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We use a combination of the following resources for KISD's Language Enrichment Summer Camp:

American Reading Company (Biology)
Dreambox
Estrellita
Letterland
Little Sponges

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Yo Aprendo (TCM) - https://www.teachercreatedmaterials.com/series/yo-aprendo-133/

Summer Semester American Reading Company - https://new.americanreading.com/summer/

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Prepare English language learners for the upcoming school year with this engaging bilingual program.

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Options for acquiring permission (retroactively) for students to continue in ESL at Secondary from a Bilingual setting in Elementary?
ANSWER FROM 11/5/21 TEA MEETING:
NO, IT IS NOT RETROACTIVE. MAKE SURE PARENTS ARE AWARE OF SERVICES THEIR CHILD IS RECEIVING. INCLUDE INFO/EOY LPAC RECOMMENDATION IN PARENT NOTIFICATION OF STUDENT PROGRESS. THIS WILL COVER LEA. https://padlet.com/melanie_yocom/revjczfjckbhnnn5
ANSWER FROM FAQ:

1. III. A-4. What are the district’s responsibilities when an EB student served in an elementary bilingual program enters a middle school in which only an ESL program is provided? (New October 2021)

2. TEC §89.1240 (a) states that parental approval for program participation “. . . shall be considered valid for the student's continued participation in the required bilingual education or ESL program until the student

meets the reclassification criteria,

the student graduates from high school, or

a change occurs in program placement.”

Movement from an elementary bilingual program to a middle school ESL program is considered a change in program placement, so a new parental approval will be required for the new program. It is advised that the district establish a system in which middle schools coordinate with their feeder elementary campuses to place the incoming EB students into appropriate ESL classes. Students and families should understand the reason for the change of program as a continuation of services, what the new program services will look like, and how to best support the student through this transition to a new program in addition to signing necessary paperwork. An appropriate parental approval form would explain the shift in program services. Districts should not utilize the form used for parental denial of bilingual education and approval of ESL services. https://tea.texas.gov/sites/default/files/faq-lpac-and-emergent-bilingual-students.pdf

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ESL curriculum- Does anyone have an ESL curriculum they use to close gaps in reading similar to reading recovery?

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ESL curriculum- Does anyone have an ESL curriculum they use to close gaps in reading similar to reading recovery?

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ANSWER: iLit for ELLs, Imagine Learning

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A teacher cannot serve as the ESL certified teacher until she/he has it on her certificate (even if they have passed the test), correct? 

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A teacher cannot serve as the ESL certified teacher until she/he has it on her certificate (even if they have passed the test), correct? 

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Answer: No. A teacher isn't considered ESL Certified unless the passing assessment has been added to teaching certificate.

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Can students receive High School LOTE Credit for 7th and 8th grade coursework in a foreign country?
ANSWER: IT IS A LOCAL DECISION FOR AWARDING CREDIT.

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Can you clarify which TELPAS trainings the campuses need?  There are many, many resources on the TEA TELPAS Resources website.  Which ones do they need?

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Can you clarify which TELPAS trainings the campuses need?  There are many, many resources on the TEA TELPAS Resources website.  Which ones do they need?

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ANSWER: SLIDES 10-17 https://tea.texas.gov/sites/default/files/telpas-holistic-rating-training-2021-2022-pdf.pdf

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Has anything changed for the 2022 TELPAS regarding the 3rd rater process?
ANSWER: DISTRICTS NEED A PLAN IN PLACE FOR RATER SUPPORT SHOULD IN THE EVENT RATERS  ARE UNSUCCESSFUL IN CALIBRATION. (If you do not calibrate successfully by the end of your second set, you may be authorized to serve as a rater at the discretion of your district. However, districts are required to provide rating support so that your assigned students are assessed consistent with the PLDs.--RATER MANUAL-PG 18 https://tea.texas.gov/sites/default/files/telpas-rater-manual.pdf
)

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1/14/22 TEA EL Support Meeting/Presentation

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1/14/22 TEA EL Support Meeting/Presentation

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https://padlet.com/melanie_yocom/revjczfjckbhnnn5

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EL Support Updates TETN - January 14, 2022.pdf

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Where can teachers go to print previous TELPAS trainings/calibration certificates?? 

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Where can teachers go to print previous TELPAS trainings/calibration certificates?? 

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ANSWER: PAST CERTIFICATES ARE NO LONGER AVAILABLE. DTCs WERE NOTIFIED PRIOR TO THE CLOSING OF THE OLD LMS TO ALERT EDUCATORS OF THE NEED TO SAVE/PRINT PAST CERTIFICATES. DUE TO THE NEW LMS , PAST CERTIFICATES ARE NOT VALID. ALL EDUCATORS INVOLVED IN RATING WILL NEED TO CALIBRATE IN THE NEW LMS THIS YEAR.

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An LPAC is not required for Field Tests correct? Only for STAAR Assessments. 

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An LPAC is not required for Field Tests correct? Only for STAAR Assessments. 

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ANSWER: NO. PLEASE SEE POST/ANSWER IN NOVEMBER 16 COLUMN.

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Where will teachers be going to complete the online calibration? I know about the LMS to login to complete trainings posted, however, my DTC nor I have received info or understand "how to" for teachers to complete the online calibration and have it be in a proctored setting??? 

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Where will teachers be going to complete the online calibration? I know about the LMS to login to complete trainings posted, however, my DTC nor I have received info or understand "how to" for teachers to complete the online calibration and have it be in a proctored setting??? 

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ANSWER: Rater training and calibration activities are in the Texas Assessment Learning Management System (LMS). Courses and calibration activities will be available in LMS as they become available. Dates can be found in the TELPAS Rater Manual and DCCR.
RATER MANUAL: https://tea.texas.gov/sites/default/files/telpas-rater-manual.pdf
DCCR TELPAS: https://txassessmentdocs.atlassian.net/wiki/spaces/ODCCM/pages/2547985937/TELPAS+Rater+Training

IF YOU NEED ADDITIONAL SUPPORT, CONTACT ESC REGION 11 RTC-ESCHRADER@ESC11.NET

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What options does a district have with a teacher who cannot pass the ESL certification test? Can a teacher be non-renewed? What's the TEA wording for this? Does a district have footing to non-renew for not getting ESL certified? 

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What options does a district have with a teacher who cannot pass the ESL certification test? Can a teacher be non-renewed? What's the TEA wording for this? Does a district have footing to non-renew for not getting ESL certified? 

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ANSWER: THE LEA HAS THE OPTION TO SCHEDULE ELS/EBS WITH A DIFFERENT ESL CERTIFIED TEACHER. IT IS AT THE LEAs DISCRETION IF A TEACHER'S CONTRACT INCLUDES A NON-RENEWAL FOR NOT MEETING CERTIFICATION REQUIREMENTS. TEA DOES NOT PROVIDE WORDING SINCE IT IS AT THE DISCRETION OF A LEA.

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Newcomer academy- are the teachers used certified, if so what grades?

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Newcomer academy- are the teachers used certified, if so what grades?

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ANSWER: TEACHERS TEACHING IN A NEWCOMER ACADEMY WOULD NEED TO BE CERTIFIED IN ESL AND FOR THE GRADE LEVEL TAUGHT.

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Accountability- Are newcomer student STAAR scores counted in the  accountability of the district?

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Accountability- Are newcomer student STAAR scores counted in the  accountability of the district?

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ANSWER: ELs who are year one in U.S. schools are excluded from accountability performance calculations. ELs who are in their second year in U.S. schools are included in accountability. Also, unschooled asylees, unschooled refugees, and students with interrupted formal education (SIFEs) are included in state accountability beginning with their second year of enrollment in U.S. schools.

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What assessments are districts using for GT students in lower grades that only have spanish speaking student?

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What assessments are districts using for GT students in lower grades that only have spanish speaking student?

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Valley Speech Language and Learning Center

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Purchase materials for Esperanza, WELLS, JELL, and WOW programs.

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Information about Esperanza for Spanish Bilingual Dyslexia Intervention

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Information about Esperanza for Spanish Bilingual Dyslexia Intervention

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Esperanza is an outside vendor/training. Below is the May guidance that we received from the TEA. If I remember correctly, the LEA would need to register to receive the training through the TEA/Amplio webpage.

Amplio-MTA and EsperanzaRemote or in-person FREE to LEAs: TEA covers cost through 2023 platform training
Unlimited seats
FREE Training MTA and /or esperanza for interventionist
Registration site: https://www.ampliospeech.com/dyslexia-by-amplio/
Recording of Amplio’s Esperanza launch: https://tea.texas.gov/academics/special-student-populations/special-education/recent-and-upcoming-tea-webinars

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11/20 ESC Region 11 DTC Training (please note updates make have taken place since this training.)

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11/20 ESC Region 11 DTC Training (please note updates make have taken place since this training.)

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Copy of Region 11 Final 2021-2022 ESC Testing Coordinator Training 100321

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The bilingual student should be screened in their primary or dominant language. All of the TEA free screeners are provided in English and Spanish (TX-KEA, mClass, Tejas Lee, FastBridge). Information on the TEA Data Driven Instruction in Early Childhood Education website.

The verbiage below is an excerpt from a TEA email.

There is not a list of required screening instruments that should be used to comply with TEC §38.003. In determining which screening tool to use, a district or charter school must consider the primary language of the student and other factors as determined by the local district or school. Regardless of what the primary language of the student is, instruments used to screen for dyslexia and other reading difficulties must address the skills in Figure 2.2 below and Figure 2.3 on page 13 in the Dyslexia Handbook. LEAs may choose one instrument  (or combination of instruments ) to conduct the dyslexia screenings in accordance with the guidelines presented in the Dyslexia Handbook.

According to the Dyslexia Handbook, the screening instrument (or combination of instruments) must :

§  take only a brief time to administer and be cost effective

§  have established validity and reliability and standards

§  include distinct indicators identifying students as either not at risk or at risk for dyslexia or reading difficulties

§  provide standardized directions for administration as well as clear guidance for the administrator regarding scoring and interpretation of indicators/results

§  include adequate training for educators on how to administer the instrument and interpret results

Figure 2.2. Criteria for English and Spanish Screening Instruments
Kindergarten | First Grade
Phonological AwarenessPhonemic AwarenessSound-Symbol RecognitionLetter KnowledgeDecoding SkillsSpellingListening Comprehension | Phonological AwarenessPhonemic AwarenessSound-Symbol RecognitionLetter KnowledgeDecoding SkillsSpellingReading RateReading AccuracyListening Comprehension

See the Data Tool Selection Guidance webpage or Reading Instrument/Assessment Tool Alignment with the Dyslexia Handbook for Literacy Tool Comparison Charts, which identify tools that are available at no cost (Kindergarten and 1st Grade) and aligned with the Dyslexia Handbook.

Also, the line from the handbook (A district or charter school must select for use an instrument from the commissioner’s list.), is in reference to a list of approved dyslexia screeners that was never created. It is not referencing the regular commissioner’s list of reading instruments. As such, LEAs are not required to use only mCLASS or Fastbridge to fill in the gaps with their other screeners (such as TPRI).

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Will we have to LPAC before the STAAR Stand Alone Field Test?

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Will we have to LPAC before the STAAR Stand Alone Field Test?

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ANSWER: NO. SEE THE GUIDANCE BELOW. English learners and students with disabilities should participate in

the field test, unless a student requires an accommodation that is not available in the online field

test. This includes English learners and students who receive special education services, unless a student requires an accommodation that is not available for the field test. Most online designated supports (e.g., content and language supports, text-to-speech, and speech-to-test) will be available for students who need them. However, American sign language and braille versions will not be available for the stand-alone field test. Updating a student’s required documentation is not necessary for accommodations or for participation in the field test.

https://tea.texas.gov/sites/default/files/2022-update-stand-alone-field-test-08-31-21.pdf

https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/notice-of-february-2022-stand-alone-field-test

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Can you share Criteria for obtaining it?  Also, is it awarded as a Performance Acknowledgement?
ANSWER:
LOTE Credit for completing DLI program in Elementary:
In accordance with TEC §28.0051 and TAC §74.12(b)(5)(F), a student may satisfy one credit of the two LOTE credits required for graduation by successfully completing a dual language immersion program at elementary school. To successfully complete a dual language immersion program, a student must satisfy the following three requirements

1. The student must have participated in a dual language immersion program for at least five consecutive school years.

2. The student must achieve high levels of academic competence as demonstrated by performance of meets or masters grade level on the State of Texas Assessments of Academic Readiness (STAAR®) in English and Spanish, as applicable.

3. The student must achieve proficiency in both English and a language other than English as demonstrated by scores of proficient or higher in the reading and speaking domains on language proficiency or achievement tests in both languages.

Award of credit for completion of the dual language immersion program at an elementary school

The award of credit must be clearly indicated on the student’s academic achievement record (AAR) using the appropriate high school course PEIMS code. The second credit of LOTE must be in the same language as the successfully completed dual language immersion program.

Seal of Biliteracy

Texas does not award a Seal of Biliteracy, but a student may earn a performance acknowledgement on the student's transcript for outstanding performance in bilingualism and biliteracy in accordance with TAC §74.14(b).

A Performance Acknowledgment in Bilingualism and Biliteracy:

Legislation

The 83rd Regular Session of the Texas Legislature proved significant to public education as more than 100 bills were passed. Among them was HB5 that included a measure authored by State Representative Roberto Alonzo of Dallas, on the “State Seal of Biliteracy” which recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

Performance Acknowledgements

A student may earn a performance acknowledgment on the student's diploma and transcript by satisfying the requirements for that acknowledgment adopted by the State Board of Education by rule.

An acknowledgment under this subsection may be earned: (1) for outstanding performance:

o (A) in a dual credit course;
o (B) in bilingualism and biliteracy;
o (C) on a college advanced placement test or international baccalaureate examination; or o (D) on the PSAT, the ACT-Plan, the SAT, or the ACT; or

(2) for earning a nationally or internationally recognized business or industry certification or license.

Methods to Earn Performance Acknowledgement in Bilingualism and Biliteracy

A student may earn a performance acknowledgment in bilingualism and biliteracy by demonstrating proficiency in accordance with local school district grading policy in two or more languages by:

(1) completingallEnglishlanguageartsrequirementsandmaintainingaminimumgradepointaverage (GPA) of the equivalent of 80 on a scale of 100; and

(2) satisfying one of the following:

• completion of a minimum of three credits in the same language in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or

• demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or

• completion of at least three credits in foundation subject area courses in a language other than English with a minimum GPA of 80 on a scale of 100; or

1

• demonstrated proficiency in one or more languages other than English through one of the following methods:

• a score of 3 or higher on a College Board AP exam for a language other than English; or

• a score of 4 or higher on an IB exam for a higher-level languages other than English course; or

• performance on a national assessment of language proficiency in a language other than English of at least Intermediate High or its equivalent Performance Acknowledgements - SBOE Rule February 2014

In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and biliteracy, an English language learner must also have:

(A) participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and

(B) scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).

Other states that have Bilingual Seal include California, Illinois, Louisiana, Minnesota, New Mexico, New York, and Washington. For additional information or clarity, please note the websites as follows:

http://sealofbiliteracy.org/texas http://www.tasanet.org/cms/lib07/TX01923126/Centricity/Domain/175/external/tea-ppt.pdf

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Needing access to TELPAS speaking details per student to determine areas that resulted in students' ratings being so low for this one area/domain.

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Needing access to TELPAS speaking details per student to determine areas that resulted in students' ratings being so low for this one area/domain.

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There is no detailed analysis in the student portal for the domains. Recommendation: Review the TELPAS blueprint and rubrics. https://tea.texas.gov/student-assessment/testing/telpas/telpas-resources

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The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language. TELPAS fulfills ESSA requirements for assessing EB students in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing.
Grades K-1 include:

holistically rated observational assessments of listening, speaking, reading and writing
Grades 2-12 include online tests for:

listening and speaking

reading and writing

Who Is Tested?

All EB students in kindergarten through grade 12 enrolled in Texas public schools or open-enrollment charter schools are required to participate in TELPAS. EB students are required to be assessed annually with an English language proficiency assessment until they meet EB reclassification criteria.

What Is Tested?

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The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language.