BilingualESL TEA UpdatesMay 11, 2005

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Bilingual/ESL TEA Updates-May 11, 2005
Georgina González Director of Bilingual/ESL
Education Texas Education Agency
2
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
• All state agencies reported using at least one
  type of English language instruction program with
  40 states using a bilingual program in addition
  to English as a second language (ESL).
• -U.S. Dept. of Education Title III Biennial
  Evaluation Report, FY 2002-2004

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Texas Student Profile Grades PK-12

684,583 Total Identified English Language
Learners (ELLs) PEIMS Fall 2004 1,894,108
Hispanic (44) 1,676,987 White (39)
616,050 African Am. (14) 127,092 Native
Am. (.3)
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101 languages are represented in Texas schools
Spanish 603,299 Vietnamese 10,649 Urdu
3,425 Korean 2,841 Arabic
2,689
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• PEIMS Update

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PEIMS Related Correspondence

• January 28, 2005 Implementation of No Child
  Left
• Behind Annual Measurable Achievement
• Objectives (AMAOs)
• March 24, 2005 LEP Status Coding of Parental
• Denial Students on Spring 2005 Answer
• Documents
• Available at www.tea.state.tx.us/taa/

10
Both current LEP status and monitored status
will be collected on answer documents and used in
reporting test results beginning in spring 2005.
11
PEIMS LEP Indicator Code
Student has been identified as limited English
proficient by the Language Proficiency Assessment
committee (LPAC)
12
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.
• Posted at www.tea.state.tx.us/curriculum/biling/
  teares-lpac-processmanual.html

13
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.
• Establishment of procedures that ensure the
  accuracy of data prior to submission.

14
LEP Immigrant

• The term immigrant has three definitions
  approved by the Texas Education Agency. Each
  definition serves a unique purpose.

NEW TO PEIMS
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LEP Immigrant/Non-immigrant Business Rules

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

NEW TO PEIMS
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LEP Immigrant Code E0797NCLB Definition

• 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).)
  

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LEP Immigrant Student Assessment Definition

• 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 2004. 19 TAC 101.1005,
  101.1007, 101.1009.
• For additional information please see the Student
  Assessment Division webpage at the following URL
  www.tea.state.tx.us/student.assessment.

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LEP Immigrant Grades 9-12 ESOL I and II Definition

• 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 www.tea.state.tx.us/curriculum/b
  iling/.

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LEP Immigrant, Grades 9-12

• 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 immigrants to the United
  States.

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LEP Non-Immigrant Grades 9-12

• 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 students needs.

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LEP Status Exit 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.

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LEP Status Exit Criteria

• The development of the students 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 TAC89.1225(h).

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LEP Status Exit Criteria
The following exit criteria must be met in order
to change an identified LEP student to a non-LEP
status.

• 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. TEA List of
  Approved Tests is posted at www.tea.state.tx.us/c
  urriculum/leptests.html
• 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.

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LEP Status Exit Criteria

• 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 TAC89.1225(h)(1).

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E0032 Bilingual-Indicator-Code

• BILINGUAL-INDICATOR-CODE 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.
• See 19 TAC 89.1210.

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E800 ESL-Indicator-Code

• ESL-INDICATOR-CODE
• student is participating in a state approved
• English as a Second Language (ESL) program.

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E1028 BILINGUAL/ESL SUMMER-SCHOOL INDICATOR-CODE

• 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 Education.

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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.
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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 also be LEP.

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Performance Based Monitoring and Interventions
Update
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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

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Other Evaluation Measures
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Focus of PBM Identification

• Bilingual Education
• Career Technology Education
• Special Education
• NCLB Title programs (Title I, ATitle I,
  CTitle II, Title III, Title IV, A)
• Leaver/dropout records
• Student assessment program
• Discipline data reported under TEC Chapter 37

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Additional information is available on the PBM
website at www.tea.state.tx.us/pbm/
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Public Meeting

• TEA has produced several Spanish documents for
  parents in districts required to conduct a public
  meeting. They are located at the following URL
• www.tea.state.tx.us/pmi/bemon/

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For further information on PBM/PMI please
contact

• Performance Based Monitoring (PBM) Division
• Rachel Harrington, Director
• 512-463-9515
• Rachel.Harrington_at_tea.state.tx.us
• PBM/PMI website www.tea.state.tx.us/pmi/
• Program Monitoring and Interventions (PMI)
  Division
• Laura Taylor, Director
• Laura.Taylor_at_tea.state.tx.us

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For information regarding textbooks please
contact
TEA Textbook-Technology Division 512-463-9601 www
.tea.state.tx.us/textbooks
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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
• Have not received LEP SSI Grant funds in the
  past
• Compared to all districts, have a greater
  percentage of ELLs performing below the state
  standard on 2004 TAKS
• 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.

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Due Dates and Critical Dates
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Frequently Asked Questions

• May be found on the TEA website, Division of
  Discretionary Grants at http//www.tea.state.tx.us
  /opge/disc/ .

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LEP SSI Contact Information

• Program Contact
• Melissa Gonzalez
• Office of Education Initiatives
• Texas Education Agency
• William B. Travis Building
• 1701 N. Congress Ave.
• Austin, TX 78701
• (512 )936-6060
• Melissa.gonzales_at_tea.state.tx.us

• Funding Contact
• Karen Harmon
• Division of Discretionary Grants
• Texas Education Agency
• William B. Travis Building
• 1701 N. Congress Ave.
• Austin, TX 78701
• [phone]
• Karen.harmon_at_tea.state.tx.us

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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.
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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 is
  available via their website at www.tsusmell.org

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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

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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 reduce dropouts.

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2005 Summer Trainer of Trainers (TOT)

• Elementary Science (Day 1)
• Dual Language Program Implementation (Day 2)
• 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

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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
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Science and Social Studies Charts

• Science and Social Studies Charts in Spanish have
  been translated
• Mirror the Science and Social Studies Charts and
  have aligned the English Language Proficiency
  Standards with the TEKS and TAKS objectives in
  Science and to the summarized TEKS in Social
  Studies
• In June these will be sent to every school
  district that offers Bilingual or ESL services.

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List of Approved Tests

• The updated 2005 List of Approved Tests for
  Assessment of Limited English Proficient Students
  is posted at
• www.tea.state.tx.us/curriculum/biling/leptests.ht
  ml

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International Administrators Seminar

• Please make a note of the dates that we have
  reserved for the Administrators Seminar to be
  held at the Omni Hotel in San Antonio.
• Conference dates are September 12-15, 2005.

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Dallas ISD Valedictorians and Salutatorians
Spring 2004
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TEA Bilingual/ESL Website
For additional information on Bilingual/ESL
education, visit the Bilingual/ESL Unit website
at www.tea.state.tx.us/curriculum/biling/ Or
contact your ESC bilingual/ESL coordinator.
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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.

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Title III Symposium TEA Update

• Monica G. Martinez
• Division of Curriculum
• Texas Education Agency

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www.tea.state.tx.us/curriculum
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The centerpiece of instructional efforts in Texas
is the TEKS

• Framework for instructional delivery in local
  schools
• Basis for state instructional materials selection
• Framework for TAKS assessment objectives
• Basis for SBEC certification development
• Focal point for PDAS and ILD programs

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TEKS Refinement and Alignment

• The TEKS review process will coincide with the
  textbook adoption cycle.
• This process began with Secondary Mathematics in
  2004.

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http//www.tea.state.tx.us/textbooks/adoptprocess/
index.html
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Next in line

• Proclamation 2005 State Adoption 2007
• Implementation 2008-2009
• Kindergarten, all subjects
• Mathematics, grades 1-5
• Proclamation 2006 State Adoption 2008
• Implementation 2009-2010
• English Language Arts and Reading, grade 1
• Spanish Language Arts and Reading, grade 1
• Reading, grades 2-5
• Literature, grades 6-12

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Timeline for Elementary Mathematics TEKS
Refinement and Alignment

• Sept. 2004
• Public request for input on elementary TEKS
  refinements
• Oct. 2004
• Work group meeting
• Nov. 2004
• Public review of suggested modifications
  commences online
• SBOE is given update on the refinement process
  and activities accomplished
• Jan.2005
• Documents undergo expert review
• February 2005
• SBOE Discussion of Proposed Amendments to 19 TAC
  Chapter 111, Subchapter A

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Timeline for Elementary Mathematics TEKS
Refinement and Alignment

• April 2005
• SBOE Discussion of Proposed Amendments to 19 TAC
  Chapter 111, Subchapter A
• TETN with work group (if needed) to discuss
  expert review suggestions
• July 2005
• SBOE First reading of Proposed Amendments to 19
  TAC Chapter 111, Subchapter A
• Official public comment period
• September 2005
• SBOE Second reading and final adoption of
  Proposed Amendments to 19 TAC Chapter 111,
  Subchapter A
• August 2006
• Implementation of refined TEKS begins in all
  classrooms

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Enrichment TEKS are Required

• SB 815 was passed during the 78th Legislative
  Session and signed into law by Governor Perry in
  2003. 
• SB 815 mandates, as a matter of accreditation,
  that school districts use the TEKS when teaching
  all of the required curriculum (foundation and
  enrichment content areas). 

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Enrichment TEKS are Required

• Revisions were made to 19 TAC CHAPTER 74,
  SUBCHAPTER A at the September 2004 SBOE meeting.
• Legislation is now reflected in Section 28.002(c)
  of the Texas Education Code (TEC) and in TAC
  74.1(b), Subchapter A.
• FAQ on 19 TAC Chapter 74 Amendments is available
  at www.tea.state.tx.us/curriculum

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The RHSP is now the Default Graduation Plan

• Texas commitment to more rigorous coursework for
  students
• Required beginning with the Freshman class of
  2004-2005
• 24 credits to graduate
• Few exceptions will be made

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http//www.capitol.state.tx.us/
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TEA Listservs

• Join TEA curriculum related listservs for
  information. www.tea.state.tx.us/list
• Bilingual/ESL Education
• ELA-Reading
• Gifted/Talented Education
• Mathematics
• Science
• Social Studies
• Texas Reading Initiative
• Texas Reading First Initiative
• To the Administrator Addressed

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Contact Us

• George R. Rislov, Managing Director
• george.rislov_at_tea.state.tx.us
• Monica G. Martinez, Curriculum Director
• monica.martinez_at_tea.state.tx.us
• Division of Curriculum
• [phone]
• www.tea.state.tx.us/curriculum
• curric_at_tea.state.tx.us

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• Title III
• Management Institute
• May 11, 2005
• Laura Ayala, TEA, Student Assessment
• laura.ayala_at_tea.state.tx.us

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Topics

• Review 2004-05 Assessment Activities
• Upcoming Activities
• 2005 State Assessment Results

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2004-05 Activities

• Summer 2004
• Review spring 2004 initial administration of
  observation protocols

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2004-05 Activities

• Fall 2004 writing collection to examine ELL
  writing and develop annotated writing samples

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2004-05 Activities

• Fall 2004 staff development on RPTE and TOP

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2004-05 Activities

• Finalize AMAOs and prepare school staff and local
  boards of their implementation

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2004-05 Activities

• Refine the TOP proficiency level descriptors and
  training system conduct TOP statewide training

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2004-05 Activities

• Collect student writing as part of TOP
  administration

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2004-05 Activities

• Add Advanced High level to RPTE and administer
  RPTE to all LEP students

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2004-05 Activities

• Implement linguistically accommodated testing
  (LAT) for eligible recent immigrants and conduct
  statewide training

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2004-05 Activities

• Begin development of RPTE II
• Draft objectives and student
• expectations
• Develop new prototype reading selections and
  test questions to assess more reading in
  content areas

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2004-05 Activities

• RPTE II, continued
• Administer Grade 2 pilot to LEP and non-LEP
  students
• Gather performance data on new prototype items
  for Grades 3-12

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2004-05 Activities

• Administer Spanish TAKS field tests

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2004-05 Activities

• Conduct a study of the spring 2005 TOP student
  writing collections to examine effectiveness of
  training and rating process.

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Upcoming Activities

• Evaluate --
• student performance and feedback from first LAT
  administration
• teacher input on Grade 2 RPTE pilot
• data on new RPTE II prototypes
• TELPAS training and administration

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Upcoming Activities

• Implement new way of building Spanish TAKS tests
  

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Other Upcoming Activities

• Discuss short and long range plans for online
  testing
• Set standards on and implement new Grade 8
  science test
• Modify the alternative assessment system for
  students served by special education

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• PreliminaryStatewide Test Results

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at 2005 TELPAS Proficiency Levels for Grades K-2
B Beginning I Intermediate A Advanced
H Adv High Comp. Composite Rating
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at TELPAS Proficiency Levels Grades 3-12
B Beginning I Intermediate A Advanced
H Adv High R Reading C Composite Rating
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Making Yearly Progress in TELPAS Proficiency
Levels Grades 3-12
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Noteworthy in 2005

• More than 600,000 K-12 LEP students were assessed
  in TELPAS.

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Noteworthy in 2005

• In Grades 2-12, over 30,000 1st year immigrants
  were reported. Of these, about 11,000 entered
  U.S. schools in the second semester of the school
  year.

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Noteworthy in 2005

• In Grades 3-12, about 137,000 LEP students were
  reported as enrolled in U.S. schools for 5 or
  more years.

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Noteworthy in 2005

• In Grades 3-12, about ½ of the 1st year group
  were rated as Beginners.
• In 3-12, about 1/2 of the 5 or more years group
  were rated as Advanced and 1/3 as Advanced High.

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2005 Grade 3 TAKS Reading(February)Percent
Passing
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2005 Grade 5 TAKS Reading(February) Percent
Passing
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2005 Grade 5 TAKS Math(April 5) Percent Passing
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• If you have questions regarding LEP assessments
  please contact the Student Assessment Division at
  512-463-9536.

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BILINGUAL EXCEPTIONS, ESL WAIVERS, ASSURANCE OF
COMPLIANCE

• Bilingual Program Unit
• Division of Curriculum
• Texas Education Agency

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Texas Education Code (TEC) Chapter 29,
Subchapter B

• in accordance with the policy of the state
  to ensure equal educational opportunity to every
  student, and in recognition of the educational
  needs of students of limited English proficiency,
  this subchapter provides for the establishment of
  bilingual education and special language programs
  in the public schools and provides supplemental
  financial assistance to help school districts
  meet the extra costs of these programs.

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Bilingual Exceptions, ESL Waivers, Assurance of
Compliance Form

• All districts which serve students identified as
• limited English proficient (LEP) must annually
• submit an Assurance of Program Compliance and
• one of the following to TEA
• Request for Exception to the Bilingual program
  requirements
• Request for a Waiver of English as a second
  language (ESL) requirements
• Request for BOTH an Exception and a Waiver

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What is an Assurance of Bilingual Education/ESL
Program Compliance?

• If the district or charter school is in
  compliance with the requirements of Chapter 29,
  Subchapter B of the Texas Education Code, the
  district or charter school superintendent is
  required to complete only the one-page form
  entitled Assurance of Bilingual Education/ESL
  Program Compliance and return it to the TEA.

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Bilingual Program Requirements as stated in the
Texas Administrative Code (TAC) 89.1205(a)

• Each school district which has an enrollment
  of 20 or more limited English proficient students
  in any language classification in the same grade
  level district-wide shall offer a bilingual
  education program as described in subsection (b)
  of this section for the limited English
  proficient students in prekindergarten through
  the elementary grades who speak that language.
  "Elementary grades" shall include at least
  prekindergarten through Grade 5 sixth grade
  shall be included when clustered with elementary
  grades.

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What is a Request for Exception to the Bilingual
Education Program?

• Districts or charter schools that are unable
  to provide a bilingual education program as
  required by 19 TAC 89.1205(g) shall request from
  the Commissioner of Education an Exception to the
  bilingual education program and approval to offer
  an alternative program. The document entitled,
  Request for Exception to the Bilingual Education
  Program must be submitted.

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English as a Second Language (ESL) Program
requirements as stated in the Texas
Administrative Code (TAC) 89.1205(d)

• All limited English proficient students for whom
  a district is not required to offer a bilingual
  education program shall be provided an English as
  a second language program as described in
  subsection (e) of this section, regardless of the
  students' grade levels and home language, and
  regardless of the number of such students.

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What is a Request for Waiver for English as a
Second Language(ESL) Program?

• Districts or charter schools unable to provide
  an ESL program as required by 19 TAC 89.1205(d)
  shall request from the Commissioner of Education
  a waiver of the certification requirements for
  teachers who will provide ESL instruction. The
  required Request for Waiver for English as a
  Second Language Program must be submitted.

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Bilingual Exceptions, ESL Waivers, Assurance of
Compliance Form

• Approvals of exceptions and/or waivers of
• certification requirements shall be
• negotiated on an individual basis and shall
• be valid for ONLY the school year for
• which they were negotiated.
• TAC 89.1205(g)(h)

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Bilingual Exceptions, ESL Waivers, Assurance of
Compliance Form

• The forms must be submitted to TEA by October 1
  every year.

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If our district or charter school does not have
any Limited English Proficient (LEP) students and
I do not need a Bilingual Exception or an ESL
waiver, which form do I submit?
FAQs

• Only the Assurance of Program
• Compliance is required.

110
If my district or charter school has a permit
from the State Board for Educator Certification
(SBEC) for each bilingual teacher and each ESL
teacher that is planning to get his/her
certification, which form do I need to submit?
FAQs

• Only the Assurance of Program
• Compliance is required.

111
If I am a charter school do I need to have
bilingual certified teachers and ESL endorsed
teachers?
FAQs

• Yes. Teachers must be appropriately
• certified if you are required to offer
• these programs based on 19 TAC
• 89.1205.

112
Does TEA verify the colleges and universities
reported on the bilingual exception and ESL
waiver form?
FAQs

• Yes. The Bilingual Education Unit
• Collaborates with the State Board for
• Educator Certification on colleges and
• Universities offering certification and
• endorsement programs.

113
Does TEA compare bilingual exceptions and ESL
waivers to those previously submitted to the
Agency?
FAQs

• Yes. Every assurance, ESL waiver
• and Bilingual exception is compared
• from one year to the next to note
• progress.

114
Can a district or charter school use permanent
substitute teachers to teach LEP students?
FAQs

• Only if these teachers have valid Texas
• Teaching certificates and are properly
• bilingually certified or ESL certified as
• required by the program that the district or
• charter school is required to implement.

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Can our district receive a time extension to
submit the bilingual exception, ESL waiver or
assurance after October 1st?
FAQs

• No. Every application is stamp dated when it
  arrives in our office. Receipt dates are recorded
  for future reference.
• Please do NOT FAX forms.

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What if our district is required to provide a
Arab bilingual program but cant find a
certified Arab bilingual teacher for our 20 Arab
LEP first graders?
FAQs

• Apply for an exception to the Arab Bilingual
• program for the 20 first graders, and also for
• The other Arab LEP students within the
• Elementary grades. This bilingual exception
• will not reflect negatively in your district PAS/
• DAS Report.

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What if our certified teacher moves or leaves for
several months during the school year? Do we
re-submit our application?
FAQs

• If the situation occurs after October 1 of
• the year you submitted your application, you
• do Not have to resubmit. Try to serve
• students with a certified teacher as
• quickly as possible and keep all
• documentation.

118
Do I have to write the same district/charter
school data in the bilingual exception and ESL
waiver if I am submitting both forms?
FAQs

• Yes, even though most of the district
• data is the same, there are some
• differences in the information required to
• be provided on each form.

119
Do you share the information on bilingual
exceptions, ESL waivers and assurances with
Compliance staff?
FAQs

• YES!

120
Do I code LEP students under bilingual exception
as ESL on PEIMS?
FAQs

• Yes. Students who receive ESL
• Services under an approved
• exception to the bilingual program
• are coded ESL on PEIMS in that
• grade during that year only.

121
A bilingual exception application must
include a description of the proposed
alternative program to meet the affective,
linguistic, and cognitive needs of LEP
students a description of the training program
for staff assigned to provide the alternative
program
122
A bilingual exception application must
include the actions the district will take so a
bilingual program will be provided the next year,
including plans for recruiting training
teachers and assurance that available certified
staff will be assigned at Pre-K through the
succeeding grades to meet the needs of LEP
students.
123
A bilingual exception application must show that
the district has taken all reasonable
affirmative steps to hire sufficient certified
bilingual teachers not unjustifiably denied
employment to properly certified bilingual
teachers in the past 12 months.
124
A bilingual exception application must show that
the district is implementing specific measures
to eliminate the need for a bilingual exception
in the future providing a training program for
staff assigned to provide the alternative program
using 10 of the bilingual allotment
125

• An ESL waiver application must include
• all of those items required for a bilingual
  exception and
• names of teachers not on permit who are assigned
  to the ESL program
• estimated date for completion of ESL supplemental
  requirements

126
Criteria for Review of Applications
--alternative program is appropriate adequate
to meet the needs of students and fulfill the law
requirements -- the recruiting plan is adequate
(must include time lines) -- the previous years
recruiting plan was accomplished
127
Criteria for Review of Applications

• years of bilingual exceptions/ESL waivers
  requested
• number of teachers on bilingual exception
• number of teachers on ESL waiver
• teachers on bilingual exception and/or ESL
  waiver has decreased yearly
• of student enrollment impacted

128
Bilingual/ESL Exceptions and Waivers TETN training

• Statewide training session
• is scheduled for
• September 9, 2005
• 900 a.m. 400 p.m.

129
2005-2006 Assurance of Bilingual/ESL Compliance
Form and a Question and Answer Document will be
available on our website at

• http//www.tea.state.tx.us/curriculum/biling

130
PEIMS PRESENTATION

• Title III Management Institute
• May 11, 2005
• Mark Walker
• PEIMS Senior Business Analyst

131
PEIMS Data Collection Cycle

• Fall (PEIMS SNAPSHOT)
• Last Friday in October
• Midyear
• Summer
• Extended Year

132
Fall Submission Data Elements

• LEP Indicator Code
• Home Language Code
• Parental Permission Code
• Bilingual Indicator Code
• ESL Indicator Code
• Immigrant Indicator Code

133
2005 2006 PEIMS Data Standards Updates for
Fall Submission Data

• Expansion of Immigrant Definitions to address
• NCLB
• Student Assessment
• ESOL I, II

134
LEP Decision Chart

• Published in the following documents
• PEIMS Data Standards
• LPAC Framework Manual

135
Summer Submission Data Elements

• Total Eligible Bilingual/ESL Days Present
• LEP Indicator Code

136
Extended Year Submission Data Element

• Bilingual/ESL Summer School Indicator Code

137
PEIMS Coding Questions?

• Please contact your district or ESC PEIMS
  Coordinator for assistance with any PEIMS
  reporting questions.

138
2005 Title III ConferenceReading Updates

• Casey McCreary
• Director of Reading
• Division of Curriculum

139
FAQ 1 Accelerated Reading Instruction (ARI)
Funds for 2005-2006

• When do we find out if monies are appropriated
  for ARI?
• How much money is expected for this purpose?
• Will the funding formula change?
• What grade levels and subject areas will the
  funds cover?

140
FAQ 1 Answer

• TEA made a formal request for funding for SSI
  purposes in their Legislative Appropriations
  Request (LAR).
• LAR Request was made in accordance with
  instructions from the Legislative Budget Board
  and Governors Office of Budget, Policy, and
  Planning.

141
FAQ 1 Answer

• At the end of the Legislative Session
  appropriations are formally designated in the
  form of a Rider.
• The Rider will specify dollar amount, grade level
  and subject area eligible for Rider benefits.
• TEA staff then determines funding formulas in
  accordance with legislative intent.

142
FAQ 2 Student Success Initiative Tests for Grade
Advancement

• Will the 2nd and 3rd administrations of the GR 3
  and GR 5 reading and math TAKS include field test
  items?
• No.

143
FAQ 3 TAKS Scores

• Where do I find comparison charts for scores in
  2003, 2004 and 2005?
• Go to http//www.tea.state.tx.us/
• Select press release Passing Rates Rise on High
  Stakes TAKS Reading Exams
• Select hot links to the comparison charts

144
FAQ 4 Items Needed to Meet Passing Standard

• Where do I find the the number of items that must
  be answered correctly in order to meet the
  passing standard (e.g. in 2005 GR 3 students must
  answer 23 items correctly to meet the passing
  standard and 34 to reach the commended
  performance level)?

145
FAQ 4 Answer

• Select the link to the A-Z Index
  http//www.tea.state.tx.us/student.assessment/dire
  ctory.html from the TEA Student Assessment web
  page
• Select the link to Raw Score Conversion Tables

146
FAQ 5 2004-2005 Grade Placement Committee Manual

• Have the proposed rule changes on pgs. 89-90 of
  the 2005 GPC Manual been adopted?
• Yes.

147
FAQ 5 Answer

• Eligibility at time of enrollment
• Eligibility of students receiving special
  education services
• Out-of-district testing
• Performance on past assessments
• Extenuating circumstances
• Period of enrollment
• Reporting of alternate test results
• Out of district accelerated instruction

148
FAQ 6 SSI Eligibility Dates

• Rule change 1 on p. 89, 2005 GPC Manual
• Designates eligibility for SSI requirements
• For students enrolled between January 1 through
  April 15
• If a student is enrolled at any time during these
  dates do all of the SSI requirements apply to the
  student, including the automatic retention
  policy?

149
FAQ 6 Answer

• Yes. Please refer to pgs. 89 - 90 in the GPC
  Manual to view the rule changes.

150
FAQ 7 SSI Resources

• What resources are available to help GR 3 and GR
  5 students struggling in reading? Particularly
  those that are taking more than one
  administration of the reading TAKS?

151
FAQ 7 Answer

• Go to the ELA-Reading web page at
  http//www.tea.state.tx.us/curriculum/elar/elarato
  z.html
• Select link for A-Z Index
• Review resources listed under Primary Resources
  for Reading and Writing, Dyslexia,
  Bilingual/ESL, and Texas Reading Initiative

152
FAQ 8

• Where in the GPC Manual can we find information
  on accelerated instruction activities for reading
  in GR 3 and GR 5?

153
FAQ 8 Answer

• Narrative and FAQs addressing accelerated
  instruction on pgs. 45-48
• Rule change pertaining to out-of-district
  accelerated instruction on pg. 90
• Sample Accelerated Instruction Plans (AIPs) for
  GR 3 and GR 5 are included as Form 14, beginning
  on pg. 157

154
FAQ 9 GR 4 Online Teacher Reading Academy

• When will the GR 4OTRA CDs be available?
• What does the content of the GR 4OTRA contain?
• How will the GR 4OTRA CDs be distributed?

155
FAQ 9 Answer
GR 4 Online TX Teacher Reading Academy (4OTRA)

• Strategies for reading in the content areas
• Strategies for LEP/ESL students
• CD-ROM format
• Teachers may earn up to 20 continuing
  professional education (CPE) credits
• All TX GR 4 teachers will receive a 4OTRA CD via
  mail or ESC Reading Contact (at end of 2004-05
  school year)

156
FAQ 10 Resources for Secondary

• Where do we find resources for middle school and
  high school reading and language arts?

157
FAQ 10 Answer

• Go to the ELA-Reading web page at
  http//www.tea.state.tx.us/curriculum/elar/elarato
  z.html
• Select link for A-Z Index
• Review resources listed under Secondary
  Resources for Reading and Writing, Dyslexia,
  and Bilingual/ESL

158
FAQ 11

• We have heard that there may be a federal
  initiative for reading at the secondary level
  called Reading Next (vs. Reading First which
  applies to GR K-3).
• Where do we find information on this?

159
FAQ 11 Answer

• http//www.all4ed.org
• Biancarosa, G., and Snow, C. E. (2004.) Reading
  NextA Vision for Action and Research in Middle
  and High School Literacy A Report to Carnegie
  Corporation of New York. Washington, DC Alliance
  for Excellent Education.

160
FAQ 11 Answer Reading Next

• Combines research and strategies
• Written by five of the nation's leading
  researchers
• Outlines 15 key elements of an effective literacy
  intervention
• Calls on public and private stakeholders to
  invest in the literacy of MS and HS students
• Builds the knowledge base around adolescent
  literacy

161
TEA Listservs www.tea.state.tx.us/list

• ELA-Reading
• specific to reading and writing TEKS, TAKS,
  textbooks, etc. for GR K-12
• Texas Reading First Initiative
• specific to federal NCLB legislation for GR K-3
• Texas Reading Initiative
• specific to state legislation for GR K-5

162
TEA Contacts

• Jana Bland
• Director, TX Reading First Initiative
• jana.bland_at_tea.state.tx.us
• Linda Limon
• Director, TX Reading Initiative
• linda.limon_at_tea.state.tx.us

• Casey McCreary
• Director of Reading
• casey.mccreary_at_tea.state.tx.us
• Sarah Crippen
• Director of ELA
• sarah.crippen_at_tea.state.tx.us