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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

BROWNSVILLE INDEPENDENT SCHOOL DISTRICT. Bilingual/ESL Education Program Best Practices for Transitional Early Exit Model. August 18, 2010 Presented by: Bea Garcia, C & I PK -12 Curriculum Administrator beagarcia@bisd.us

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BROWNSVILLE INDEPENDENT SCHOOL DISTRICT

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  1. BROWNSVILLE INDEPENDENT SCHOOL DISTRICT Bilingual/ESL Education Program Best Practices for Transitional Early Exit Model August 18, 2010 Presented by: Bea Garcia, C & I PK -12 Curriculum Administrator beagarcia@bisd.us Maria V. Gonzales, Bilingual/ESL Education Administrator mvgonzales@bisd.us Broad Prize for Urban Education 2008 http://www.broadfoundation.org/asset/1165-tbp2008nationalrelease.pdf

  2. A continued commitment… Improving programs for ELLs and encouraging innovative programs and practices that support ELLs’ success and build the knowledge base about what works. Source: USDE A Blueprint for Reform March 2010 p. 19. http://www.bisd.us/downloads/ESEA_Blueprint_US_Dept_Ed.pdf

  3. Brownsville Independent School District, rich in cultural heritage, will produce well-educated graduates who can pursue higher educational opportunities and who will become responsible citizens in a changing global society by utilizing all resources to provide equitable opportunities for students. DISTRICT MISSION

  4. Bilingual/ESL VisionStatement • BISD’s Bilingual/ESL Program is committed to: • addressing the needs of students who are identified as English Language Learners; and • 2) providing an equal educational opportunity for all identified students through bilingual education and English as a Second Language (ESL) programs. • Bilingual/ESL Programs will emphasize the mastery of English language skills enabling students to participate effectively in regular classroom instruction and support mastery of the state’s curriculum, the Texas Essential Knowledge and Skills (TEKS). This will allow students to reach full potential through equitable experiences which ensure that they become confident, productive and competent members of our multicultural society.

  5. Texas Education Code §29, §31, §42 Texas Administrative Code §89 BB, §89 FF §101 Title III-Language Instruction for Limited English Proficient and Immigrant Students Where are the Bilingual/ ESL/Title III program requirements?

  6. Texas Laws:Bilingual Education Programs There are state laws and rules governing the operation of Bilingual Education and Special Language Programs for LEP students in Texas. Texas Education Code (from legislature) Chapter 89 Subchapter BB (Commissioner rules)

  7. Board Policy Bilingual/ESL Programs • Goals • Compliance with state and federal laws • Emphasis on student achievement • Emphasis on Englishreading proficiency • Implement standardized curriculum and assessment • Increase parental involvement and choice • Increase number of bilingual/ESL teachers

  8. 1. Data: Graduation rate

  9. 1. Data:TAKS YEAR AFTER EXIT

  10. District Facts & Figures • Largest public school system in South Texas • One of the 100 largest school districts in the U.S. • 57 schools • 2009- 10 enrollment was 47,895 • Hispanics = 98% • LEP = 16,625 (35%) • Ranked # 8 in districts with largest ELL populations • 1,200 bilingual/ESL teachers (appx.)

  11. Elementary ELL students(Campus Report -- June 2010)

  12. BILINGUAL TRANSITIONAL MODEL CSCOPE LEI & ESPERANZA LEER MAS I & II PK Guidelines TITLE III TUTORIALS BILINGUAL MODULES FOR NEW TEACHERS SHELTERED INSTRUCTION TRAINING LAT TELPAS PROFICIENCY LANGUAGE DESCRIPTORS 3 TIER CORE READING MODEL & READING COACHES ELPS MODULES ESL READING SMART COWS PK/K BILINGUAL PARA SUMMER PROGRAMS GRADESPEED & STUDENT PLUS DICTIONARIES, RESOURCES ELAR/SLAR/CCRS & EOC Training Elementary PK - 5 District Supports

  13. Using Title III funds ABCs of use • Allowable in Statute --- Application --- AMAOs • Benefits ELLs or the Teachers serving them • Costs are Reasonable and Necessary • Supplement, not Supplant ---What is supplementing? Using federal funds to enhance or add to existing LEA programs and services ---What is supplanting? Using federal funds to replace other non-federal funds.

  14. 3. Hiring PracticesCertified Teachers -- Elem. 1186 TAC §89.1205 (h)  Districts which, because of an insufficient number of certified teachers, are unable to provide an Bilingual/English as a second language program as required by subsection (d) of this section shall request from the commissioner of education a waiver of the certification requirements for the teachers who will provide the instruction in English as a second language for the limited English proficient students. Approval of 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. http://www.sbec.state.tx.us/SBECONLINE/virtcert.asp

  15. BISD BILINGUAL/ESL STAFF Bilingual certified teachers teach the elementary bilingual education program. There are 1186 bilingual teachers at the elementary level. Bilingual Stipend $1,200 There are 36 PK/K paras funded by bilingual. ESL classes at the secondary level are taught by ESL certified teachers. There are 110 ESL teachers at the secondary level. There are 15 ESL instructional aides funded by bilingual. There are 5 Bilingual/ESL lead teachers and 1 ESL Counselor.

  16. INNOVATION COMES FROM ENGAGEMENT

  17. Curriculum choice --- CSCOPE SIOP ELPS Benchmarks Bilingual Model Board Approved - includes Sample Schedules per grade parent involvement 4. School Culture: Instructional Practices

  18. BILINGUAL EDUCATION AND ENGLISH AS A SECOND LANGUAGE (ESL) ENGLISH AS A SECOND LANGUAGE BILINGUAL EDUCATION Dual Language Immersion One-Way Dual Language Immersion Two-Way Transitional Early Exit Transitional Late Exit Content-based Pull-out

  19. 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; Bilingual PEIMS Definition

  20. Transitional Bilingual/Early Exit A bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers students to English-only instruction. 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 also may be taught in English. Exiting to an all-English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the bilingual program. TITLE III DEFINITION

  21. State compliance model of bilingual education Teacher provides instruction and support in two languages Native language used to build literacy skills and academic concepts before transition to English Must include primary language in all academic content areas Instruction in the first language is phased out and most students exit by Grade 3 Sheltered methodology Instructional ESL Modifications Transitional Bilingual Model Characteristics

  22. Uses students’ primary language and English for instruction Students grouped according to language proficiency Teacher must be proficient in students’ primary language Support and development in both languages is commensuratewith students’ language proficiency. Transitional Model

  23. PK/ K 1 2 - 3 4-5 Early Reading Sheltered Reading Sheltered Content ESL On Level Reading Language Arts Sheltered Content ESL Pre-reading & early reading skills Basic Concepts Social Skills English Spanish Reading/ LanguageArts Content Reading/ Lang. Arts & Content Voc. & Content Enrichment Transitional Model of Bilingual Education Unknown Concepts -- SpanishLanguage Known Concepts -- English Language

  24. . Implementation of required bilingual education (BE) program Implementation of required English as a second language (ESL) program Administration of Texas English Language Proficiency Assessment System (TELPAS) Exemption from statewide assessment Summer program Annual evaluation report What are the Bilingual/ ESL program requirements?

  25. Home language survey Identification using Oral Language Proficiency Test (OLPT) Training in OLPT administration Timelines for placement Language proficiency assessment committee (LPAC) uses required criteria for identification/placement of limited English proficient (LEP) students What are the Bilingual/ ESL program requirements (continued)?

  26. Over representation in the Special Education program/under representation in the G/T program* Information provided to parents regarding the benefits of the BE/ESL program Certified teachers assigned Expenditure of the bilingual education allotment *Also found in 34 Code of Federal Regulations (CFR) 300.532 What are the Bilingual/ ESL program requirements (continued)?

  27. State adopted textbooks (in both languages) LPAC policy and training for members Membership of the LPAC Review of information for LEP students Use of state required criteria for exiting the program Monitoring academic progress of exited students Notice to parent of student’s reclassification What are the Bilingual/ ESL program requirements (continued)?

  28. High quality language instruction program for LEP students High quality professional development to improve the instruction and assessment of LEP students Consultation with private nonprofit schools regarding the development and implementation of the Title III program What are the Title III program requirements?

  29. Parent notification of LEP students identified for participation in Title III program High quality immigrant instruction if receiving immigrant funds Refer to TAB 12 & 13 Effective parent outreach to involve parents of LEP students in the education of their children What are the Title III program requirements (continued)?

  30. 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 Are found at http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html Are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS ELPS Academies through state trainers. http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html English Language Proficiency Standards (ELPS)

  31. ELPS Components

  32. 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 TELPAS Proficiency Levels

  33. TELPAS Data for Current LEP Students Are they learning English? Real question… How effectively does the teacher (RATER) use the PLD rubric?

  34. FALL ELPS-TELPAS Foundational (Awareness) Training For teachers who will be trained as NEW TELPAS raters in the spring if they lack this foundation. Info booklet http://www.tea.state.tx.us/student.assessment/ell/ Spring TELPAS Administration Procedures Training As a key part of this training, information from TELPAS Manual for Raters and Test Administrators is reviewed to prepare raters to proceed with online holistic rating training Returning Raters New Raters Online Basic Training Course Online Calibration (Sets 1 and 2) Online Calibration (Sets 1 and 2) If not calibrated: Supplemental Holistic Rating Training Final Online Calibration (Set 3)

  35. Administrator TELPAS Data Use To prepare for new school year:Use TELPAS results to evaluate whether students are making steady progress in learning English TELPAS confidential campus rosters include 2 years of test scores how long student has been in U.S. schools New statewide student assessment data portal is designed to make data analyses easier LPAC meetings during school year: Use previous spring’s TELPAS results and current year’s formative assessment results to gauge progress in English proficiency and plan for instructional interventions if needed

  36. TELPAS Reading results for two years & TAKS Reading Performance current year. At least 60% of ELL students tested must meet the standard or the progress criteria on their assessment in order for the campus or district to be rated Recognized or Exemplary. Minimum size of 30 students will be applied. Includes current and monitored LEP students who are enrolled in at least their second year in US schools AEIS campus report for Spring 2011 ELL Progress Indicator… 40

  37. Annual Measurable Achievement Objectives system FEDERAL AMAO Title III Accountability Standards BISD Bilingual/ESL Education Dept.

  38. AMAOs • State Definition • AMAO 1 (Progress) – the student will progress at least one overall proficiency level on TELPAS from 2009-2010 • AMAO 2 (Attainment) – the student will reach an overall proficiency level of AH on 2010 TELPAS • AMAO 3 – Adequate Yearly Progress for LEP

  39. AMAOs • Definition of AMAO Targets for 2009-10 and 2010-11 • The TEA’s new AMAO targets AMAO 1AMAO 2 will take into account the amount of time that LEP students have had access to language instruction education programs

  40. Texas Assessment of Academic Knowledge and Skills (TAKS)

  41. The following programs comprise PBMAS: Special Education Bilingual / ESL Career and Technical Education No Child Left Behind (NCLB) Economically Disadvantaged Migrant LEP Progress Safe and Drug Free Schools PERFORMANCE BASED MONITORING ANALYSIS SYSTEM General PBM site: http://www.tea.state.tx.us/pbm/ Bilingual/ESL PBM program monitoring: http://www.tea.state.tx.us/pmi/bemon/

  42. Incorporate PBMAS Continuous Improvement Plans(CTE, SPED, NCLB, Bil/ESL) into District & Campus Improvement Plans Monitor the Implementation Adjust the Campus Plan as Needed Follow Through…

  43. Program Evaluation Advice from PMI • Conduct a comprehensive evaluation of Bilingual/ESL programs • Look at all data sources (assessments, parental involvement, attendance, discipline, etc.) • Do a comparison from past 3 years • Develop a spreadsheet for ELLs that the district/campus is concerned about • Include all data (assessments, grades, discipline, attendance,etc.) • Note the plan for addressing each student’s needs • Helpful websites: http://ritter.tea.state.tx.us/pmi/bemon/2010/index.html http://ritter.tea.state.tx.us/pmi/accmon/2010/firstyear_AU.html

  44. IMPORTANT SUPPORT LINKS • Online - Math Academic Vocabulary Guide for 5th -7th graders • ELPS portal and website: www.esc20.net/elps • Language Proficiency Assessment Committee Trainings and website: • http://portal.esc20.net/portal/page/portal/esc20public/biles/LPACFramework • Online Bilingual/ESL Prep Courses at Texas A&M: http://ldn.tamu.edu/ • BILINGUAL WEB PAGE http://www.bisd.us/Bilingual_Education/ • Institute for Second Language Achievement Texas A&M University-Corpus Christi http://ell.tamucc.edu • TEA Best Practices Clearinghouse (BPC) names BISD one of three • Best Practices in the State for English Language Learners (ELL) • Elementary Bilingual Early-Exit Transitional Program--Brownsville ISD • http://www.teabpc.org/Best_Practice_Summaries/Elementary_Bilingual_Early- Exit_Transitional_Program--Brownsville_ISD.aspx

  45. The LEP student’s proficiency level in English How long the student has been in U.S. schools What the student’s rate of progress has been When “Advanced High” is expected What Every Educator Should Know… Knowledge is power… Better yet … Applied knowledge is power. Many thanks to TEA for their continued guidance as many of these slides are from their numerous trainings at various conferences

  46. “The spirit of the people is disclosed by the education it provides to its youth.” • “A child is a person who is going to carry on what you have started. He is going to sit where you are sitting, and when you are gone, attend to those things which you think are important. You may adopt all the policies you please, but how they are carried out depends on him. He will assume control of your cities, states, and nations. He is going to move in and take over your churches, schools, universities, and corporations. All your books are going to be judged, praised, or condemned by him. The fate of humanity is in his hands.” • -- Abraham Lincoln

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