Georgina González
Director of Bilingual/ESL Education
Texas Education Agency
1

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;
-U.S. Dept. of Education – Title III Biennial Evaluation
Report, FY 2002-2004
2

U.S. Demographics
•All 52 state education agencies
(including D.C. and Puerto Rico) reported that out of a total 1,218,238 immigrant children and youths,
827,638 were served by Title III;
• 51 state education agencies reported that 316,273 certified or licensed teachers were working in programs specially designed for
ELLs;
-U.S. Dept. of Education – Title III Biennial Evaluation
Report, FY 2002-2004
3

U.S. Demographics
•All state education agencies reported using at least one type of English language instruction program offered through Title III, with 40 states using some type of bilingual program in addition to their English as a second language (ESL) programs.
-
U.S. Dept. of Education – Title III Biennial Evaluation
Report, FY 2002-2004
4

Texas Student Profile
Grades PK-12
Total Identified
English Language
Learners (ELLs)
PEIMS, Fall 2004
5

Texas Student Profile
Grades PK-12
1,894,108 Hispanic (44%)
1,676,987 White (39%)
616,050 African Am. (14%)
127,092 Native Am. (.3%)
PEIMS 2003
6

101 languages are represented in Texas schools:
Spanish 603,299
Vietnamese 10,649
Urdu
Korean
3,425
2,841
Arabic 2,689 7

Texas PK-12 English language learners (ELLs)
2004-2005
STUDENT LANGUAGE
GROUP CHANGE
Spanish 629,682 +26,682
Vietnamese 11,306 + 657
Urdu 3,491
Korean 2,885
Arabic 2,830
+ 66
+ 44
+ 141
8

Number of Limited English Proficient (LEP)
Students in Texas
700,000
680,000
660,000
640,000
620,000
600,000
580,000
560,000
540,000
520,000
500,000
2000-01
Number of LEP Students
2004-05 2001-02 2002-03
School Year
2003-04

700,000
680,000
660,000
640,000
620,000
600,000
580,000
560,000
540,000
520,000
500,000
Growth of English Language
Learner Students in Texas
2000-2004
Number of LEP
Students
2000-01 2001-02 2002-03 2003-04 2004-05
10

LEP Bilingual Enrollment K-5 Grade 2000-04
2000- 01 2001- 02 2002- 03 2003- 04 2004- 05
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
2000- 01
2001- 02
2002- 03
2003- 04
2004- 05
K Bilingual
49,369
52,946
56,338
58,927
62,556
1 Bilingual
52,885
55,419
57,684
60,648
62,771
2 Bilingual
48,465
51,201
52,654
55,051
57,883
Grade Levels
3 Bilingual
42,297
44,912
47,409
47,705
50,552
4 Bilingual
28,790
30,862
33,142
33,547
34,819
5 Bilingual
20,816
22,045
23,484
25,878
26,605
11

400,000
350,000
300,000
250,000
200,000
150,000
100,000
50,000
0
Number of LEP Students in Bilingual and ESL Programs from
1996 to 2004 School Years
Bil.Prog.
ESL.Prog.
1996-97 1997-98 1998-99 1999-00 2000-01
School Years
2001-02 2002-03 2003-04 2004-05
12

13

Letter sent to Superintendents,
Administrators, Test
Coordinators, Bilingual/ESL
Coordinators, Title III directors on Jan. 28, 2005 explaining the implementation of the NCLB AMAOS.
14

Both current LEP status and monitored status will be collected on answer documents and used in reporting test results beginning in spring 2005.
15

PEIMS LEP Indicator
Code-
Limited English Proficiency
Student has been identified as limited English proficient by the Language
Proficiency Assessment committee (LPAC) 16

Code: (Mark One)
C = Student is currently identified as LEP.
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).
17

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).
18

0= All other enrolled students
Note : Mark M1 or M2 if a student is in the first or second year of monitoring but is incorrectly identified as
LEP in PEIMS 19

Bilingual-
Indicator Code
1 = Student is participating in a state-approved full bilingual program
0 = Student is not participating in a stateapproved full bilingual program
20

ESL-
Indicator Code
1 = Student is participating in a state-approved English as a
Second Language (ESL) program
0 = Student is not participating in a state-approved English as a
Second Language (ESL) program
21

NOTE:
For Bilingual or ESL students, program information should reflect enrollment in either a bilingual or an ESL program.
22

March 24, 2005 LETTER ADDRESSED TO
THE ADMINISTRATOR : LEP Status Coding of Parental Denial Students on Spring 2005
Answer Documents
• Demographic and program information that is hand-gridded on answer documents does not change student information contained in a Public Education
Information Management System
(PEIMS) file at the Texas
Education Agency (TEA). It only updates the information for the reporting of the current year’s test results. Information that needs to be updated in PEIMS must be provided through the
PEIMS data submission process. 23

•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.
•http:// www.tea.state.tx.us/curriculum/biling/teareslpac-processmanual.html

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.

Integrity of LEP student data is supported at the district level by:
Establishment of procedures that ensure the accuracy of data prior to submission.

CHANGES TO THE DATA
SUBMISSION
REQUIREMENTS
110
STUDENT DATA –
ENROLLMENT

The term immigrant has three definitions approved by the
Texas Education
Agency. Each definition serves a unique purpose.
NEW TO
PEIMS
28

LEP Immigrant/Nonimmigrant Business Rules:
The NCLB definition serves to identify the recent immigrants for the Title III program. The Student Assessment
Division’s definition assists in determining the appropriate evaluation of the LEP students in Texas. The
English for Speakers of Other
Languages (ESOL) I and II definition determines eligibility of the LEP students who may receive high school credit for these two courses.
NEW
TO
PEIMS
29

LEP Immigrant
• NCLB DEFINITION:
• For PEIMS reporting purposes the federal definition of “immigrant” is used. Please refer to the definition listed under E0797
IMMIGRANT-INDICATOR-
CODE
NEW TO
PEIMS
30

• 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).)
SAM
E
(FYI)
31

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 2002). 19 TAC §101.1005,
101.1007, 101.1009.
• For additional information please see the Student
Assessment Division webpage at the following URL: http://www.tea.state.tx.us/student.assessment.
NEW TO
PEIMS
32

LEP Immigrant,
Grades 9-12
• ESOL I AND ESOL 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 the following URL: http://www.tea.state.tx.us/curriculum/biling/.
NEW
TO
PEIMS
33

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 are immigrants to the United
States.
NEW TO
PEIMS
34

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 student’s needs.
NEW
TO
PEIMS
35

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.
SAME
36

LEP Status Exit
Criteria:
• The following exit criteria must be met in order to change an identified LEP student to a non-LEP status.
• The development of the student’s 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 TAC §89.1225(h).
CHANGE
OF
WORDING
37

LEP Status Exit
Criteria :
• In Conjunction with one of the following two criteria:
ADDED
‘PERCENTILE
• 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. The list of approved tests can be found on the Curriculum webpage under
Bilingual at the following URL: http://www.tea.state.tx.us/curriculum/lept ests.html
38

LEP Status Exit
Criteria:
• 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.
SAM
E
39

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
TAC §89.1225(h)(1).
SAME
40

E0032 Bilingual-Indicator-Code
BILINGUAL-INDICATOR-CODE: student participates in a stateapproved 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.
SAME
(FYI)
42

E800 ESL-Indicator-Code
ESL-INDICATOR-CODE – student is participating in a state-approved English as a Second Language (ESL) program.
SAME
(FYI)
43

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
.
APPROVED
TESTS
ONLY!
CHANGE
45

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.
47

LEP/Special Education
Framework Charts
48

LEP/Special Education
Framework Charts
49

LEP/Special Education
Framework Charts
Sub-Chart B continues the process involving a
Multi-disciplinary team that includes the LPAC representative to complete appropriate placement and services.
50

LEP/Special Education
Framework Charts
The development of the
LEP/Special Education
Framework Charts has been a collaborative effort led by Mark Walker,
PEIMS Senior Business
Analyst, Cindy Savage,
Special Education, Marie
Rodriguez, Bilingual/ESL and Cynthia Carrasquillo.
51

52

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
53

Other Evaluation Measures
Fiscal compliance
Financial audits
School FIRST
Attendance audits
State comp ed
State accountability
Program compliance
Complaints
Due process hearings
Federal accountability
•AYP
•Persistently dangerous
54

Focus of PBM Identification
• Bilingual Education
• Career & Technology
Education
• Special Education
• NCLB Title programs (Title I, A;
Title I, C; Title II, Title III, Title
IV, A)
• Leaver/dropout records
• Student assessment program
• Discipline data reported under
TEC Chapter 37
55

56

Level of Performance
Concern
Low
Low-Moderate
Framework for 2004-2005
Performance-Based Monitoring
Bilingual / ESL Education
Stage of
Intervention
Activities
1A
Focused Data Analysis
(FDA)
LEA Action
Retained locally and submitted on random basis
1B
CIP
Focused Data Analysis
(FDA) CIP submitted to TEA
CIP
Address
Areas in need of improvement
Areas in need of improvement
High 2
Focused Data Analysis
(FDA)
LEA Public Meeting
All activities submitted to TEA
Areas in need of improvement
CIP
Special Program
Effectiveness Review
All required activities submitted to TEA
Substantial 3
(Includes Targeted On-Site
Review)
On-site findings must be addressed in CIP
* An optional program effectiveness self study can be completed at any stage of intervention to support FDA and CIP development .
Areas in need of improvement

Bilingual/ESL Monitoring
• 2004-2005 Pilot Year for Monitoring
• Stages of Intervention 1A,1B
• Focused Data Analysis
• Continuous Improvement Plan
• Stage 2
• Focused Data Analysis
• Continuous Improvement Plan
• Public Program Performance Review
(LEA Public Meeting),
• Program Effectiveness Review
Optional
• Stage 3
• http://www.tea.state.tx.us/pmi/bemon/ 58

• http://www.tea.state.tx.us/pmi/b emon/pppr.html
• If your district is required to conduct a public meeting then you can go to this URL and download several Spanish documents for the parents.
59

Bilingual / ESL Education
Program Monitoring
Pilot Plan | 2004-2005
Stage1
Intervention*
Stage 2
Intervention
Districts w/ substantial or multi-program concerns
Other Random
Data and
Self-Evaluation checks
Focused Data Analysis (FDA)
CIP
Focused Data Analysis (FDA)
LEA Public Meeting
CIP
Special Program Effectiveness
Review
Evaluate for effectiveness, update, and implement
Bilingual/ESL CIP
ONGOING
Review of CIP
TEA Review of
Submissions
TEA Desk
Information
Collection and
Review (TEA data review and
LEA submission)
YES
Review
OK?
NO
Targeted TEA
On-Site Review
(fiscal and/or other issues)
ESC/outside support and/or
TEA Oversight,
Interventions, Sanctions
NO
YES
Implementation
OK?
Resubmit CIP
(ESC/outside support)
NO, 1 st Time
CIP
OK?
YES
Implement CIP
Evidence of
Change
(timely review and check points)
NO, 2 nd Time
TEA Oversight,
Interventions and/or
Sanctions
ONGOING
NO
CIP
OK?
YES
ONGOING
*Required level of submission to TEA varies depending upon initial PBMAS review.
An optional program effectiveness review can be completed at any stage of intervention to support FDA and CIP development.
CIP = Continuous Improvement Plan
TEA | Bilingual/ESL Education
February 2005

For further information on
PBM/PMI please contact:
Performance Based Monitoring Division
Rachel Harrington, Director
512-463-9515
Rachel.Harrington@tea.state.tx.us
PBM/PMI website: www.tea.state.tx.us/pmi/
Program Monitoring and Interventions
Division
Laura Taylor, Director
Laura.Taylor@tea.state.tx.us
61

62

English as a Second
Language (ESL)
Textbooks
Grades 3, 4, 5 ESL textbooks were sent to the school districts in fall 2004.
Grades K, 1, 2, 6, 7, 8 will be delivered in the 2005-2006 school year.
63

• Anita Givens, Director of
Textbook and Technology
Division
• She began the week of
March 28, 2005.
64

What’s Next?
• 2005 Funding for K-2, 6-8
ESL and adoption cycle review
• Grades 6-12 Mathematics
(Grade 6 Spanish): 2006
• Grades 1-5 Mathematics,
English & Spanish: 2007
Kindergarten learning systems
65

What’s Next?
• 2005 Legislative Session
• Focus on electronic and web-based products
• Attention to growing need for Grades 6-12 Spanish and ESL instructional materials
New textbook rules
66

For further information regarding textbooks please contact:
TEA Textbook-Technology
Division
512-463-9601 www.tea.state.tx.us/textbooks
67

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.
68

Grantees must meet 4 criteria:
1. 20 or more LEP students enrolled as of October 29, 2004 as reported in the PEIMS;
2. Have not received LEP SSI Grant funds in the past;
69

LEP Student Success
Initiative (SSI) Grant,
Cycle 2
3. Compared to all districts, have a greater percentage of ELLs performing below the state standard on 2004 TAKS;
AND
4. 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.
• Applicants will be ranked based on criterion (3) as first priority and criterion (4) as second.
70

• The e-Grant application, eligibility list, and program guidelines for the LEP Student
Success Initiative Grant, Cycle
2, are available on the Division of Discretionary Grants Web site at: http://www.tea.state.tx.us/opge/ disc/
71

• Senate Bill 1108, 78 th Texas
Legislature amended Texas
Education Code §21.456 and
§39.024(d)-(e)
• The initiative provides for:
– Intensive programs of instruction for students with limited English proficiency; and
– Training materials and other training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. 72

• Approximately 684,583 of the state’s 4.3 million public school students are limited English proficient (LEP).
• There are 101 languages spoken in the homes of these children.
• Recent performance results on the TAKS suggest a need for additional assistance focused on LEP students.
73

The non-competitive Limited
English Proficient (LEP) Student
Success Initiative Grant, Cycle 2 is designed to:
• Provide intensive programs of instruction for students with limited
English proficiency, and
• Provide training materials and other teacher training resources to assist teachers in developing the expertise required to enable LEP students to meet state performance standards.
74

• Increase academic achievement of LEP students as demonstrated through improved TAKS scores, growth in English reading proficiency, grade promotion, and increased rates of secondary credit accrual; and
• Increase the number of teachers prepared to enable LEP students to meet state performance expectations through training in
LEP instruction and reduction of
LEP teachers teaching under a
Bilingual exception or ESL waiver.
75

• Two-part process
(1) Planning phase
(2) Implementation phase
76

• Funded at an amount not to exceed 25% of the total allocation for each applicant
• Maximum duration of four months past date of award
• Grantees are required to conduct comprehensive needs assessment with the technical assistance and support of the
Texas A&M University at
Corpus Christi (TAMUCC)
Institute for Second Language
Achievement (ISLA).
77

• Upon certification of the needs assessment and project plan by
ISLA, grantees must provide an implementation plan to TEA and amend their grant to add implementation activities to the program.
• Once ISLA certifies that the grantee has completed the necessary planning requirements, the grantee will be eligible to receive the remaining 75% of the grant allocation and proceed with implementation.
78

Hometown ISD is awarded $125,000 for the Limited English
Proficient Student Success Initiative Grant, Cycle 2.
• Phase One: Hometown ISD receives $31,250 of their awarded amount to begin the planning phase of the project for a maximum duration of four months.
– Hometown ISD consults with ISLA to conduct a needs assessment and begin designing their implementation plan.
– Upon completion of the needs assessment and implementation plan, ISLA reports back to TEA that the grantee has met this requirement
– Hometown ISD submits an amendment to receive approval of implementation activities that were established with the assistance of the Institute.
• Phase Two: Hometown ISD receives remaining $93,750 to begin project implementation.

• Applicants should provide two budgets:
– The total budget in the eGrant application should represent 100% of the allocation request, including costs for both phases.
– The second budget must be provided by class/object code and line item in an attachment labeled “Planning Budget” and may not exceed 25% of the total allocation requested in the first budget. Planning budget should only include budgeted expenditures related to conducting needs assessment, planning development, and program design.
80

A school district or charter school is eligible if:
• Twenty or more LEP students reported to Public
Education Information
Management System
(PEIMS) enrolled as of
October 29, 2004;
81

• It has not received Limited
English Proficient Student
Success Initiative Grant funds in the past;
• As compared to all districts, it has a greater percentage of
LEP students who performed below the state standard on the 2004 TAKS; and
82

• As compared to all districts, it has a greater percentage of LEP students performing at “Beginner” status on the Reading Proficiency
Test in English (RPTE) and have been in the United States for five years or more.
• A complete eligibility list can be found on page 5 of the
Application Guidelines.
83

District
ANDREWS ISD
ATHENS ISD
BANDERA ISD
BROWNFIELD ISD
CASTLEBERRY ISD
CHAPEL HILL ISD
CRYSTAL CITY IS
DAYTON ISD
EAGLE PROJECT L
CD #
002901
107901
010902
223901
220917
212909
254901
146902
240802
18
REGION #
07
20
04
01
07
20
17
11
84

EAGLE PROJECT M
EAGLE PROJECT S
EAST CHAMBERS I
FT HANCOCK ISD
FT STOCKTON ISD
GILMER ISD
GONZALES ISD
HAYS CONS ISD
HEARNE ISD
HOUSTON GATEWAY
JACKSONVILLE IS
LA VILLA ISD
165803
015818
036903
115901
186902
230902
089901
105906
198905
101828
037904
108914
07
13
13
06
18
20
04
19
18
04
07
01
85

LAMESA ISD
LEVELLAND ISD
MANOR ISD
MARLIN ISD
MERCEDES ISD
PECOS-BARSTOW-T
PROGRESO ISD
RAYMONDVILLE IS
ROMA ISD
SAN DIEGO ISD
SHEPHERD ISD
TORNILLO ISD
UVALDE CONS ISD
ZAPATA COUNTY I
058906
110902
227907
073903
108907
195901
108910
245903
214903
066902
204904
071908
232903
253901
01
01
01
02
06
19
20
17
17
13
12
01
18
01
86

• Though this grant is noncompetitive, applicants will be rank ordered based on the
TAKS criterion primarily and the RPTE criterion secondarily.
87

Grantees will target the following student groups:
(1) LEP students who have not achieved the “Met Standard” performance level on all portions of the TAKS;
(2) LEP students in grades 7-12 who are at risk of not advancing to the next grade level;
(3) Recently immigrated LEP students; and
(4) LEP students that have been in the
United States for five years or more and are in “Beginner” status based on RPTE scores for the 2003-2004 school year.
88

• The applicant agrees to collect data and report on the following mandatory measures:
1) Number and percent of all LEP students served who achieved the TAKS “Met Standard” performance level for all tests;
2) Number and percent of all LEP students who demonstrate a higher level of proficiency (from
2004-2005 to 2005-2006) on the RPTE;
89

3) Number and percent of secondary
LEP students served with an increased annual credit accrual rate (from 2004-2005 to 2005-
2006)
4) Number and percent of teachers of
LEP students trained in instructional strategies and methodologies specific to the needs of LEP students, if applicable;
90

5) Reduction in number and percent of teachers of LEP students teaching under a bilingual exception or ESL waiver; and
6) Number and percent of LEP students (from 2004-2005 to
2005-2006) promoted to the next grade.
91

• Each grantee will be required to conduct a needs assessment and design an implementation plan for the grant project with the assistance of the Texas AM
University at Corpus Christi
Institute for Second Language
Achievement (ISLA).
• Additional performance measures will be derived from the resulting certified needs assessment and implementation plan.
92

LEP Student Success Initiative
Grant, Cycle 2 activities must include the following:
– Intensive programs of instruction which provide, commensurate to student needs and to the extent practicable, individualized and accelerated instruction, sheltered content area instruction, and, at elementary grade levels, primary language instruction, as well as
English, in all content areas where
Bilingual programs are required.
93

• At the time of the amendment to add implementation activities, each applicant must identify one or more of the following strategies/activities to be implemented with the project design:
– Newcomer services
– Alignment of teacher training activities
– Training activities for LEP teachers
– Establishment of heterogeneous grouping for instruction
94

• Additional activities, continued
– Language grouping for instruction
– Multi-age grouping for instruction
– Individual tutoring
– Program design and implementation
– Integrated cultural activities
– Planned student presentations in
L1
– Planned student presentations in
L2
95

• Additional activities, continued
– Inquiry strategies participation
– Problem-based learning
– Sustained reading
– Sustained writing, and
– Differentiated instruction.
• The strategies/activities must be included in an amendment attachment. Applicants must provide additional details for strategy implementation.
96

• Grantees must conduct program evaluations to determine whether the program met its stated goals and achieved the desired results based on the objectives and performance targets established by the grantee. Be sure to check the “Comply with all reporting and evaluation requirements as established by TEA” box in Schedule PS3300 —Narrative:
Performance Assessment and Evaluation .
• Grantees must submit final evaluation report within 30 days after the end of the project. Until this report is received, grantee is in noncompliance and final payment may be withheld pending receipt and eligibility of grants to receive future or continuation grants may be affected.
97

98

• Allocations to eligible districts will consist of a minimum of $75,000 base plus approximately $370 per LEP student enrolled in the district as reported to
2004 PEIMS, up to a maximum of $500,000 total award.
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• If an eligible district has 100 LEP students reported to PEIMS in
2004, the district’s allocation will be
$75,000 plus $37,000 for a total allocation of $112,000.
• The district will be eligible to receive up to 25%, or $28,000, during the four-month initial planning period. If the planning period ends with funds remaining from the initial 25%, grantees may roll those funds forward for use during the implementation period.
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Base allocation:
$75,000
Per LEP student allocation:
$37,000
Total allocation:
$112,000
Planning period allotment: $28,000
Implementation period allotment: $84,000
Amount remaining after planning:
$4,000
Amount available for implementation:
$88,000
+
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• Project funding in any subsequent years, if available, will be based on satisfactory progress if the first-year objectives and activities and on general budget approval by the
Commissioner of Education.
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Date
Fri., April 1, 2005
Event
Applicant’s Conference
Tues., April 19, 2005 Application due electronically to TEA by 5 pm CT
Tues., June 14, 2005 Projects selected and notified
Wed., June 15, 2005 Beginning date of the project
No later than 4 months after award date
Planning period end date
Wed., March 15,
2006
Interim expenditure and progress/activity report due to TEA
Sun., Dec. 31, 2006 Ending date of project
Wed., Jan. 31, 2007 Final expenditure and progress/activity report due

In general, projects will be selected to establish programs exhibiting:
• Cost effectiveness,
• Opportunity for replication,
• Diversity of district size,
• Diversity of geographic location, and
• Establish programs in high need districts and campuses.
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• May be found on the TEA website,
Division of Discretionary Grants at http://www.tea.state.tx.us/opge/ disc/ .
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• The completed eGrant application must be certified and submitted by the official authorized to bind the applicant organization in a contractual agreement by 5:00 p.m.
Central Time on Tuesday,
April 19, 2005 .
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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@tea.sta
te.tx.us
Funding Contact
Karen Harmon
Division of Discretionary
Grants
Texas Education Agency
William B. Travis Building
1701 N. Congress Ave.
Austin, TX 78701
(512) 463-9269
Karen,.harmon@tea.state.
tx.us
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To obtain needs assessment information on the SSI Initiative, please contact Dr.
Frank Lucido at : http://coe.tamucc.edu/ell
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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 will be available soon via their website.
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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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Dual Language
Immersion I
April 8 and 9, 2005,
Pasadena ISD
Dual Language
Immersion II
April 15 and 16, 2005
Fort Worth ISD

Title III Management
Institute
May 10-11, 2005
(Austin, TX)
Audience: District and Charter program directors, administrators, assessment personnel
Goal: Program information to improve English language proficiency, and ELL academic achievement.
http://www.tea.state.tx.us/curriculum/biling/TitleIIICover
2005.pdf
In 2004, approximately 400 Title III
program administrators attended.
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• Tentative Agenda
• Tuesday, May 10, 2005
• 8:30 a.m. - 11:45 a.m. First General Session
• Welcome/Introductions
• Featured Speaker: Kathleen Leos
• Ms. Leos is the Senior Policy Advisor for the
• Office of English Language Acquisition, Washington, D. C.
• Keynote Speaker: Dr. Willard R. Daggett
• Dr. Daggett is President of the International Center for
•
Leadership in Education. He is know worldwide for his
• his efforts to move the education system towards more
• rigorous and relevant skills and knowledge for all students.
• 12:00 p.m. - 1:00 p.m. Luncheon (Working)
• 1:15 a.m. – 2:15 p.m. Breakout Sessions
• 2:30 p.m. – 3:30 p.m. Breakout Sessions
• 3:45 p.m. - 4:45 p.m. Poster Session: Parent
Involvement/Management System/
• OnLine Masters/OELA Materials/Research…and more
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• Wednesday, May 11, 2005
• 8:30 a.m. - 11:45 a.m. TEA Panel —Bilingual/ESL
UPDATE
• Assessment/AYP/AMAO/Writing/RPTE II/
• Annual Measurable Language Proficiency Objectives
• LAT/ Evaluation
• Questions and Answers
• 12:00 p.m. – 1:30 p.m. Luncheon
• Speaker: Dr. Paul Ruiz
• Dr. Ruiz is Principal Partner at the Education Trust, Inc.,
• and has devoted over 30 years of professional work to
• the success of all students with a particular focus on
• improving and closing the Latino and African American
• gap.
• 2:00 p.m. - 3:30 p.m. 2005 SAS Application
Contact: cferdub@esc2.net
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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.
116

2005 summer training opportunities for educators serving
English language learners:
• Elementary Science
• Dual Language Program
Implementation
117

Trainer of Trainers (TOT) Sessions for Science and Dual Language
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
118

• 7 writers
• 25 activities each
• Spanish academic language of science
• Primary (1-2) grades
• And Intermediate (3-5) grades
119

• Professors-SMU, A&M, UT-
Panamerican, UTEP,
• Districts Program Directors,
• Teachers
• Practitioners
• Several meetings at various places
120

Instruction in Two Languages for English Speakers
And Non-Native Speakers of English
Bilingualism
Biliteracy
High Academic
Achievement
Biculturalism

• Science and Social Studies
Charts
• Aligned with the TEKS and in
Science with the TAKS
• In June these will be sent to every school district that has
Bilingual or ESL services.
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It is up on the WEB: The updated 2005 List of
Approved Tests for
Assessment of Limited
English Proficient Students http://www.tea.state.tx.us/curri culum/biling/leptests.html
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A Memorandum of
Understanding to continue the Texas – Spain Initiative will be signed in May 16,
2005.
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TEA Bilingual/ESL
Website
Additional information on
Bilingual/ESL education, can be accessed by visiting the
Bilingual/ESL Unit website at: www.tea.state.tx.us/curriculum/biling/
125

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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