BilingualESL TEA UpdatesApril 5 2005 Georgina Gonzlez Director

Bilingual/ESL TEA Updates-April 5, 2005 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-12 684, 583 Total Identified English Language Learners (ELLs) PEIMS, Fall 2004 5

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

101 languages are represented in Texas schools: Spanish 603, 299 Vietnamese 10, 649 Urdu 3, 425 Korean 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 + 66 Korean 2, 885 + 44 Arabic 2, 830 + 141 8

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PEIMS Update 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. M 1= 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

M 2= 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 M 1 or M 2 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 20

ESLIndicator 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

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

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.

PEIMS 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

LEP Immigrant NEW TO PEIMS The term immigrant has three definitions approved by the Texas Education Agency. Each definition serves a unique purpose. 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 NEW TO PEIMS • NCLB DEFINITION: • For PEIMS reporting purposes the federal definition of “immigrant” is used. Please refer to the definition listed under E 0797 IMMIGRANT-INDICATORCODE 30

LEP Immigrant Code E 0797 • 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: NEW TO PEIMS • 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/. 33

LEP Immigrant, Grades 9 -12 NEW TO PEIMS • 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. 34

LEP Non-Immigrant, Grades 9 -12 NEW TO PEIMS • 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. 35

LEP Status Exit Criteria: SAME • 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. 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 ADDED following two criteria: ‘PERCENTILE • 1) A student who has been ’ determined as Limited English Proficient (LEP) must achieve in the 40 th 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: SAME • 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). 40

Bilingual/ ESL Student Indicator Codes – No Change

E 0032 Bilingual-Indicator-Code BILINGUAL-INDICATOR-CODE: student participates in a stateapproved bilingual education program which is a full-time program of duallanguage 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

E 800 ESL-Indicator-Code ESL-INDICATOR-CODE – student is participating in a state-approved English as a Second Language (ESL) program. SAME (FYI) 43

Changes to the Data Elements

E 1028 BILINGUAL/ESL-SUMMERSCHOOL-INDICATOR-CODE CHANGE • BILINGUAL/ESL-SUMMER-SCHOOLINDICATOR-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! 45

Under Development… LEP/Special Education Framework Chart

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 Chart A outlines the process for the identification of a LEP student including one with a suspected disability. 48

LEP/Special Education Framework Charts Sub-Chart A continues the process for a student who may be LEP and suspected of having a disability. 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. THA NK YO U! 51

Performance Based Monitoring and Interventions Update 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 IV, A) • Leaver/dropout records • Student assessment program • Discipline data reported under TEC Chapter 37 55

Framework for 20042005 Performance. Based Monitoring Bilingual/ESL Education 56

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Bilingual/ESL Monitoring • • 2004 -2005 Pilot Year for Monitoring Stages of Intervention 1 A, 1 B 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

Public Meeting • 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 ESC/outside support and/or TEA Oversight, Interventions, Sanctions NO Evaluate for effectiveness, update, and implement Bilingual/ESL CIP YES ONGOING Implementation OK? Resubmit CIP (ESC/outside support) NO, 1 st Time Stage 1 Intervention* Focused Data Analysis (FDA) CIP TEA Desk Review of CIP OK? YES Stage 2 Intervention Focused Data Analysis (FDA) LEA Public Meeting CIP TEA Review of Submissions Review OK? NO, 2 nd. Time TEA Oversight, Interventions and/or Sanctions NO Districts w/ substantial or multi-program concerns Other Random Data and Self-Evaluation checks Special Program Effectiveness Review Information Collection and Review (TEA data review and LEA submission) Targeted TEA On-Site Review (fiscal and/or other issues) Implement CIP Evidence of Change (timely review and check points) YES ONGOING NO YES CIP OK? 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

Textbook. Technology Updates 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

New Director • 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

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; 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

LEP Student Success Initiative (SSI) Grant, Cycle 2 • 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

Authorization • 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

Background Information • 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

Program Purpose 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

Program Goals • 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

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

Planning Phase • 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

Implementation Phase • 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 78

Example of the Two. Part Process 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 79 begin project implementation.

Budgets Applicants should provide two budgets: – The total budget in the e. Grant 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

LEA Eligibility Criteria 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

LEA Eligibility Criteria • 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

LEA Eligibility Criteria • 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

LEP Cycle 2 Eligible Districts District RE G C I D O N # # 002 9 0 1 18 ANDREWS ISD 107 9 0 1 07 ATHENS ISD 010 BANDERA ISD 9 0 2 20 84

LEP Cycle 2 Eligible Districts 165 8 0 3 18 EAGLE PROJE CT M 015 8 1 8 20 EAGLE PROJE CT S 036 9 0 3 04 EAST CHAMB ERS I 115 9 0 1 19 FT HANCO CK ISD FT 186 STOCK TON ISD 9 0 2 18 85

LEP Cycle 2 Eligible Districts 058 9 0 6 17 LAMESA ISD 110 9 0 2 17 LEVELLAND ISD 227 9 0 7 13 MANOR ISD 073 9 0 3 12 MARLIN ISD 108 9 0 7 01 MERCEDES ISD 195 PECOS- 9 86

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

Targeted Students 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

Performance Measures • 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

Performance Measures, continued 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

Performance Measures, continued 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

Performance Measures, continued • 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

Program Requirements 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

Program Requirements • 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

Program Requirements • 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 L 1 Planned student presentations in L 2 95

Program Requirements • 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

Program Evaluation • 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 PS 3300—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

Funding • Approximately $9, 000 is available for funding LEP Student Success Initiative, Cycle 2 grants during the June 15, 2005 through December 31, 2006 project period. 98

Funding • 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. 99

Funding Example • 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. 100

Funding Example, continued 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, 000 101

Continuation Funding • 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. 102

Due Dates and Critical Dates 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 103 report due

Additional Factors 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. 104

Frequently Asked Questions • May be found on the TEA website, Division of Discretionary Grants at http: //www. tea. state. tx. us/opge /disc/. 105

Application Deadline • The completed e. Grant 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. 106

Clarifying Information Program Contact Funding 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 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 107

Needs Assessment for Cycle 2 LEP SSI Grant To obtain needs assessment information on the SSI Initiative, please contact Dr. Frank Lucido at : http: //coe. tamucc. edu/ell 108

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. 109

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. 110

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 111

Dual Language Immersion Workshops 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/Title. IIICover 2005. pdf In 2004, approximately 400 Title III program administrators attended. 113

Title III Management Institute May 10 -11, 2005 • • • • • 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 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/ On-Line Masters/OELA Materials/Research…and more 114

Title III Management Institute May 10 -11, 2005 • • • • 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@esc 2. net 115

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

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

Dual Language TOT • Professors-SMU, A&M, UTPanamerican, UTEP, • Districts Program Directors, • Teachers • Practitioners • Several meetings at various places 120

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 121

Special Charts • 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. 122

List of Approved Tests 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 123

Texas – Spain Initiative A Memorandum of Understanding to continue the Texas – Spain Initiative will be signed in May 16, 2005. 124

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. 126

Thank you! Bilingual/ESL Unit Phone: 512 -475 -3555 Fax: 512 -463 -8057 127