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Texas Education Agency

Generation 25 Application Information Session:

Serving English Learners

Division of English Learner Support Know 1

PresenterPresentation NotesHello Charter Applicants!My name is ________ and I work in the Office of Special Populations in the Division of English Leaner Support Division. During this presentation, I will provide you with an overview of serving English Learners.


Objectives

Charter Applicants will: Understand English learner demographics in Texas and identify key

steps in the State’s process for identifying and serving English learners

Understand certification requirements and the steps to take ifappropriately certified staff is not available

Differentiate allowable uses of State and Federal funds to supportacademic success of English learners

English Learner Support Division | TEA 2

PresenterPresentation NotesDuring today’s presentation we will cover the following:Understand English Learners in Texas followed by understanding the certification requirements and finish by differentiating allowable use of state and federal funds.


Agenda

English Learners in Texas

English Learner Program Services

Program Staffing

Program Funding

Process for Identification and Services Demographics

“Rule of 20” State-approved Models

Bilingual Education Exceptions and ESL Waivers

Teacher Certification Requirements

Federal Title III, Part A State Bilingual

Education Allotment


PresenterPresentation NotesOur agenda will cover the following topics:


English Learners in Texas 4

20%


FAQ

Texas Education Code (TEC) 29.052 refers to students who are in the process of acquiring English and have a primary language other than English as Limited English Proficient (LEP).

Texas Administrative Code (TAC) Chapter 89 used the term English Language Learner (ELL) but in recent revisions updated to the term English Learner (EL) in alignment with the Every Student Succeeds Act (ESSA).

These terms are used interchangeably.

Question

What is the difference between the terms Limited English Proficient, English Language Learner, and English Learner?

Answer

English Learner Support Division | TEA

PresenterPresentation NotesLet’s take a look at a frequently asked question.


Identified English Learners in Texas

Top 10 States with Highest EL Student Enrollment (2016-17)*NCES

1. California

2. Texas 3. New York

4. Florida

5. New Jersey

6. Illinois

7. Georgia

8. Washington

9. Arizona

10. Virginia

Texas serves just under one in five (20%) of the nation’s English learners

20%

PresenterPresentation NotesTexas is unique as a State. Texas truly stands out in terms of the number of ELs we serve, as well as the percentage of our student population that is identified as ELs.

Texas serves the second-largest population of students identified as English learners in the entire country.Only the state of California serves more English learners than Texas, but not by much. In the 2018-2019 school year there were approximately 1,196,000 English learners in California public schools.


• ••••

Identified English Learners in Texas

In addition to having 1 out of 5 ELs in the country…

20% = EL Population in Texas 1 in 5 students in Texas

There was almost a 4% increase from the 2017-2018 school year

(39,880 identified ELs) 1,055,172

PresenterPresentation NotesTexas has 1, 055,172 English learners enrolled in our schools which include open-enrollment charters. As you can see, Texas is linguistically diverse! While the vast majority, about 89% of English learners we serve in Texas have Spanish as the primary language, we have over 130 languages spoken in our schools!


16

17

18

Distribution of English Learners Across Texas


Distribution of EL Population

0 – 9% of Students




PresenterPresentation NotesPercentage of ELs per ESC region: Region 1 - Edinburg: 36% Region 2- Corpus Christi: 5%Region 3- Victoria: 8%Region 4- Houston: 22%Region 5 - Beaumont 9%Region 6 - Huntsville: 14%Region 7- Kilgore: 13%Region 8 – Mt. Pleasant: 10%Region 9- Wichita Falls: 6%Region 10- Richardson: 23%Region 11- Fort Worth: 16%Region 12- Waco: 10%Region 13- Austin: 17%Region 14- Abilene: 6%Region 15- San Angelo: 7%Region 16- Amarillo: 13%Region 17- Lubbock: 6%Region 18-Midland: 13%Region 19- El Paso: 27%Region 20 – San Antonio: 12%

20%


FAQ

Yes.

Texas Education Code (TEC) 12.104 states that open-enrollment charter schools are subject to the requirements outlined in Subchapter B, Chapter 29 related to bilingual education.

Question

Are open-enrollment charter schools in Texas required to provide Bilingual or ESL Education?

Answer


PresenterPresentation NotesNow let’s look at a frequently asked question:

Open enrollment charter schools or Districts of Innovation are not exempt from this requirement.


Statutory Requirements

TEC 29, Subchapter B TAC 89, Subchapter BB


PresenterPresentation NotesWhat is the difference between the following statutory laws/rules for English learners?

Texas Education Code or (TEC) are laws passed by the Texas Legislature on Bilingual and Special Language Programs. Please note that Special Language Programs and English as a Second Language Program (ESL) mean the same thing.

Texas Administrative Code or (TAC) are known as Commissioner Rules. The Office of the Secretary of State collects and publishes these rules. The commissioner of education may adopt new rules or amendments or repeal existing rules. Title 19 is Education and Part II is the Texas Education Agency.

Under these rules you will find Chapter 89, Subchapter BB -Commissioner’s Rules Concerning the State Plan for Educating English learners.

We strongly encourage you to become familiar with state laws and rules regarding Bilingual and ESL programs.

Notes: Differentiate on slide: Legislature vs. Commissioner


Standardized Statewide Processes

Every Student Succeeds Act (ESSA) State Plan, TitleIII, Part A requires that Texas have a standardized,statewide process for:

ESSA

English learner identification English learner placement in program services Monitoring of English acquisition Reclassification of English learners as English proficient Post-reclassification monitoring

State Plan


PresenterPresentation NotesNow let’s take a look on the federal law:Title III, Part A of the Elementary and Secondary Act also known as ESSA aims to ensure that English learners and immigrant students attain English proficiency and develop high levels of academic achievement in English. Under ESSA, Texas must have a statewide process for the following (see slide).

TEA@ Texas Education Agency

l Language spoken at home and by student = English

+ English Proficient

(EP)

Placement: Bilingual Program

+ Parent Approval

All Students

Home Language Survey

l Language spoken at home Language spoken at home

and by student = and by student = English and any other language Language(s) other than English

+ +

Test State-approved English language proficiency test for identification

+ Language Proficiency Assessment Committee (LPAC) Meeting

• • EL1 EP

11----~ General Education _ Classroom

Parent Notification I Approval i

Placement: English as a Second Language (ESL) Program

• Parent Approval

Process for Identification

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PresenterPresentation Notes

A Home Language Survey also known as the (HLS) is administered to any new student enrolling in a Texas public school. (This process is also for students transferring from another state who has never been enrolled in a Texas school and for foreign exchanged students).The HLS has the following two questions:What language is spoken in the child’s home most of the time?What language does the child speak most of the time?

Note: a student in grades 9th through grade 12 may completed their own Home Language Survey.

It is important for districts and open-enrollment charter schools to inform the parents understand the purpose of the HLS and the impact of their responses on their child’s education.

Parents can only make a correction if 1) within the first two weeks of enrollment or 2) if the child has not yet been assessed.

The identification and placement process must occur within the student’s first four calendar weeks of school enrollment. This means that the student must be tested, and the LPAC must convene to review the student’s documentation and determine if the student is eligible for classification as an English learner. If the student is eligible, the LPAC must make their recommendations for program placement and the parental approval must be sent. Instructional linguistic accommodations may also be addressed at this time.

ESSA requires assurances that students are identified as English learners (or English Proficient, as appropriate) within 30 days of enrollment [Elementary and Secondary Education Act of 1965 Public Law 115-141, as amended by the Every Student Succeeds Act (ESSA)]. Texas school districts are required to identify English learners within four calendar weeks of enrollment. Vacation days that occur during the school year (including Thanksgiving and Winter Break) are counted in the four calendar week period.


=

_______ INDEPENDENT SCHOOL DISTRICT/CHARTER SCHOOL

HOME LANGUAGE SURVEY-19 TAC Chapter 89, Su bcha:pt~ BB, §S9.1215 (Home Language Survey applicable ONLY if administered for students enrolling in pre-kindergarten through grade 12)

TO BE COMPLETED BY PARENT OR GUARDIAN FOR STUDENTS ENROUING IN PREKINDERGARTEN THROUGH GRADE 8 (OR BY STUDENT IN GRADES 9-12): The state of Texas requires that the following information be completed for each student who enrolls in a Texas public school for the first time. It is the responsibility of the parent or guardian, not the school, to provide the language information requested by the questions below. I

Dear Parent or Guardian:

To determine if your child would benefit from Bilingual and/or English as a Second Language program services, please answer the two questions below.

If either of your responses indicates the use of a language other than English, then the school district must conduct an assessment to determine how well your child communicates in English. This assessment information will be used to determine if Bilingual and/or English as a Second Language program services are appropriate and to inform instructional and program placement recommendations. If you have questions about the purpose and use of the Home Language Survey, or you would like assistance in completing the form, please contact your school/district personnel.

For more information on the process that must be followed, please visit the following website: http://web.esc20.net/LPAC-1nteractive/lnteractiveFlowchart-EN.htm.

This survey shall be kept in each student's permanent record folder.

NAME OF STUDENT: _________ _ STUDENT ID#: __________ _

ADDRESS: _____________ _ TELEPHONE#: __________ _

CAMPUS: _____________ _ NOTE: PLEASE INDICATE ONLY ONE LANGUAGE PER RESPONSE.

1. What language is spoken in the child's home most of the time?

2. What language does the child speak most of the time?


14


This is the Home Language Survey known as the (HLS). For the purposes of identifying students as English learners only the two questions mentioned should be asked to the parents.




(EP)


+ Parent Approval

All Students


Language spoken at home and by stu

English and any o

Test

l Language spoken at home

and by student = Language(s) other than English

State-approved English language proficiency test for identification

Language Proficiency Assessment Committee (LPAC) Meeting

EL1 EP 11----~ General Education _ Classroom



+ Parent Approval


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If the response on the HLS indicates that a language other than English is used, the student shall be tested using the single statewide assessment for Identification – Pre-Las for grades PK-Kinder and LAS Links for Grades 2-12

All of the language proficiency testing shall be administered by professionals or paraprofessionals who hare proficient in the language of the test and trained in the language proficiency testing requirements of the test.

If the student score is below the level designated for indicating English proficiency then the student is identified as an English learner.




(EP)


+ Parent Approval

All Students




+ +



• • EL1 EP




• Parent Approval


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What is the responsibility of the Language Proficiency Assessment Committee (LPAC) as per state statute TEC§29.063?

LPACs meet within the four calendar weeks of the initial enrollment, for identification and/or review and also

Meet prior to state assessments, for determination of appropriate assessments and designated supportsAt the end of the year, for annual review and for the following year’s placement decisionsAs needed, to discuss the students progress

The LPAC is also responsible for facilitating student participation in other special programs (gifted and talented, special education, dyslexia, etc.


LPAC Membership

The bilingual LPAC is composed of a

The ESL LPAC is composed of a

Campus administrator

Parent of a current English learner participating in a bilingual or ESL

program

Certified bilingual educator Certified ESL teacher

All members must be present! 19 TAC §89.1220 (b); TEC §29.063 17


School districts shall by local board policy establish and operate a language proficiency assessment committee (LPAC). The school district shall have on file policy and procedures for the selection, appointment, and training of members of the language proficiency assessment committees(s). Your local education service center provides annual LPAC trainings.

The LPAC shall include:An appropriate certified bilingual educator ( for students served through a bilingual education program), and /or an appropriately certified ESL educator (for students served through an ESL program).A parent of an English learner participating in a bilingual or ESL program andA campus administrator in accordance with Texas Education Code (TEC), §29.063.

The campus administrator serving on the LPAC is defined as an educator funded through Function Code 23. The school principal and school assistant principal are coded under Function Code 23; note that a school counselor may not serve in the administrator role on the LPAC, as the counselor is not coded under Function Code 23.

No parent serving on the LPAC shall be an employee of the school district. No parents who have denied student services (parental denials) may participate as an LPAC parent. The parent representative volunteers his or her participation in the LPAC.It may be necessary to train more than one parent to be able to cover the number of LPACs for a year, especially early in the year and at the end of the year.

ALL MEMBERS MUST BE PRESENT.

A school district shall establish and operate sufficient number of LPACs to enable them to discharge their duties within four weeks of the enrollment of English learners.

Notes: *made formatting edits*




(EP)


+ Parent Approval

All Students




+ +



• • EL1 EP




• Parent Approval


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PresenterPresentation NotesThe parent or legal guardian shall be notified in their primary language and English of the following:Their child’s classification as an English learnerThe recommendation for placement of their child in the required bilingual education or English as a second language (ESL) programThe purpose, content, and benefits to the student of the recommended bilingual/ESL programThe fact that the recommended bilingual/ESL program is an integral part of the general school program.

Parental approval shall be considered valid for the student’s continued participation in the required bilingual education or ESL program until:The student meets reclassification criteriaThe student graduates from high school; orA change in program occurs

In cases where a parent denies placement in bilingual education or ESL services, the student:Is identified in the Public Education Information Management System (PEIMS) as an English learner with a parent denialRemains classified as an English learner until the student meets reclassification criteriaParticipates annually in the Texas English Language Proficiency Assessment (TELPAS)

Texas annually assesses the English language proficiency of students who have been identified as an English learner in the four language domains, listening, speaking, reading and writing.




(EP)


Parent Approval

All Students




+ +



• • EL1 EP




• Parent Approval


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PresenterPresentation NotesBilingual education and ESL programs shall be integral parts of the total school program.

Such programs shall use instructional approaches to meet the specific language needs of English learners. The basic curriculum content of the programs shall be based on the Texas Essential Knowledge and Skills (TEKS) and the English language proficiency standards (ELPS) required by the state.


Checking for Understanding

Language Proficiency Assessment Committee (LPAC)


PresenterPresentation NotesTurn and Tell a partner – 2 takeaways about the role and responsibilities of the Language Proficiency Assessment Committee (LPAC).


English Learner Program Services 21


English Learner Program Models in Texas

Six State-Approved ProgramModels for ELs

Bilingual Education(BE) Program Models

Transitional Early Exit

Transitional Late Exit

Dual Language

Immersion One-Way

Dual Language

Immersion Two-Way

English as a Second Language (ESL)

Program Models

ESL Content-

Based

ESL Pull-Out

18% 5% 15% 6% 28% 24%

Identified EL students' families deny services

4%

22

PresenterPresentation NotesWith such a linguistic diversity across the state, Texas offers six state-approved program models for serving English learners.LEAs are required to inform parents of English learners of the benefits of EL program services.

While approximately 4% of the state’s English learners do not participate in program services, due to parental denial, most eligible students do participate in either ESL (shown in purple) or a bilingual education program (depicted here in blue)

52% of the state’s English learners participate in either ESL pull-out or ESL content based programs. The remaining 44% of the states English learners participate in one of the four state approve bilingual education program models.

If a district has 20+ Els at the same grade level who share the same primary language district-wide, they must provide EL services through one of the state’s four bilingual education program models in the elementary grades (prekindergarten through grade 5, or 6 if clustered with elementary grades)It is always important to know the rule of 20! This will trigger your open enrollment charter school to start implementing a bilingual education program.


State-Approved Bilingual Education Program Models

Program Model Type Goal

Transitional bilingual/ early exit

Primary language is used as a resource to attain full proficiency in English.

Transitional bilingual/ late exit

Dual language immersion/one way

Full proficiency in English and another language.

Dual language immersion/ two way


PresenterPresentation NotesPrimary language is used as a resource to attain full proficiency in English for transitional programs.

Full proficiency in English and another language is used for dual language programs in order to develop bilingualism, biliteracy, and sociocultural competence.


State-Approved ESL Program Models

Program Model Goal

Content-Based ESL

Second language acquisition methods are used to attain full proficiency in English.

Pull-Out ESL


PresenterPresentation NotesSecond language acquisition methods are used in ESL programs to attain full proficiency in English.


Program Staffing 25


Certification Requirements – Bilingual Education Program Model Departmentalization Paired Teaching

Transitional Bilingual Local decision to use more than one Local decision to use two content-area Education Program Models content-area teacher to deliver core teachers to deliver core content instruction

• early-exit content instruction Teachers/ must be certified in bilingual

• late-exit Teacher/s must be certified in bilingual education

education

Dual Language Program Local decision to use more than one Local decision to use two content-area Models content-area teacher to deliver core teachers to deliver core content instruction

• one-way content instruction Teacher/s instructing in the partner

• two- way Teacher/s must be certified in bilingual education

language component of instruction must be certified in bilingual education.

Teacher/s delivering the English component of instruction must be certified in either bilingual education or English as a Second Language (ESL)



All teachers must be certified in bilingual education .

However, the teacher delivering the English component of instruction in a two-way dual language program may be either Bilingual or ESL certified.


Summary: State-approved ESLProgram Models Program Model Goal Instructional Approach

Content-Based ESL

English learners receive all content area instruction (English Language Arts and Reading, Mathematics, Science, and Social Studies) by teacher(s) certified in ESL and the appropriate grade level and content area.

Pull-Out ESL

English learners will attain full

proficiency in English in order to participate equitably in school.

English learners receive instruction in English Language Arts and Reading (ELAR) by an ESL certified teacher.

A pull-out model can be implemented • by an ELAR and ESL certified teacher within

the ELAR classroom • through co-teaching of an ESL certified

teacher and ELAR certified teacher • through an additional ESL/ELAR course

provided by an ESL and ELAR certified teacher

11/4/2019

PresenterPresentation NotesSlide 81

In Content Based ESL – All content area teachers must be ESL certified.

In a Pull- Out Program – At a minimum the English Language Arts teacher needs to be ESL certified.



Staffing: Bilingual Education Exceptions and ESL Waivers

School districts that are unable to employ a sufficientnumber of teachers shall: take all reasonable affirmative steps to assign appropriately

certified teachers to the required Bilingual Education (BE) and ESL programs. apply on or before November 1 for an exception to the bilingual

education program or a waiver of the certification requirements in the ESL program

The approval of an exception to the Bilingual Education program or an ESL waiver shall be valid only during the school year for which it was granted.

19 TAC §89.1207 (a)(1)

19 TAC §89.1245 (a) (b)

28

PresenterPresentation NotesSchool districts that are unable to employ certified Bilingual/or ESL teachers shall submit:A bilingual education exception for teachers not appropriately certified in Bilingual Education orAn ESL Waiver – for teachers not appropriately certified in ESL.

The approval is valid only during the school year for which it was granted.

For open enrollment charter schools a teacher must first be certified in a content area before they can attached their supplemental certificate in either bilingual or ESL.


Bilingual Education Exceptions/ ESL Waivers Application 2019-2020

CON (AskTed)

I District

Els (District Wide)

Skip If not applyln1 for a Bllln1ual Exception.

Skip If not applyin1 for an ESL Waiver

--7 Districtlnformation l9ilingualException

I ESC Recion (Format: Salutation, Firstname, lastname)

(Format: Salutation, Firstname, Lastname)

Report a District-wide Number

Bilincual C.rtif"iecl (all personnel) employed

in the district

Bilincual Certified THchers Currently Teachln1 In a Bllln1ual

Pr01ram

Report a District-wide Number

ESL Certified

Teachers (all 1rade

levels) employed in the district

ESL Waiver Assurances

ESL Certified Teachers (all grade

levels) currently lnstructln1 In an

ESL Pro1ram

0

GREY FIELDS ARE AUTOMATICALLY COMPLETED FROM YOUR ENTRIES.

IF AN ITEM IS NOT APPLICABLE, LEAVE THE ITEM BLANK.

Superintendent

Email

Bilingual/ ESL Contact

Email

Teachers needed to Instruct Els under a blllncual education exception (Spanish)

Teachers needed t o Instruct Els under an ESL Waiver

0

Assurances Application for Verified

I Phone

(Format: (Area) 999 • 9999 x99999 )

Teachers needed to instruct Els

Teachers needed to instruct Els under a under a Bllln,ual

bllln1ual education exception Education (lan1ua1es other than (Spanish)

Exception

0 0

... - ... J


29

PresenterPresentation NotesThe Bilingual Education Exception and ESL Waiver Application has two parts

Part 1 is an Excel Workbook that contain the following four tabs:District InformationBilingual Exception – Skip if not applying for an exceptionESL Waiver – Skip if not applying for a waiverAssurances


Please save a copy of this form prior to submission with the school district's/ charter's completed application. Do not attach any other documents when submitting this form. Maintain all other supporting documentation at the local level.

ALTERNATIVE LANGUAGE PROGRAM PEIMS CODES Alternative Language Program PEIMS Codes can only be utilized if a school district/ charter has submitted a bilingual education exception and/or an ESL Waiver and must be used in combination with the appropriate Parent Permission Codes as described below. The Code Guide for Bilingual and ESL Program Association provides fur ther details on how to appropriately use these codes for participating students.

• If the parent of an English learner approves placement of the student in the bilingual education program but the school district/charter is under a bilingual education e xception, the Parental Permission Code is E, the Alternative Language Program Code is 0 1, and the Bilingual Education and ESL Program Codes are 0.

• If the parent of an English learner approves placement of the student in the ESL program but the school district/charter is under an ESL waiver, the Parental Permission Code is J, the Alternative Language Program Code is 02, and the Bilingual and ESL Program Codes are 0.


30


Part 2: In addition to the excel information, there is a fillable pdf form in which districts need to provide their alternative language program when they don’t have appropriately certified teachers to fulfill the requirements of the required bilingual education or ESL program. They also need to include their targeted recruiting activities planned for the school year in which the exception and waiver was submitted.


Bilingual Exceptions and ESL Waivers:

Documentation Requirements

As per TAC Chapter 89.1207(a)(2)(D) for LEAs filing a Bilingual Education

Exception and 89.1207(b)(2)(D) for LEAs filing an ESL Waiver, LEAs shall

maintain written records of all documents supporting the application and assurances listed in the application:

(A) a description of the proposed alternative language program designed to meet the affective, linguistic, and cognitive needs of the English learners; (B) the number of teachers for whom a bilingual education exception is needed by grade level and per campus; (C) a copy of the school district's comprehensive professional development plan; and (D) a copy of the bilingual allotment budget documenting that a minimum of 10% of the funds were used to fund the comprehensive professional development plan.

PresenterPresentation NotesJust read this slide.


Comprehensive PD Plan

Implementation of a comprehensive professional development plan that:

(i) is ongoing and targets the development of the knowledge, skills, and competencies needed to serve the needs of English learners; (ii) includes the teachers who are not certified or not appropriately certified who are assigned to implement the proposed alternative program; and (iii) may include additional teachers who work with English learners;

Allowable Use of BEA Funds for Comprehensive PD Plan

PresenterPresentation NotesTeachers that are on the bilingual education exception and or ESL waiver should be participating in the comprehensive professional development plan as described by the district or open enrollment charter school. A minimum of 10% of the total Bilingual Education Allotment Funds shall be used to carry out the activities in the comprehensive professional development plan.

Funds can be used to pay for the certification testing fee expenses, mileage reimbursement, substitute pay to cover teaching staff participating in targeted professional development during regular school hours.

https://tea.texas.gov/WorkArea/DownloadAsset.aspx?id=51539627041


Program Funding 33

PresenterPresentation NotesNow lets take a look at program funding.


Coordinated State Supports for English Learners


Title III, Part A Funds Bilingual Education Allotment (BEA) Funds

TEA Technical Assistance, Tools, Resources


PresenterPresentation NotesExplain correlation between the three statutory authorities and the role of the TEA in supporting the State’s English learners.

Bilingual Education Allotment (State Funds) – The funds will only generate when parents have approved Bilingual or ESL program services. English learners whose parents have denied program services will not generate any BEA funds.

Title III, Part A – Federal Funds –These funds can’t be used to carry out your state mandated programs. These funds shall be used to supplement and not supplant any local, state, or federal funds.


Bilingual Funding Before HB 3

Texas Education Code §42.153

• Annual allotment equal to the adjusted basicallotment multiplied by 0.1

• Bilingual Education is funded on an averagedaily attendance (ADA) basis.

• BEA funds were only generated by Englishlearners participating in Bilingual/ESL programs.


PresenterPresentation NotesPrior to HB 3 – we only had one weighted allotment formula. Due to passage of HB3 – the legislature has incentivized districts and open enrollment schools that implement dual language programs.


Why BEA Funding Was Changed

HB 3 incorporates the Texas Commission of Public SchoolFinance’s recommendation to:

Create a new dual language allotment as compelling data reviewed by the Commission indicates that dual languageprograms are highly effective vs. transitional or ESL.

Better incentivize and resource school districts to offer these effective programs, the Commission recommends that thestate create an additional allotment at an additional 0.05 weight (for a total 0.15 weight) for dual language programs.

36

PresenterPresentation NotesThe Texas Commission of Public School Finance reviewed data and concluded that dual language immersion programs are more effective as compared to transitional bilingual and ESL programs.



Changes to Bilingual Education Allotment

BEFORE • Funding for any LEP students in any

HB 3

language program (0.1 x BA for LEP = $514)• Funding for any LEP student in any

language program (0.1 x Basic Allotment for LEP = $514)

AFTER HB 3

• Funding for any LEP students in any language program (0.1 x BA for LEP = $616)

• For LEP students served in a dual language immersion program, additional funding (0.15 x BA for LEP in dual language = $924)

• For non-LEP students served in a two-way dual language immersion program, additional funding (0.05 x BA for non-LEP = $308)

37

PresenterPresentation NotesSo what do these changes to the Bilingual Education Allotment mean for Texas schools and students?Prior to HB 3:

The BEA was weighted at a flat rate of 0.1 for any LEP student participating in one of the State’s six approved English learner programs. This meant that an English learner participating in EL program services prior to HB 3, generated BEA funds at 0.1 of the Basic Allotment, for a total of $514 per year.

With the passage of HB 3:An increase in the Basic Allotment for all students means that a LEP student participating in any of the six state-approved EL programs still generates BEA funds at a rate of 0.1 but this now equates to $616 per year.Furthermore, LEP students participating in dual language immersion programs generate additional BEA funds at a rate of 0.15, resulting in the generation of BEA funds totaling $924 per year.Finally, BEA funding will now be generated for Non LEP students participating in dual language immersion two-way programs. Non-LEP students will now generate $308 per year in BEA funding!!


NEW

BEA Fund Use

At least 55% of the BEA funds must be used in providing bilingual education or special language programs under Subchapter B, Chapter 29. These are the following that can apply towards the 55%:

Instructional materials and equipment

Staff development

52% Supplemental staff expenses

Salary supplements for teachers

Incremental costs associated with providing BEFORE smaller class sizes

Other supplies required for quality instruction

55%

AFTER

38


•

Title III, Part A Federal Funds

$784,959,633 have been appropriated to carry out Title III, Part A efforts for the 2019 fiscal

year $113,236,866 95% - School Districts

5% - TEA

14%

= $97 $94 English Learner Support Division | TEA 39

PresenterPresentation Notes14% of total Title III, Part A allotment goes to Texas

The bulk of the funds go directly to LEAs (95%) or to ESCs who manage the funds on behalf of some LEAs through a Shared Service Arrangement known as an (SSA).


Title III, Part A: Allowable Use of Funds

English learners (including immigrant children and youth)

Help Attain English

Proficiency

Development of Academic Achievement

in English

Achieve High Levels in

Academic Subjects

Sustain Effective Language

Instruction Educational

Programs

Professional Development for Educators

Serving English learners

Promote Parent,

Family, and Community Engagement


PresenterPresentation NotesThe following six categories are allowable use of funds under Title III. Keep in mind that Title III, Par A are funds for English learners which include immigrant children and youth.


Allowable Use of Title III, Part A Funds

• Supplement, not Supplant • If your district purchased or paid for something using

local or BEA funds in 2018-2019, they may NOT use Title III, Part A funds for that purchase in 2019-2020

• Go “above and beyond” • Comprehensive Professional Development

• To build future capacity to serve English learners,Title III, Part A funds pay for teacher certification preparation courses (for teachers NOT currentlyserving English learners to fulfill state requirements,e.g. NOT under a BE Exception or ESL Waiver)

41

PresenterPresentation NotesRemember that Title III funds can’t be used to fulfill state requirements, but you can use these funds to build capacity (Go above and beyond) to serve English learners.


Checking for Understanding


Title III, Part A Funds Bilingual Education Allotment (BEA) Funds

TEA Technical Assistance, Tools, Resources


PresenterPresentation NotesTurn and Tell a partner – 2 takeaways from today’s session, one about program statute and another one about funding.


In Closing


PresenterPresentation NotesWe hope that all charter applicants have a better understanding on the following requirements:Administering the Home Language SurveyLanguage Proficiency Assessment Committee (LPAC) Roles and ResponsibilitiesSix – State Approved Program Models in TexasCertification Requirements for Bilingual Education and ESL ProgramsBilingual Education Allotment (State) Funds vs. Title III, Part A (Federal) Funds


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English Learner Program Support

ESC Support

Technical Assistance Program Resources

Professional Development Program Guidance

http://elltx.org 44

PresenterPresentation NotesWhat is EL Support doing to move the needle?Theory of Action: If Texas educators have a clear understanding of and implement research-validated best practices in English learner programming, instruction, and assessment, and have access to the aligned tools and resources needed to implement with fidelity, English learners will demonstrate high levels of language proficiency and academic achievement that will impact their college and career-ready trajectories.Strong reliance on ESC staff (TOT, TETN, Zoom meetings, guidance, TA, information dissemination via e-mail); For Title III, we provide funds to all 20 ESC through a grant to disseminate high-quality information, provide technical assistance, and professional development to LEAs.Web Portal (new! One-stop shopping, leaders, teachers, parent/families, communities, also ESC staff)Statute, Rules, and crystal-clear and consistent guidance (Revisions, guidance documents, FAQs, TETNs, etc)

http:http://elltx.org


Thank You!

Visit the Bilingual/ESL webpage for most up-to date information


[email protected]

https://tea.texas.gov/Academics/Special_Student_Populations/Bilingual_ESL_Education/Bilingual_and_English_as_a_Second_Language_Education_Programsmailto:[email protected]

Generation 25 Application Information Session: �Serving English Learners�Division of English Learner Support KnowObjectivesAgendaEnglish Learners in TexasSlide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Standardized Statewide ProcessesProcess for IdentificationProcess for IdentificationProcess for IdentificationProcess for IdentificationLPAC MembershipProcess for IdentificationProcess for IdentificationSlide Number 20English Learner Program ServicesEnglish Learner Program Models in TexasState-Approved Bilingual Education Program ModelsSlide Number 24Program StaffingSlide Number 26Summary: State-approved ESL �Program ModelsStaffing: Bilingual Education Exceptions and ESL WaiversStaffing: Bilingual Education Exceptions and ESL WaiversStaffing: Bilingual Education Exceptions and ESL WaiversBilingual Exceptions and ESL Waivers:�Documentation RequirementsComprehensive PD Plan Program FundingSlide Number 34Slide Number 35Why BEA Funding Was ChangedChanges to Bilingual Education AllotmentBEA Fund UseTitle III, Part A Federal FundsTitle III, Part A: Allowable Use of FundsAllowable Use of Title III, Part A FundsSlide Number 42In ClosingEnglish Learner Program Support Thank You!

Documents

English Language Learners › sites › default › files › english... · English Learner (EL) in alignment with the Every Student Succeeds Act (ESSA). These terms are used interchangeably