2018 TABE Bilingual Directors Institute · 2018. 10. 23. · subsection (c) of this section cannot be administered. The decision for entry into a bilingual education or ESL program

2018TABEBilingualDirectorsInstituteDR.BARBARAKENNEDY,DIRECTOROFENGLISHLEARNERSUPPORT

CARLENETHOMAS,ESLPROGRAMCOORDINATOR

TexasEducationAgencyEnglishLearnerSupportTeam

BarbaraKennedy Rickey Santellana RobertoManzo CarleneThomas Vacant

DirectorEnglishLearner

Support

CoordinatorTitleIIIProgram

CoordinatorEnglishLearner

Initiatives

CoordinatorESLProgram

CoordinatorBilingual Program

TEXASEDUCATIONAGENCY 2

TACChapter89,SubchapterBBRevisionsASOFJULY15,2018

SectionAgendaq Definitions

q LPACMembership

q TestingandClassificationofStudents

q StudentswithDisabilities

q LPACandARDCollaboration

q DualLanguageProgramModelRequirementsandRecognition

q EnglishProficientStudents

q Facilities

q Evaluation

§89.1203Definitions(8)Exit--ThepointwhenastudentisnolongerclassifiedasLEP(i.e.,thestudentis

reclassified),nolongerrequiresbilingualorspeciallanguageprogramservices,andisclassifiedasnon-LEPintheTexasStudentDataSystemPublicEducationInformationManagementSystem(TSDSPEIMS).Theterm"exit"asusedinthissubchapterissynonymouswiththedescriptioninTEC,Chapter29,of"transferringout"ofbilingualorspeciallanguageprogramming.

(9)Reclassification--TheprocessbywhichthelanguageproficiencyassessmentcommitteedeterminesthatanEnglishlearnerhasmettheappropriatecriteriatobeclassifiedasnon-LEPandiscodedassuchinTSDSPEIMS.

§89.1220.LanguageProficiencyAssessmentCommittee(b)Thelanguageproficiencyassessmentcommitteeshallinclude

Øanappropriatelycertifiedbilingualeducator(forstudentsservedthroughabilingualeducationprogram),

ØanappropriatelycertifiedEnglishasasecondlanguage(ESL)educator(forstudentsservedthroughanESLprogram),

ØaparentofanEnglishlearnerparticipatinginabilingualorESLprogram,ØandacampusadministratorinaccordancewithTexasEducationCode(TEC),§29.063.

§89.1225.TestingandClassificationofStudents(a)Beginningwithschoolyear2019-2020,theprovisionsofthissectionshallexpireandbe

supersededbytheprovisionsin§89.1226ofthistitle(relatingtoTestingandClassificationofStudents,BeginningwithSchoolYear2019-2020).

(b)WithinfourweeksofinitialenrollmentinaTexaspublicschool,astudentwithalanguageotherthanEnglishindicatedonthehomelanguagesurveyshallbeadministeredtherequiredorallanguageproficiencytestinprekindergartenthroughGrade12andnorm-referencedstandardizedachievementinstrumentinGrades2-12asdescribedinsubsection(c)ofthissectionandshallbeidentifiedasanEnglishlearnerandplacedintherequiredbilingualeducationorEnglishasasecondlanguage(ESL)programinaccordancewiththecriterialistedinsubsection(f)ofthissection.

§89.1230.EligibleStudentswithDisabilities(a)Schooldistrictsshallimplementassessmentproceduresthatdifferentiatebetweenlanguage

proficiencyanddisablingconditionsinaccordancewithSubchapterAAofthischapter(relatingtoCommissioner'sRulesConcerningSpecialEducationServices)andshallestablishplacementproceduresthatensurethatplacementinabilingualeducationorEnglishasasecondlanguageprogramisnotrefusedsolelybecausethestudenthasadisability.

§89.1225.TestingandClassificationofStudents(h)Thelanguageproficiencyassessmentcommitteeinconjunctionwiththeadmission,review,

anddismissal(ARD)committeeshallidentifyastudentasanEnglishlearnerifthestudent'sabilityinEnglishissolimitedorthestudent'sdisabilitiesaresoseverethattheEnglishorallanguageproficiencyornorm-referencedassessmentsdescribedinsubsection(c)ofthissectioncannotbeadministered.ThedecisionforentryintoabilingualeducationorESLprogramshallbedeterminedbythelanguageproficiencyassessmentcommitteeinconjunctionwiththeARDcommitteeinaccordancewith§89.1220(f)ofthistitle(relatingtoLanguageProficiencyAssessmentCommittee).

§89.1225.TestingandClassificationofStudents(l)ForEnglishlearnerswhoarealsoeligibleforspecialeducationservices,thestandardized

processforEnglishlearnerprogramexitisfollowedinaccordancewithapplicableprovisionsofsubsection(i)ofthissection.However,annualmeetingstoreviewstudentprogressandmakerecommendationsforprogramexitmustbemadeinallinstancesbythelanguageproficiencyassessmentcommitteeinconjunctionwiththeARDcommitteeinaccordancewith§89.1230(b)ofthistitle(relatingtoEligibleStudentswithDisabilities).Additionally,thelanguageproficiencycommitteeinconjunctionwiththeARDcommitteeshallimplementassessmentproceduresthatdifferentiatebetweenlanguageproficiencyanddisablingconditionsinaccordancewith§89.1230(a)ofthistitle.

§89.1225.TestingandClassificationofStudents(m)ForanEnglishlearnerwithsignificantcognitivedisabilities,thelanguageproficiency

assessmentcommitteeinconjunctionwiththeARDcommitteemaydeterminethatthestate'sEnglishlanguageproficiencyassessmentforexitisnotappropriatebecauseofthenatureofthestudent'sdisablingcondition.Inthesecases,thelanguageproficiencyassessmentcommitteeinconjunctionwiththeARDcommitteemayrecommendthatthestudenttakethestate'salternateEnglishlanguageproficiencyassessmentandshalldetermineanappropriateperformancestandardrequirementforexitbylanguagedomainundersubsection(i)(1)ofthissection;

§89.1227.MinimumRequirementsforDualLanguageImmersionProgramModel(c)AduallanguageimmersionprogrammodelshallprovideequitableresourcesinEnglishand

theadditionalprogramlanguagewheneverpossible.

(d)Aminimumof50%ofinstructionaltimeshallbeprovidedinthelanguageotherthanEnglishforthedurationoftheprogram.

§89.1229.GeneralStandardsforRecognitionofDualLanguageImmersionProgramModels(b)Studentrecognition.Astudentparticipatinginaduallanguageimmersionprogrammodelor

anyotherstate-approvedbilingualorESLprogrammodelmayberecognizedbytheprogramanditslocalschooldistrictboardoftrusteesbyearningaperformanceacknowledgementinaccordancewith§74.14ofthistitle(relatingtoPerformanceAcknowledgments).

§89.1233.ParticipationofEnglishProficientStudents(a)Schooldistrictsshallfulfilltheirobligationtoproviderequiredbilingualprogramservicesto

EnglishlearnersinaccordancewithTexasEducationCode(TEC),§29.053.

(b)SchooldistrictsmayenrollstudentswhoarenotEnglishlearnersinthebilingualeducationprogramortheEnglishasasecondlanguageprograminaccordancewithTEC,§29.058.

(c)ThenumberofparticipatingstudentswhoarenotEnglishlearnersshallnotexceed40%ofthenumberofstudentsenrolledintheprogramdistrict-wideinaccordancewithTEC,§29.058.

§89.1235.FacilitiesBilingualeducationandEnglishasasecondlanguage(ESL)programsshallbelocatedinthepublicschoolsoftheschooldistrictwithequitableaccesstoalleducationalresourcesratherthaninseparatefacilities.InordertoprovidetherequiredbilingualeducationorESLprograms,schooldistrictsmayconcentratetheprogramsatalimitednumberoffacilitieswithintheschooldistrict.RecentimmigrantEnglishlearnersshallnotremainenrolledinnewcomercentersforlongerthantwoyears.

§89.1265.Evaluation(a)AllschooldistrictsrequiredtoconductabilingualeducationorEnglishasasecondlanguage

(ESL)programshallconductanannualevaluationinaccordancewithTexasEducationCode(TEC),§29.053,collectingafullrangeofdatatodetermineprogrameffectivenesstoensurestudentacademicsuccess.TheannualevaluationreportshallbepresentedtotheboardoftrusteesbeforeNovember1ofeachyearandthereportshallberetainedattheschooldistrictlevelinaccordancewithTEC,§29.062.

§89.1265.Evaluation(b)Annualschooldistrictreportsofeducationalperformanceshallreflect:

(1)theacademicprogressinthelanguage(s)ofinstructionforEnglishlearners;(2)theextenttowhichEnglishlearnersarebecomingproficientinEnglish;(3)thenumberofstudentswhohavebeenexitedfromthebilingualeducationandESLprograms;(4)thenumberofteachersandaidestrainedandthefrequency,scope,andresultsoftheprofessionaldevelopmentinapproachesandstrategiesthatsupportsecondlanguageacquisition.

(d)SchooldistrictsshallreporttoparentstheprogressoftheirchildinacquiringEnglishasaresultofparticipationintheprogramofferedtoEnglishlearners.

NewCertificationRequirementsBILINGUALEDUCATIONEXCEPTIONSANDESLWAIVERS

EnglishLearnerProgramModelsinTexas

1+ EL=ESLprogramrequired20+ ELs@samegradeand

primarylanguagedistrict-wide=BEprogramrequiredin

elementary*

DistrictsmustserveEnglishlearners(ELs)throughBEorESL

TEC29.066;TAC89.1210

SixState-ApprovedProgramModelsforELs

BilingualEducation(BE)ProgramModels

TransitionalEarlyExit

TransitionalLateExit

DualLanguageImmersionOneWay

DualLanguageImmersionTwoWay

EnglishasaSecondLanguage(ESL)ProgramModels

ESLContent-Based

ESLPull-Out

10/10/18 ENGLISHLEARNERSUPPORT

*Elementary=PKthrough5th grade(orthrough6th gradeifclusteredwithelementary)


89.1210ProgramModelDescriptions:TACChapter89,SubchapterBB

Generaldescription

Certifications

Goal

Instructionalapproach

SectionBreakSlideBilingualProgramModels


TAC89.1210(c)(1)Transitionalbilingual/earlyexitis…

GeneralDescription

abilingualprogrammodelinwhichstudentsidentifiedasEnglishlearnersareservedinbothEnglishandanotherlanguageandarepreparedtomeetreclassificationcriteriatobesuccessfulinEnglish-onlyinstructionnotearlierthantwoorlaterthanfiveyearsafterthestudentenrollsinschool.

Certifications InstructioninthisprogramisdeliveredbyateacherappropriatelycertifiedinbilingualeducationunderTEC,§29.061(b)(1)fortheassignedgradelevelandcontentarea.

Goal Thegoalofearly-exittransitionalbilingualeducationisforprogramparticipantstoutilizetheirprimarylanguageasaresourcewhileacquiringfullproficiencyinEnglish.

InstructionalApproach

Thismodelprovidesinstructioninliteracyandacademiccontentthroughthemediumofthestudents’primarylanguage,alongwithinstructioninEnglishthattargetssecondlanguagedevelopmentthroughacademiccontent.


TAC89.1210(c)(2)Transitionalbilingual/lateexitis…

GeneralDescription

abilingualprogrammodelinwhichstudentsidentifiedasEnglishlearnersareservedinbothEnglishandanotherlanguageandarepreparedtomeetreclassificationcriteriatobesuccessfulinEnglish-onlyinstructionnotearlierthansixorlaterthansevenyearsafterthestudentenrollsinschool.

Certifications InstructioninthisprogramisdeliveredbyateacherappropriatelycertifiedinbilingualeducationunderTEC,§29.061(b)(1)fortheassignedgradelevelandcontentarea.

Goal Thegoaloflate-exittransitionalbilingualeducationisforprogramparticipantstoutilizetheirprimarylanguageasaresourcewhileacquiringfullproficiencyinEnglish.


Thismodelprovidesinstructioninliteracyandacademiccontentthroughthemediumofthestudents’primarylanguage,alongwithinstructioninEnglishthattargetssecondlanguagedevelopmentthroughacademiccontent.


TAC89.1210(c)(3)Duallanguageimmersion/onewayis…General

Description

abilingual/biliteracy programmodelinwhichstudentsidentifiedasEnglishlearners areservedinbothEnglishandanotherlanguageandarepreparedtomeetreclassificationcriteriainordertobesuccessfulinEnglish-onlyinstructionnotearlierthansixorlaterthansevenyearsafterthestudentenrollsinschool.

Certifications

Instructionprovided inalanguageotherthanEnglishinthisprogrammodelisdeliveredbyateacherappropriatelycertifiedinbilingualeducationunderTEC,§29.061.InstructionprovidedinEnglishinthisprogrammodelmaybedeliveredeitherbyateacherappropriatelycertifiedinbilingualeducationorbyadifferentteachercertifiedinESLinaccordancewithTEC§29.061.

Goal Thegoalofone-wayduallanguageimmersionisforprogramparticipantstoattainfullproficiencyinanotherlanguageaswellasEnglish.


Thismodelprovidesongoinginstructioninliteracyandacademiccontentinthestudents’primarylanguageaswellasEnglish,withatleasthalfoftheinstructiondeliveredinthestudents’primarylanguageforthedurationoftheprogram.


TAC89.1210(c)(4)Duallanguageimmersion/twowayis…General

Description

abilingual/biliteracy programmodelinwhichstudentsidentifiedas EnglishlearnersareintegratedwithstudentsproficientinEnglish andareservedinbothEnglishandanotherlanguageandarepreparedtomeetreclassificationcriteriainordertobesuccessfulinEnglish-onlyinstructionnotearlierthansixorlaterthansevenyearsafterthestudentenrollsinschool.

Certifications

Instructionprovided inalanguageotherthanEnglishinthisprogrammodelisdeliveredbyateacherappropriatelycertifiedinbilingualeducationunderTEC,§29.061.InstructionprovidedinEnglishinthisprogrammodelmaybedeliveredeitherbyateacherappropriatelycertifiedinbilingualeducationorbyadifferentteachercertifiedinESLinaccordancewithTEC§29.061.

Goal Thegoalofone-wayduallanguageimmersionisforprogramparticipantstoattainfullproficiencyinanotherlanguageaswellasEnglish.


Thismodelprovidesongoinginstructioninliteracyandacademiccontentinthestudents’primarylanguageaswellasEnglish,withatleasthalfoftheinstructiondeliveredinthestudents’primarylanguageforthedurationoftheprogram.


Summary:State-approvedBilingualEducationProgramModels

ProgramModelType Goal Instruction

Transitionalbilingual/earlyexit

Transitionalbilingual/lateexit

Duallanguageimmersion/oneway

Duallanguageimmersion/twoway


• Primarylanguageusedasaresource

• FullproficiencyinEnglishisacquiredtoparticipateequitablyinschool

• Fullproficiencyinprimarylanguageisattained

• FullproficiencyinEnglishisattainedtoparticipateequitablyinschool

• Fullproficiencyincludesgrade-levelliteracyskillsinbothlanguages

• LiteracyandacademiccontentinprimarylanguageandEnglish

• Teacher(s)certifiedingradelevel/contentareaandinbilingualeducation

• PrimarylanguageinstructiondecreasesasEnglishisacquired

• LiteracyandacademiccontentinprimarylanguageandEnglish

• Teacher(s)certifiedingradelevel/contentareaandinbilingualeducation(orpairedwithanESLcertifiedteacher)

• Atleasthalfofinstructiondeliveredinthestudents’primarylanguageforthedurationoftheprogram

SectionBreakSlideESLProgramModels


TAC89.1210(d)(1)ESL/content-basedprogrammodelis…

GeneralDescription

anEnglishacquisitionprogramthatservesstudentsidentifiedasEnglishlearnersthroughEnglishinstruction

Certifications byateachercertifiedinESLunderTEC,§29.061(c)throughEnglishlanguageartsandreading,mathematics,science,andsocialstudies.

Goal Thegoalofcontent-basedESLisforEnglishlearnerstoattainfullproficiencyinEnglishinordertoparticipateequitablyinschool.


ThismodeltargetsEnglishlanguagedevelopmentthroughacademiccontentinstructionthatislinguisticallyandculturallyresponsiveinEnglishlanguageartsandreading,mathematics,science,andsocialstudies.


TAC89.1210(d)(2)ESL/pull-outprogrammodelis…

GeneralDescription

anEnglishacquisitionprogramthatservesstudentsidentifiedasEnglishlearnersthroughEnglishinstruction

Certifications byateachercertifiedinESLunderTEC,§29.061(c)throughEnglishlanguageartsandreading.

Goal Thegoalofcontent-basedESLisforEnglishlearnerstoattainfullproficiencyinEnglishinordertoparticipateequitablyinschool.


ThismodeltargetsEnglishlanguagedevelopmentthroughacademiccontentinstructionthatislinguisticallyandculturallyresponsiveinEnglishlanguageartsandreading.InstructionshallbeprovidedbytheESLteacherinapull-outorinclusionarydeliverymodel.



StrategicFollow-ThroughandMonitoring

ShelteredInstructionTraining

EnglishLanguageDevelopmentSupport

Content-BasedESL=allcontentteachersofEnglish

learnersESLcertifiedBasicCompliance

EnglishLanguageDevelopmentSupport

ShelteredInstructionTraining

School–wideImplementation

BilingualEducationCertificationØRequirementsforLocalEducationAgencies(LEAs),including schooldistricts,districtsofinnovation,andopen-enrollmentcharterschools

ØBilingualPrograms§ NEW!BilingualExceptionScenarioChain§ Secondary§ PairedTeachingandDepartmentalization

Departmentalizationvs.PairedTeachinginBilingualProgramsattheElementaryLevel

ProgramModel Departmentalization PairedTeaching

TransitionalBilingualEducationProgramModels

• early-exit

• late-exit

Localdecisiontousemorethanonecontent-areateachertodelivercorecontentinstruction

Allteachersmustbecertifiedinbilingualeducation

Localdecisiontousetwocontent-areateacherstodelivercorecontentinstruction

Bothteachersmustbecertifiedinbilingualeducation

DualLanguageProgramModels

• one-way

• twoway

Localdecisiontousemorethanonecontent-areateachertodelivercorecontentinstruction

Allteachersmustbecertifiedinbilingualeducation

Localdecisiontousetwocontent-areateacherstodelivercorecontentinstruction

Theteacherdeliveringthepartnerlanguagecomponentofinstructionmustbecertifiedinbilingualeducation

TheteacherdeliveringtheEnglishcomponentofinstructionmustbecertifiedineitherbilingualeducationorEnglishasaSecondLanguage(ESL)

ESLCertificationØRequirementsforLocalEducationAgencies(LEAs),including schooldistricts,districtsofinnovation,andopen-enrollmentcharterschools

ØEnglishasaSecondLanguage(ESL)Certification§ ClarificationsonrevisedTexasAdministrativeCode(TAC)Chapter89Rules(adoptedJuly15,2018)

§ NEW!ESLProgramWaiverScenarioChain

kchapa

Highlight

Certification:OtherInformationØESLResources:www.elltx.org/assessment.html

ØETStoPearsonasofSeptember1st:www.tx.nesinc.com

ØNewESLCertificationtest

ØTitleIIIESCESLCertificationPreparationCoursefunding

ØGrowYourOwn

ShelteredInstructionØAlthoughnotdirectlynamedinrule,evidentin:§ ConnectionofcontentandlanguagenotedinTACCh.89(TEKSandELPS)§ ELPS(TAC74.4PartB):Communicated,Sequenced,Scaffolded§ TAC89.1210(d):linguisticallyandculturallyresponsiveteaching§ TAC89.1210(b):affective,linguistic,cognitiveneeds;secondlanguageacquisitionmethods

ØTexasGateway:ShelteredInstructionandELPStrainingseries

BilingualEducationExceptionandESLProgramWaiverApplicationProcess

ApplicationØDueonorbeforeNovember1,2018

ØTotheAdministratorAddressedletterposted!

ØNEW!Theapplication(s)include(s)anassurancethatthesuperintendenthasreviewedandapprovedthecompletedapplicationpriortosubmission;thedistrictBilingual/ESLcontactpersonmaycompleteandsubmittheException/Waiverapplication

ØNEW!LEAsretainlistofnamesofteachersunderanESLprogramwaiver(nolongersubmittedtoTEAaspartoftheESLprogramwaiverapplication)

DocumentationRequirementsAsperTACChapter89.1207(a)(2)(D)forLEAsfilingaBilingualEducationExceptionand89.1207(b)(2)(D)forLEAsfilinganESLWaiver,LEAsshallmaintainwrittenrecordsofalldocumentssupportingtheapplicationandassuranceslistedintheapplication:

(A) adescriptionoftheproposedalternativeinstructionalprogramdesignedtomeettheaffective,linguistic,andcognitiveneedsoftheEnglishlearners;(B)thenumberofteachersforwhomabilingualeducationexceptionisneededbygradelevelandpercampus;(C)acopyoftheschooldistrict'scomprehensiveprofessionaldevelopmentplan;and(D)acopyofthebilingualallotmentbudgetdocumentingthataminimumof10%ofthefundswereusedtofundthecomprehensiveprofessionaldevelopmentplan.

ComprehensivePDPlanAsperTACChapter89.1207(a)(1)(D)forLEAsfilingaBilingualEducationExceptionand89.1207(b)(1)(D)forLEAsfilinganESLWaiver,thefollowingassuranceisrequired,alongwithappropriatedocumentationmaintainedatthedistrictlevel[TAC89.1207(a)(2)(C)&(b)(2)(C)]andannualreportingtotheschoolboard[TAC 89.1265(c)]:

Implementationofacomprehensiveprofessionaldevelopmentplanthat:

(i)isongoingandtargetsthedevelopmentoftheknowledge,skills,andcompetenciesneededtoservetheneedsofEnglishlearners;(ii)includestheteacherswhoarenotcertifiedornotappropriatelycertifiedwhoareassignedtoimplementtheproposedalternativeprogram;and(iii)mayincludeadditionalteacherswhoworkwithEnglishlearners;

AllowableUseofBEAFundsfortheComprehensivePDPlan

AllowableUseofBEAFundsfortheComprehensivePDPlan§89.1207BilingualEducationExceptionsandEnglishasaSecondLanguageWaivers.(a)(1)(E)anassurancethatatleast10%ofthebilingualeducationallotmentshallbeusedtofundthecomprehensiveprofessionaldevelopmentplanrequiredundersubparagraph(D)ofthisparagraph(onbilingualeducationexceptions);

(b)(1)(E)anassurancethatatleast10%ofthebilingualeducationallotmentshallbeusedtofundthecomprehensiveprofessionaldevelopmentplanrequiredundersubparagraph(D)ofthisparagraph(onESLwaivers);

NOTE:IfanLEAfilesforbothaBEExceptionandanESLWaiver,aminimumof10%ofBEAfundsshallbeusedforeachapplication,resultinginaminimumof20%ofBEAfunds(fromthe“total”amountoffundsavailable,notfrom52%requiredfordirectcosts)

NEW!AllowableUseofBEAFundsforComprehensivePDPlandocument

TEAEnglishLearnerSupportInitiativesDUALLANGUAGEANDSHELTEREDINSTRUCTION

ENGLISHLEARNERPARENT,FAMILY, ANDCOMMUNITYENGAGEMENT

Commissioner’sInitiativesØDuallanguageandShelteredInstructionProgramModelImplementationInitiative§ FidelityofImplementationBlueprints§ Programmodelimplementationrubrics§ PilotProject– November2018throughMarch2019(moreinformationcomingsoon!)

ØEnglishLearnerParent/Family/CommunityEngagementInitiative§ ToolsandresourcesforengagementactivitiesincompliancewithTitleIII,PartA§ Enhancedweb-basedresourcesdirectlyaccessibletoEnglishlearnerparentsandfamilies

SectionBreakSlide

EnglishLearnerSupportDivisionInitiative:

EffectiveProgramModelImplementation


Besidesstudentpopulationrequirements,whatotherfactorsdodistrictleadersconsiderwhendeterminingwhichprogrammodeltoimplement?

Ø Research-basedpractices


Ø Family&communityneeds

InitiativePurposeOverallpurposeistosupportschooldistrictsineffectiveimplementationofprogrammodelsthatserveEnglishlearners.

LiteratureReviewssummarizebestpracticesidentifiedintheresearch.

ProgramModelImplementationRubricsprovideaframeworkforself-evaluationandguidanceinidentifyingstepsforimprovement.

FidelityofImplementationBlueprintsdescribekeyfeaturesofeffectiveprogrammodelimplementationandidentifypotentialoutcome-basedmeasurestogaugeprogrameffectiveness.


InitiativeTimeline

2017-2018

• Developmentofdraftsupportresources,incorporatingstakeholderfeedbackandinput

2018-2019

• PilotingofRubricsandBlueprintsthroughvoluntarypilotcohortsanddevelopmentofalignedresources

2019-2020

• FinalizationandfullimplementationofRubrics,Blueprints,andalignedresourcesbasedonpilotcohortinput


SectionBreakSlide

LiteratureReviews:

Whatdoestheresearchsayabouteffectiveprogrammodel

implementation?


BilingualEducationProgramsLiteratureReviewKeyPointsv EffectiveProgramming

§ Programmodeltypesandassociatedstudentachievementoutcomes

§ Programmodelplanninganddesigno Identificationofprogrammodel

goalso Alignmentofcommunityneed,

programmodelgoals,andprogrammodeldesign

o Non-negotiablefeaturesofeffectiveprogramming

o Theroleofprimary languageandliteracydevelopment

o Componentsoflanguageallocationplan

§ Coordinatedsystemsofprogrammodelsupport,monitoring,andevaluation

v Instruction§ Shelteredinstructionandlanguage

immersion§ Authenticliteracy development§ Opportunitiesforlanguagepractice§ Developmentofsocio-cultural

competence

v Staffing andprofessionaldevelopment§ Strategiesforrecruitingand

retainingbilingualteachingstaff§ Comprehensive Professional

Development


ESLProgramsLiteratureReviewKeyPointsv EffectiveProgramming

§ ModelsandImplementationo State-approvedESLmodelsin

comparisontoUSDEdefinitionso ShelteredInstruction/Content-

basedinstructiono Inclusion

§ SpecializedSupportforNewcomersandStudentswithInterruptedFormalEducation(SIFE)

§ RoleoftheESLteacher§ RoleofFamilyandCommunity

v ASchool-wideInitiative§ Robustsupport(Administration

investment)§ Collaboration BetweenESLand

ContentTeachersv MethodsforSuccess

§ MorethanGoodTeaching§ AuthenticandMeaningfulUseof

Language(CommunicativeApproach)

v TeacherPreparationandOngoingTraining§ CulturallyResponsiveTeaching§ Comprehensive Professional

Development


SectionBreakSlide

ProgramModelImplementationRubrics:

Whatdoeseffectiveprogrammodelimplementationlooklike?

Whatstepscandistrictleaderstaketoimproveprogrammodelimplementation?


ProgramImplementationRubricDesignFeatures

QuantifiableScoring

SpectrumIntegrationofModels

SimplifiedBelowComplianceDescription

FocusonStrongerImplementation

ResearchReferences

SuccinctCategoryComponents

Category

Components


RubricScoringToolSample

ENGLISHLEARNERSUPPORT10/10/18

ImplementationRubric CategoryOutlineTransitionalBilingual

EarlyExitTransitionalBilingual

LateExitDualLanguage

OneWayDualLanguage

TwoWayESL

Pull-OutESL

Content-Based

ProgramModelDesign

ProgramModelDesign

ProgramModelDesign

ProgramModelDesign

ProgramModelDesign

ProgramModelDesign

Family&CommunityEngagement






Staffing Staffing Staffing Staffing Staffing Staffing

ProfessionalDevelopment&

Resources


Resources


Resources


Resources


Resources


Resources

InstructionalDesign:LessonPlanning&

Curriculum


Curriculum


Curriculum


Curriculum


Curriculum


Curriculum

InstructionalDesign:Methods&Strategies






StudentEvaluation&DataAnalysis






ESLPrograms

ProgramModelDesign

Staffing&ProfessionalDevelopment

InstructionalDesign:LessonPlanning&Curriculum

InstructionalDesign:Methods&Resources


DualLanguagePrograms

ProgramModelDesign


Staffing

ProfessionalDevelopment&Resources




TransitionalBilingualPrograms

ProgramModelDesign


Staffing





TransitionalBilingualPrograms

ProgramModelDesign


Staffing


InstructionalDesign


DualLanguagePrograms

ProgramModelDesign


Staffing


InstructionalDesign


ENGLISHLEARNERSUPPORT10/10/18

Bilingual/ESLProgramImplementationResources


TargetStakeholderGroupsSchool&DistrictLeadership

InstructionalStaff

Family,Community,&SchoolBoardMembers

SectionBreakSlide

FidelityofImplementationRubrics:

Whatdoessuccesslooklike?

Howdodistrictleadersknowthattheyareimplementingprogrammodels

effectively?



Fide

lityofIm

plem

entatio

nBlue

print

Desig

nFeatures

Benchmark 4: Follow-Through and Monitoring The LEA shall maintain a systematic SI monitoring agenda for follow-through from sheltered instruction professional development that includes administrative accountability and targeted coaching. This systematic SI monitoring agenda shall be developed by the Sheltered Approach team and included in the LEA’s Sheltered Approach Design (as outlined in Benchmark 1) and will be based upon the LEA’s SI professional development plan (as detailed in Benchmark 3). The purpose of the SI monitoring agenda shall be to set procedures for follow-through of training outcomes for participants in SI professional development and to detail consistent, supportive feedback and monitoring measures for implementation effectiveness. Evidence of implementation for Benchmark 4 is demonstrated through the Instruction, Training, and Monitoring Outcome-Based Measures (page 9). Design Elements The LEA’s SI monitoring agenda must include and implement the following requirements:

1. The LEA shall ensure that all participants of SI professional development opportunities are assigned targeted implementation activities or products that demonstrate learning outcomes once implemented in the participant’s role.

2. The LEA’s SI monitoring agenda shall provide timely and consistent checkpoints for participants of SI professional development to be evaluated (formally or informally) for effectiveness in training outcomes.

3. The LEA’s SI monitoring agenda shall provide targeted objectives for monitoring checkpoints that are systematic in nature, meaning the LEA is focused on particular components of sheltered instruction (as described in the LEA’s SI Framework) for periods of time that may coincide with monthly, quarterly, or grading period timelines.

4. A rubric or template for evaluating SI professional development follow-through and monitoring shall be developed alongside the SI monitoring agenda by the SI Framework committee in alignment with the content-based instructional methods as described in the SI Framework.

5. Those that are assigned to follow-through and monitoring duties within the SI monitoring agenda as determined by the Sheltered Approach team shall be thoroughly trained in the LEA’s rubric or template for SI monitoring evaluation.

Required Activities and Products Activities:

• The Sheltered Approach team shall develop a systematic SI monitoring agenda within the Sheltered Approach Design. • The Sheltered Approach team shall designate the personnel that will be responsible for evaluating the follow-through and monitoring

activities of the SI monitoring agenda. • The SI Framework committee shall develop a rubric or template for evaluation of the SI Framework implementation as described in the SI

monitoring agenda. • All products shall be included in the LEA’s program manual for all EL programs and made available to TEA upon request. • All products shall be reviewed annually to align with LEA policies and current research on effective practices.

Products: • SI Monitoring Agenda • SI Framework Implementation Evaluation Rubric


Fide

lityofIm

plem

entatio

nBlue

print

Desig

nFeatures

Approach Outcome-Based Measures Data Indicators Provisional Sheltered Approach

Implementation Sheltered Approach Implementation

Distinguished Sheltered Approach Implementation

Requirements ELs noted below refers to ELs participating in an ESL program

Must meet requirements for at least one equitable access targets

Must meet requirements for at least two equitable access targets

Must meet requirements for at least three equitable access targets

ELs proportionate to or over-represented as compared to general education population served through gifted and talented education

No more than 10% under LEA representation


Commensurate to or above LEA representation

ELs proportionate to or over-represented as compared to general education population for advanced course, AP course, or IB course completion



Commensurate to or above LEA representation

ELs proportionate to general education population for Career and Technical Education (CTE) course completion

No more than 10% above or below LEA representation


Commensurate to LEA representation

ELs proportionate to general education population for participation in special education services



Commensurate to LEA representation

SectionBreakSlide

ProgramModelImplementationRubricPilot:

Whoaretheparticipantsandwhataretheexpectations,timelines,andanticipated

outcomesofthePilotProject?


Whocanparticipate?üAnyLocalEducationAgency(LEA)thatcurrentlyimplementsanESLand/oraduallanguageprogrammodelmayapplytobeinthePilotProjectCohort

üPilotProjectCohortparticipationisvoluntary

Note:anyLEAmayaccessandusetheRubrics,FOIBlueprints,andsupportresourcesduringthe2018-2019schoolyear–participationinthePilotProjectCohortisnotrequiredinordertoaccessthedraftversionsoftheinitiativedocuments

TEAProgramModelImplementationPilotProject,2018-2019:FAQs


ThisPhoto byUnknownAuthorislicensedunderCCBY-ND

TEAProgramModelImplementationPilotProject,2018-2019:FAQs(Cont’d)WhataretheexpectationsforPilotProjectparticipation?§ InterestedLEAswillo participateinPilotProjectInformationMeetingo identifyaPilotProjectLeadandPilotProjectTeamo submitanelectronicapplication tobeincludedintheESLPilotProjectCohortortheDualLanguagePilotProjectCohort

§ LEAsselectedtoparticipateinthePilotProjectwillo participateinmonthlyPilotProjectCohortZoommeetings (inthe2018-2019schoolyear)o assembleandsubmittoTEArequiredPilotProjectdocumentsandassistTEAinsettingupmonitoringvisit,ifselected

o providetoTEAlocalTeamfeedback onactivities,processes,Rubrics,Blueprints,andresources


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TEAProgramModelImplementationPilotProject,2018-2019:FAQs(Cont’d)

WhataresomebenefitsofparticipatinginthePilotProject?ü ReceiveTEAandpeersupportandguidance(throughPilotProjectCohort)regardingeffectiveprogrammodelimplementation

ü EnjoyanopportunitytoreceiveTEAfeedbackoneffectivenessofprogrammodelimplementation(ifselectedformonitoringvisit)

ü PlayadirectroleininformingthedevelopmentofinnovativeTexasresourcesandtoolsforeffectiveprogrammodelimplementation


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EnglishLearnerSupportDivision Initiative:

EnglishLearnerParent,Family,andCommunityEngagement


InitiativePurposeIncreaseengagementofEnglishlearnerparents,families,andmembersofthecommunitythroughprovisionofinformation,tools,andon-lineresourcestoimproveacademicoutcomesforEnglishlearners.

BilingualandESLProgramModelBrochuresredesignedtoreflectcurrentprogrammodeldescriptionsandLPACFrameworkorganizationalstructure.

Professionaldevelopmentmodulesandresourcetools forplanningandprovidingschoolevents/activitiestargetingfulfilmentofTitleIIIrequirementsforparent,family,andcommmunity engagement.

TitleIIIwebportal providingLEAsaswellasEnglishlearnerparentsandfamiliesaccess toinformation andresourcessupporting engagementofEnglishlearnerfamiliesintheeducationoftheirchildren.


Questions

Wewelcomeyourfeedback!Provideus

yourfeedbackwiththissurvey:

https://goo.gl/8zXUK2

BarbaraKennedy, Ed.D.Directorof Engl [email protected]

CarleneThomasESLProgramCoordinatorcar [email protected]

MAINPHONE:512-463-9414E-MAIL: [email protected]

English Learner Support

Contacts

Documents

2018 TABE Bilingual Directors Institute · 2018. 10. 23. · subsection (c) of this section cannot be administered. The decision for entry into a bilingual education or ESL program