Cheryl Jennings, Ed'D'

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Bilingual Education

• June 5, 2007
• Cheryl Jennings, Ed.D.
• Division Director
• Elementary Teaching and Learning

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History of Bilingual Education

• 1960s Civil Rights Movement and Great Society
  programs of the LBJ administration
• 1964 Laredo School District launched 1st
  bilingual program in Texas
• 1965 Elementary and Secondary Education Act
  supplements programs with federal funds
• 1968 Bilingual Education Act (federal) funds
  to help support students deficient in English

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History cont.

• 1969 16 districts in Texas serve students with
  bilingual programs
• 1973 Texas Bilingual Education and Training Act
  signed into law by Governor Dolph Briscoe
• 1974 Lau v. Nichols Supreme Court declared
  that children who could not understand the
  language of instruction were denied access to a
  quality education
• 1981 United States v. Texas Judge Justice
  ordered TEA to initiate additional bilingual
  instruction (equal educational opportunity)

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State Policy and Law

• Districts with an enrollment of 20 or more
  students of limited English proficiency in any
  language classification in the same grade level
  shall offer a bilingual education or special
  language program.
• Texas Education Code 29.051 29.064 and
  Texas Administrative Code Chapter 89

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Policy and Law Cont.

• Districts shall offer the following for students
  of limited English proficiency
• Bilingual Education in Kindergarten through the
  elementary grades
• Bilingual Education, English as a second
  language, or other transitional language
  instruction in post-elementary grades through
  grade 8
• Instruction in English as a second language in
  grades 9 12.

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Goal of Bilingual Education

• To enable limited English proficient students to
  become
• competent in the comprehension, speaking,
  reading, and composition of the English language
  through the development of literacy and academic
  skills in the primary language and English.
• Such programs shall
• emphasize the mastery of English language skills,
  as well as mathematics, science and social
  studies, as integral parts of the academic goals
  for all students to enable limited English
  proficient students to participate equitably in
  school.
• 
  TAC Chapter 89, Subchapter BB

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• To learn the English language while learning the
  academic content.

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Entry Requirements

• Home Language Survey
• What language is spoken in your home most of the
  time?
• What language does your child (do you) speak
  most of the time?
• Language Proficiency Assessment
• Primary Language
• English Language
• Benefits of bilingual education explained to
  parents
• Parent Options and Decision
• Bilingual Education
• English as a Second Language
• Denial/English Immersion
• TAC 89.215 and TEC 29.056

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Exit Criteria

• Oral and written language proficiency development
  assessed and
• Must score at or above the 40th percentile on the
  language arts and reading portions (only) on a
  norm referenced standardized achievement test or
• Meet state performance standards on the English
  reading and writing portions of TAKS
• Cannot exit PK through grade 1
• 
  TAC chapter 89

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Irving ISD

• 87 countries
• 66 languages
• Bilingual Education PK 5th grade
• Spanish (7448 students)
• Vietnamese (81 students)
• English as a Second Language PK 12th grade
  (PK 5 1282 students 6 12 2851 students)
• Denials/English Immersion 231 students

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IRVING ISDS PROGRAM FOR ENGLISH LANGUAGE
LEARNERS (ELLs)
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Transitional Bilingual Education Model

• Goal To ensure that students continue to learn
  academic content while learning English
• Time and Teaching

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Dual Language

• Two-Way Model
• Native English speakers and Native Spanish
  Speakers grouped together so that all children in
  the program learn both languages
• Brandenburg, Barton and Farine
• One-Way Model
• Native Spanish speakers learn both English and
  Spanish with instructional time divided 50/50
• Keyes Elementary

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Dual Language at Brandenburg
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Two Way Dual TAKS ResultsBrandenburg 3rd Grade
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Two Way Dual TAKS ResultsBrandenburg 3rd Grade
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Spring 2007 TAKS Results
NOTE NT Number Tested NP Number Passed PCT
Percent Passed Cumulative Feb April 2007
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Spring 2007 TAKS Results
NOTE NT Number Tested NP Number Passed PCT
Percent Passed Cumulative Feb April
2007 1st Administration April 2007
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Spring 2007 TAKS Results
NOTE NT Number Tested NP Number Passed PCT
Percent Passed Cumulative Feb April
2007 1st Administration April 2007
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2007 Texas English Language Proficiency
Assessment System (TELPAS)

• Annual Measurable Achievement Objectives (AMAOs)
• Objective 1 Progress (Percent of students
  progressed at least one proficiency level)
• Objective 2 English Proficiency Attainment
  (Percent of students who reached Advanced High
  proficiency level)

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AMAOs Objective 1 Results
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AMAOs Objective 2 Results
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AMAOs Composite Progress Results
IRVING ISD ELEMENTARY SCHOOLS
Bilingual Education
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Irving ISDs Mission Statement

• The Irving ISD, in partnership with families and
  the community, resolves to meet the educational
  needs of students by cultivating the skills
  of learning, thinking and communicating.

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SuccessOne Student at a Time