ADMINISTRATORS UPDATES AND PROCEDURES for Effective BilingualESLTitle III Programs

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ADMINISTRATORSUPDATES AND PROCEDURES for
Effective Bilingual/ESL/Title III Programs
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

• BILINGUAL/ESL EDUCATION DEPT.
• August 2009

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• In a completely rational society, the best of us
  would aspire to be teachers and the rest of us
  would have to settle for something less, because
  passing civilization along from one generation to
  the next ought to be the highest honor and the
  highest responsibility anyone could have.
• -Lee Iacocca, American
  businessman

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2008 2009 36 LEP Enrollment (17,278 /
47,746)PEIMS SNAPSHOT 2009 IS OCTOBER 30TH
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CELEBRATE!

• Upturn in exemplary schools due to 2 key reasons
• passing rates improved
• Implementation of the
• Texas Projection Measure
• Robert Scott,
• Texas Commissioner of Education
• USDE approved on Jan. 8, 2009, the use of the
  TPM in the calculations for state accountability
  and AYP in 2009. Applied to TAKS, TAKS A and LAT
  TAKS. Used to predict future TAKS performance in
  Grades 5, 8, and 11

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Memo dated August 3rd includes all forms for
starting procedures for LPAC.

• Timeline items are also provided to keep us in
  compliance. Other upcoming compliance items are
• SELP/SSLP Training scheduled for August 22nd,
• 20th day identification deadline is September
  21st.
• Parental Performance Progress Report due to
  parents October 5th,
• Conducting of folder audits at 5th, 6th and 8th
  grades to check documentation. Examples Verify
  that Summer School 2009 - PK and K participants
  have the progress letters on file as part of
  compliance. Monitoring the First and Second
  year(M1 M2) exits on a six weeks basis.
  Document interventions for those NOT passing core
  areas only. Form must be on file.
• START UP FORMS DUE AUGUST 28TH

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Administrators Binder contains all the areas
that need your attention.

• We will be communicating and addressing these
  sections throughout the year as we implement
  effective Bilingual/ESL/Title III Programs.
• Budget Keep on track by meeting spending
  targets
• Bilingual/ESL Education Stipend kept the
  required 8 for eligibility. Any situations will
  need to fill out the questionnaire.
• ARISE stipend in November for cohort who passed
  the TExES
• Elementary Early Exit Transitional Model has
  Sample Schedules aligned to NEW Reading Plan as
  well as Assessment Checkpoints chart.

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The bilingual education program shall be
implemented through one of the following program
models
BILINGUAL EDUCATION AND ENGLISH AS A SECOND
LANGUAGE (ESL)
ENGLISH AS A SECOND LANGUAGE
BILINGUAL EDUCATION
Transitional Early Exit
Dual Language Immersion One-Way
Dual Language Immersion Two-Way
Content-based
Transitional Late Exit
Pull-out
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Transitional Model of Bilingual Education
Unknown Concepts -- Spanish Language Known
Concepts -- English Language
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BILINGUAL BINDER
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Annual Measurable Achievement Objectives (AMAOs)
- Federal Requirement
Title III, Part A, AMAOs as per TEA letter dated
July 31, 2009
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Texas English Language Proficiency Assessment
System (TELPAS)

• TELPAS is the Texas K?12 ELL assessment of
  English language proficiency in listening,
  speaking, reading, and writing.
• TELPAS measures how well ELLs understand and use
  English for everyday use and academic purposes.
• TELPAS reports four English language proficiency
  levels
• Beginning
• Intermediate
• Advanced
• Advanced High

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• TELPAS measures the ELPS student expectations
  from the cross-curricular second language
  acquisition knowledge and skills and uses the
  ELPS proficiency level descriptors as assessment
  rubrics.
• Student expectations focus on the what of student
  learning. Proficiency level descriptors focus on
  the how well.

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Language Domain Weights in TELPAS Composite
Ratings
This chart shows the weight of each language
domain in the overall composite ratings.
These domain weights have been used since
2005-2006 but may change in the future.
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TELPAS Proficiency Levels

• Beginning Little or no ability to function in
  English in social and academic settings
• Intermediate Limited ability to function in
  English in social and academic settings can
  understand and use simple language structures and
  high-frequency English in routine contexts
• Advanced Can handle grade-appropriate English,
  although ongoing linguistic support is needed
• Advanced high Can handle grade-appropriate
  English with minimal linguistic support limited
  English does not stand in the way of academic
  achievement

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Example of PLDs for 1 domain as formatted for use
by teachers
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ELPS Cross-Curricular Student Expectations
Learning Strategies
74.4 ELPS. (c) 1
Listening
74.4 ELPS. (c) 2
Speaking
74.4 ELPS. (c) 3
Reading
74.4 ELPS. (c) 4
Writing
74.4 ELPS. (c) 5
Texas Education Agency LEP Instructional
Excellence Center Project Tesoro
TEA
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Language Levels ALL ACADEMIC
CONTENT AREAS

• English language proficiency levels
• Beginning
• Intermediate
• Advanced
• Advanced High

• DOMAINS
• Listening
• Speaking
• Reading
• Writing

The ELPS require ALL teachers to provide
instruction in listening, speaking, reading, and
writing second language acquisition skills to the
ELLs in their classes keeping their proficiency
level in mind.

See ELPS poster
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ELPS are aligned and linked with TELPAS
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Information Reading Information Booklets

• The TELPAS Reading Information Booklet is posted
  to the ELL Assessment Information page of the TEA
  Student Assessment Division website.
• Includes alignment with ELPS
• The information booklet contains many annotated
  examples of items and selections at all
  proficiency levels.
• ELPS Modules on the Bilingual Web site cover all
  areas to support implementation.

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AYP Inclusion

• not evaluated for AYP
• Science No science results are used in AYP
• (hence, no LAT science results are used in AYP).

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Using TELPAS and ELPS to Inform Instruction
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Using Test Results to Monitor Progress
ELL Student Assessment Updates

• Schools should use TAKS (academic content)
  results in conjunction with TELPAS (English
  proficiency) results to inform instruction.
• Are students making appropriate progress in
  learning English?
• Know levels of English language proficiency
• Use ratings to guide linguistically accommodated
  instruction
• Monitor progress and adjust.

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ELL Student Assessment Updates

• Future implications
• AEIS NEW indicator --- ELL Progress Measure
  for AEIS Reports in 2011
• will use
• TELPAS Reading from 2007 08
• 
  2008-09 and
• TAKS Performance 2008 09.
• Focus group in 2010 will set accountability
  standards for 2011.

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TAKS/AYP Standards Comparison
Numbers in bold indicate an increase from the
prior year. (Reference page 2
Accountability System 2009 Beyond Final
Decisions 4/2009)
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TELPAS TRAINING

• Inform NEW teachers that TELPAS mandatory
  training for new teachers teaching LEP students
  will be offered August 10th. Activate Gradespeed
  category column so teachers know categories of
  LEP students.
• Teachers of LEP students who have NOT been
  trained or qualified will be trained at a session
  planned for August 14th.
• Testing coordinators have access (user name
  password) to view status of teacher raters at
  Pearson web site. https//texas.pearson.desire2le
  arn.com/

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TELPAS Online assessment

• TELPAS reading will continue. Will have new
  interface (simulates reading from a book). The
  following strategies/tips are suggested
• ELLs should become familiar with reading on
  computers during instruction.
• TELPAS tutorials are available to familiarize
  students with TELPAS reading test software and
  tutorials contain a few sample items.
• Online administration previews are also
  available to increase familiarity.
• Grades 312 previews contain entire released 2006
  RPTE tests.
• Grade 2 preview contains approximately 20 TELPAS
  reading sample questions.
• Tutorials and previews may be accessed from
  online testing Resources page at
  http//www.etesttx.com/resources.
• TELPAS data for district and campus is provided
  in campus folder. Identify students still
  beginner or intermediate 2 years. Student
  Monitoring Form will be used to document
  interventions for these students.

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Campus Staff Development to support and enhance
services for ELLs include

• ELPS training PK - 12
• 2008 09 Focus was on module 1 - Introduction
  and 2 - ELPS and Assessment Remember to provide
  this for new teachers. Session is scheduled for
  August 15th .
• 2009 10 Focus will be on Module 3 Language
  proficiency and Module 4 Effective strategies.
  Schedule with your lead teacher or bilingual/ESL
  specialist.
• Part of principals clearance at end of year.
• Note that the new ELAR state training has strong
  connection to ELPS.
• PK Circle Readiness Kits August 12th and DLM
  Math Readiness on August 19th

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Additional trainings to support and enhance
instruction at the secondary level

• Sheltered Instructional Observation Protocol
  (SIOP) Scheduled for Aug 6 8
• Azar Grammar for High School newcomers Scheduled
  for Aug. 15th.
• Criterion software for writing support for
  beginners. Scheduled for Aug. 15th.
• Text Help site licenses for MS and HS.
  Refreshers for TSTs on the Aug. 19th.
• ESL Reading Smart individual licenses for active
  LEP students in MS, HS
• Edge training for HS ESL teachers. Scheduled for
  the Aug. 29th
• ExCELL RIGOR follow up for those trained
  summer 09 is scheduled for Aug. 22nd. NC, ESL I,
  PALL and LUCHA teachers must attend.

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Characteristics of Sheltered Instruction

• Comprehensible input
• Affective environment
• High levels of student interaction, including
  small-group and cooperative learning
• Student-centered
• More hands-on tasks
• Careful, comprehensive planning, including
  selecting key concepts from core curriculum
• (Echevarria Graves, 1998)

Adapted from Building Connections in the Content
Areas through Sheltered Instruction
Texas Education Agency
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Effective Lesson Planning

• Content Objectives TEKS
• Language Objectives ELPS TEKS
• Strategies/Activities appropriate for the various
  English language proficiency levels.

Texas Education Agency
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2009 PBMAS Indicator Preview BE/ESL
PBMAS REPORTING DATE WILL BE SEPT. 2009
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CAMPUS Follow Through

• Incorporate PBMAS Continuous
• Improvement Plans (CTE, SPED, NCLB, Bil/ESL)
  into District Campus Improvement Plans
• Monitor the Implementation
• Adjust the Plan as Needed
• Reinforce connections between ELPS, Content area
  TEKS, TELPAS and TAKS for ALL teachers.
• District Support for TELPAS/TAKS
• Moving Into English Elementary ESL Aug. 29th

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END-OF-YEAR LPAC Assessment DATA for Review

• CPALLS (PK)
• TPRI/TEJAS LEE (K - 3)
• APRENDA/STANFORD 10 (1 - 2)
• TAKS (3-12)
• LAT
  (3-12)
• TAKS-A (3-12)
• TAKS-M (3-12)
• TAKS-ALT (3-12)
• TELPAS (K-12)
• SELP/SSLP (PK-12)

Submit REVISED minutes if students are EXITED
based on 3rd TAKS administration or move in
course placement. ESL CLERKS
TRAINING Aug. 19th
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Exit Criteria 19 TAC 89.1225(h)

• The student meets listening/speaking standard
  on an agency approved test and
• state performance standards on the reading
  and writing portions (when available) of an
  English Language criterion referenced test
  (TAKS). TEC 39.023.

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Exiting LEP Students
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ARD and LPAC Members- Committee Collaboration

• Timelines
• Initial Placement
• Bilingual/ESL timeline 4 weeks DEADLINE Sept
  21st
• TAC 89.1225(g)
• Special Education 90 days
• CFR 300.301(c) and 300.323
• Benchmarks/Ensuring Progress
• Is the student making appropriate second language
  acquisition progress in English?
• Exit Decision based on established Performance
  standard documented in IEP and SPED insert.
• End of the year
• TAC 89.1225(h)

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END-OF-YEAR LPAC FOLLOW UP OF MONITORED STUDENTS

• Students who have exited the bilingual/ESL
  program must be followed-up/monitored for two
  years after they exit.
• M1 - First year after exit
• M2 - Second year after exit
• 
  Refer to handout 12
• 
  Including M1s who are SPED.

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Summer School Programs

• ELEMENTARY
• Required for LEP students going into Kinder and
  First Grade 89.1250
• Check that end of session letter is filed in SPF

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Other

• Proclamation 2010 calls for teacher resource
  materials on the ELPS for all high school
  teachersofgrades9-12  http//www.tea.state.tx.us/t
  extbooks/proclamations/proc2010/proc2010.pdf
• Compliance report specific, needs assessment
  required, parental outreach. Monitor use of
  COWs and Tutorial documentation from Title III
• Secondary PALL Project at the HS will be
  maintaining Implementation logs. LUCHA
  teachers will also be filling out implementation
  logs for end of year compliance reporting.
• LAT exempted students need to be identified so
  accommodations are implemented and known by both
  teacher and student.
• 16TH ANNUAL BINATIONAL CONFERENCE WILL BE HOSTED
  BY BISD THIS YEAR ON OCTOBER 30 31ST AT RIVERA
  HS.

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What Every Educator Should Know

• The LEP students proficiency level in English
• How long the student has been in U.S. schools
• What the students rate of progress has been
• When Advanced High is expected

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Resources

• BILINGUAL WEB PAGE http//www.bisd.us/Bilingual_
  Education/
• TEA RESOURCES
• Institute for Second Language Achievement Texas
  AM University-Corpus Christihttp//ell.tamucc.ed
  u
• Online  Bilingual  Certification Course Online
   ESL  Certification Preparation Course Texas AM
  University - College Station http//bilingual.tam
  u.edu
• Project TESORO ESC Region 1 To build
  leadership capacity in second language
  acquisition and effective pedagogy
  www.esc1.net/projecttesoro

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Additional Resources

• TEA Best Practices Clearinghouse
• http//ritter.tea.state.tx.us/bestprac/
• Doing What Works USDE Clearinghouse
• http//dww.ed.gov/

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Questions? http//www.bisd.us/Bilingual_Edu
cation/

• CONTACT INFORMATION
• Bilingual /ESL Director
• Maria V. Gonzales 548-8271
• Bilingual /ESL Lead Teachers
• Maricela Camarillo 698-3195 Amelia
  Cobarrubia 698-1325
• Norma G. Lopez 698-1326 Dr.
  Paty Quesada 698-0081
• Cynthia Cavazos 698-1328 Pat L.
  Segura 698-0083
• Bilingual /ESL Specialists
• Flor Robinson 698-3196 Angie Morales
  698-1327
• Maria Rosa Garcia 698-2092
• ESL Counselor
• Elizabeth Llongueras 698-1081
• Bilingual /ESL Lead Tester
• Lucy Escamilla 698-1321

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Remember

• Individual commitment
• to a group effort
• that is what makes a team work,
• a company work, a society work,
• a civilization work.
• -Vince Lombardi,
  Former NFL Coach