English Language Proficiency Standards and Bilingual/ESL CREST Updates Georgina González, Director

1. English Language Proficiency Standards and Bilingual/ESL CREST Updates Georgina González, Director Susie Coultress, Assistant Director Bilingual/ESL Unit Curriculum Division Texas Education Agency April 7, 2008

2. Texas ELL Population • 775,645 ELLs in EE-12, over 600,000 in K-12 • Over 120 languages represented in Texas schools • 92% Spanish speakers 711,388 • Prominent languages other than Spanish: • 14,094 Vietnamese • 3,627 Urdu • 3,594 Arabic • 3,195 Korean • About 10.09% of ELLs served by special education • ELLs represent about 16% of the total students in Texas PEIMS Fall 2007

3. ELL Special Language Programs • ELLs 775,645 • Bilingual 422,377 • ESL 297,553 • ELL Parental Denials 49,071 Texas ELL Special Language Program Participation PEIMS Fall 2007

4. Revised Commissioner’s Rules • Newly adopted Title 19 (TAC) Chapter 89. Adaptations for Special PopulationsSubchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students are located on the following URL:http://www.tea.state.tx.us/rules/tac/chapter089/ch089bb.html

5. §89.1225. Testing and Classification of Students. (3)In the absence of data required in paragraph (2)(B) of this subsection, evidence that the student is not academically successful as defined in subsection (j) of this section is required. (4) The admission review and dismissal (ARD) committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and designated level of performance for indicating limited English proficiency as required under subsection (d) of this section for students for whom those tests would be inappropriate as part of the individualized education program (IEP). The decision for entry into a bilingual education or English as a second language program shall be determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee).

6. §89.1225. Testing and Classification of Students. • Within the four weeks of their initial enrollment in the district, students shall be identified as limited English proficient and enrolled into the required bilingual education or English as a second language program. Prekindergarten and kindergarten students preregistered in the spring shall be identified as limited English proficient and enrolled in the required bilingual education or English as a second language program within four weeks of the start of the school year in the fall. • For exit from a bilingual education or English as a second language program, a student may be classified as English proficient at the end of the school year in which a student would be able to participate equally in a regular, all-English, instructional program. This determination shall be based upon all of the following: (1) TEA-approved tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in English; (2) satisfactory performance on the reading assessment instrument under the Texas Education Code, §39.023(a), or an English language arts assessment instrument administered in English, or a score at or above the 40th percentile on both the English reading and the English language arts sections of a TEA- approved norm-referenced assessment instrument for a student who is enrolled in Grade 1 or 2; and

7. §89.1225. Testing and Classification of Students. • TEA-approved criterion-referenced written tests when available and the results of a subjective teacher evaluation. [(1) This determination shall be based upon tests that measure the extent to which the student has developed oral and written language proficiency and specific language skills in both the student’s primary language (for students enrolled in bilingual education) and English, and one of the following: (A) meeting state performance standards for the English language criterion-referenced assessment instrument for reading and writing (when available) required in the Texas Education Code (TEC), 39.029, at grade level; or (B) scoring at or above the 40th percentile on both the English reading and the English language arts sections of a TEA- approved norm-referenced assessment instrument. [(2) In making this determination, districts shall also consider other indications of a student’s overall progress, including criterion- referenced test scores, subjective teacher evaluation, and parental evaluation.

8. §89.1225. Testing and Classification of Students. (k) The ARD committee in conjunction with the language proficiency assessment committee shall determine an appropriate assessment instrument and performance standard requirement for exit under subsection (h) of this section for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee in accordance with applicable provisions of subsection (h) of this section.

9. Framework for the LPAC Process Manual • The Framework for the LPAC Process Manual includes clarification of the legal requirements for the LPAC and provides documents and forms to facilitate the training of LPAC members. • The forms included in the Framework for the LPAC Process Manual are for use by districts and are not required for the implementation of a bilingual/ESL program. These forms, however, integrate Title III and State requirements for the LEP students being served. • HLS in various languages are on the site, and parent notification letters will be added in the near future. • http://ell.tamucc.edu/files/p1233LPACProcessManual0907.pdf

10. English Language Proficiency Standards • The newly approved 19 TAC §74.4, English Language Proficiency Standards (ELPS), presents English language proficiency standards that outline the instruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically.  • The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS. 

11. English Language Proficiency Standards • English language proficiency levels of beginning, intermediate, advanced, and advanced high in the domains of listening, speaking, reading, and writing are addressed, as required by NCLB.  • PUBLIC AND STUDENT BENEFIT:  Teachers have guidance in instruction to ensure a full opportunity for English language learners to succeed academically. • The English Language Proficiency Standards can be viewed at: http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html

12. English Language Proficiency Standards

13. English Language Proficiency Standards • §74.4. English Language Proficiency Standards. • (a)  Introduction. • (1)  The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.

14. English Language Proficiency Standards • (2)  In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.

15. English Language Proficiency Standards • (3)  Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.

16. English Language Proficiency Standards • (4)  Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.

17. English Language Proficiency Standards • (5)  The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12.

18. English Language Proficiency Standards • (6)  The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs.

19. English Language Proficiency Standards • (b)  School district responsibilities. In fulfilling the requirements of this section, school districts shall: • (1)  identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section;

20. English Language Proficiency Standards • (2)  provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum;

21. English Language Proficiency Standards • (3)  provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of this section in a manner that is linguistically accommodated to help the student acquire English language proficiency; and

22. English Language Proficiency Standards • (4)  provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading, and/or writing as determined by the state's English language proficiency assessment system. These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.

23. English Language Proficiency Standards • (c)  Cross-curricular second language acquisition essential knowledge and skills. • (1)  Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: • 8 student expectations

24. English Language Proficiency Standards • (2)  Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: • 9 student expectations

25. English Language Proficiency Standards • (3)  Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: • 10 student expectations

26. English Language Proficiency Standards • (4)  Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: • 11 student expectations

27. English Language Proficiency Standards • (5)  Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: • 7 student expectations

29. PEIMS Changes • PEIMS used to collect information only on a student being LEP • Yes No • Bilingual Program • English second language (ESL) Program • LEP served = money

30. PEIMS Changes • (d) The bilingual education program shall be implemented through one of the following program models:

31. PEIMS Changes • (1) transitional bilingual/early exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers students to English-only instruction; it provides instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English; the transition will occur not earlier than two or later than five years after the student enrolls in school;

32. PEIMS Changes • (2) transitional bilingual/late exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction; academic growth is accelerated through cognitively challenging academic work in the students’ first language along with meaningful academic content taught through the students’ second language, English; the goal is to promote high levels of academic achievement and full academic language proficiency in the students’ first language and English; not earlier than six or later than seven years after the students enroll in school;

33. PEIMS Changes • 3) dual language immersion/two-way: a biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish and transfers a student identified as a student of limited English proficiency to English-only instruction; instruction is provided to both native English speakers and native speakers of another language in an instructional setting where language learning is integrated with content instruction. academic subjects are taught to all students through both English and the other language; transition will occur not earlier than six or later than seven years after the studentenrolls in school; • http://www.tea.state.tx.us/curriculum/biling/tearesources.html

34. PEIMS Changes • (4) dual language immersion/one-way: a biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish and transfers a student to English-only instruction; in an instructional setting where language learning is integrated with content instruction. academic subjects are taught to all students through both English and the other language; transition will occur not earlier than six or later than seven years after the student enrolls in school; • http://www.tea.state.tx.us/curriculum/biling/tearesources.html

35. PEIMS Changes • (h) The English as a second language program shall be implemented through one of the following program models:

36. PEIMS Changes • (1) English as a second language/content-based: an English program that serves students identified as students of limited English proficiency in English only by providing a full-time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction; it integrates English-as-a-second-language instruction with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects.

37. PEIMS Changes • (2) English as a second language/pull-out: an English program that serves students identified as students of limited English proficiency in English only by providing a part-time teacher certified under Section 29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas.

38. PEIMS Changes • (e) For all of the program models students that have met exit criteria in accordance with §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment (TEC) §42.153.

39. PEIMS Changes • F= 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 by 19 TAC §89.1220(l) and are not eligible for funding due to the fact that they are not receiving bilingual or ESL services.

40. PEIMS Changes • S=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 §89.1220(l) and are not eligible for funding due to the fact that they are not receiving bilingual or ESL services.

41. TELPAS Percent Progressing (AMAO 1) and Attaining (AMAO 2) to Meet AMAO StandardsGrades 3-12

42. TELPAS Percent Progressing (AMAO 1) and Attaining (AMAO 2) to Meet AMAO Standards Grades K-2

43. State AYP Results Spring 2006 to 2007 Reading and English Language Arts

44. State AYP Results Spring 2006 to 2007 Mathematics

45. Former LEP Students • The following slides show three school districts’ former LEP students reaching the highest levels of achievement as valedictorians and salutatorians. • This information should encourage and motivate every educator in the state to implement all the programs available to them through the state legislature as reflected in the Texas Education Code.

46. Austin ISD Valedictorians and Salutatorians Spring 2001-2007 that started as LEP Students

47. Dallas ISD Valedictorians and Salutatorians 2001-2007 that started as LEP Students

48. Houston ISD 2001-2007 Valedictorians that started as LEP Students

49. Houston ISD 2001-2007 Salutatorians that started as LEP Students

50. Additional Websites http://www.sbec.state.tx.us/SBECOnline/ http://www.tea.state.tx.us/pbm/ 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