•   LAT/ Evaluation
•   Questions and Answers
•   12:00 p.m. – 1:30 p.m. Luncheon
•   Speaker: Dr. Paul Ruiz
•   Dr. Ruiz is Principal Partner at the Education Trust,
    Inc.,
•   and has devoted over 30 years of professional work to
•   the success of all students with a particular focus on
•   improving and closing the Latino and African American
•   gap.
•   2:00 p.m. - 3:30 p.m. 2005 SAS Application
Contact:
                                                             115
cferdub@esc2.net
                 Symposium
            Addressing the Needs
             of Secondary LEP
                   Students
               June 23-24, 2005
                 (Austin, TX)
Audience: District and Charter
  School administrators and
  teachers of LEP students in
  secondary schools
• Updates on policy changes
• NCLB AYP requirements
• Instructional practices to increase
  ELL student performance and           116
  reduce dropouts.
           2005 summer training
              opportunities for
             educators serving
             English language
                 learners:

• Elementary Science

• Dual Language Program
  Implementation




                                  117
Trainer of Trainers (TOT) Sessions
 for Science and Dual Language

TOT locations and dates are:
• August 24 and 25, Embassy Suites,
  El Paso
• August 29 and 30 Holiday Inn
  Select, Dallas Love Field
• September 1 and 2 Market Square
  Radisson Inn, San Antonio
• September 6 - 9 Greenspoint
  Marriott, Houston
                                      118
Bilingual Science TOT
• 7 writers
• 25 activities each
• Spanish academic language of
  science
• Primary (1-2) grades
• And Intermediate (3-5) grades


                                  119
  Dual Language TOT
• Professors-SMU, A&M, UT-
  Panamerican, UTEP,
• Districts Program Directors,
• Teachers
• Practitioners
• Several meetings at various
  places

                                 120
What is Dual Language
Immersion (DLI)?
Instruction in Two Languages for English Speakers
       And Non-Native Speakers of English



                                    Bilingualism


                                      Biliteracy


                                   High Academic
                                    Achievement


                                    Biculturalism
     Special Charts
• Science and Social Studies
  Charts
• Aligned with the TEKS and in
  Science with the TAKS
• In June these will be sent to
  every school district that has
  Bilingual or ESL services.

                                   122
     List of Approved Tests
 It is up on the WEB: The
  updated 2005 List of
  Approved Tests for
  Assessment of Limited
  English Proficient Students
http://www.tea.state.tx.us/curri
  culum/biling/leptests.html

                                   123
 Texas – Spain Initiative


A Memorandum of
Understanding to continue
the Texas – Spain Initiative
will be signed in May 16,
2005.


                               124
              TEA Bilingual/ESL
              Website


Additional information on
Bilingual/ESL education, can
be accessed by visiting the
Bilingual/ESL Unit website at:
www.tea.state.tx.us/curriculum/biling/



                                         125
        Join our listserve!


•   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.
                                    126
    Thank you!

  Bilingual/ESL Unit
Phone: 512-475-3555
 Fax: 512-463-8057

                       127

				
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