1. Advancing ELL Progress 2015-2016
Laredo Independent School District
Bilingual/ESL Department
Cynthia S. Cruz, Director

2. So what do we (LISD) do to address the needs of our ELL students?
LISD Demographics
Identified LEP - 58% - 60%
So what do we (LISD) do to address the needs of our ELL students?
As per 19 Texas Administrative Code (TAC) Chapter 89 Adaptations for Special Populations, Subchapter BB - Commissioner’s Rules concerning the state plan for educating English language learners we offer -
Bilingual/ESL Educational Programs

4. So how do we measure the effectiveness of our Bilingual Program?

5. Accountability – State and Federal
2015 System Safeguards – provides disaggregated performance for each subject and each student group (ensures the poor performance in one area or in one student group is not masked in the performance index)
Data Tables by
Index – provides disaggregated results by subject/indicator and by student groups used to derive at each index outcome
2015 Accountability Summary – provides a comprehensive evaluation of the entire district or campus

6. PBMAS – annual evaluation of a
school district’s performance and program effectiveness (BE/CTE/NCLB/Sp. Ed.)
For BE data sources for PBMAS include:
Student Assessment Data
(STAAR, STAAR Spanish, STAAR A,
STAAR Alternate 2 and TELPAS)
Dropout and Graduation Data
PEIMS
TAPR Report– provides performance information and extensive profile information about students, staff and programs
AMAOs – Provides achievement data for ELLs regarding English language acquisition using TELPAS – progress, attainment and STAAR met standard

7. What does an effective Bilingual Program look like as per PBMAS?
ELLs are advancing academically and performing satisfactorily on state assessments.
ELLs not served in BE/ESL (denials and M1s) are advancing academically and performing satisfactorily on state assessments.
ELLs are graduating and not dropping out of school.
ELLs graduate with a Recommended or Distinguished Achievement Program Diploma.
ELLs grades 2-12 are not scoring at the beginning proficiency level for two consecutive years on TELPAS Reading.
ELLs, grades 5-12, 5+years demonstrate progress on TELPAS Composite rating and are not continuing to be rated B or I.

8. Performance Level Assignments
The PBMAS report includes specific data for each indicator which is measured with performance level assignments:
Performance Level 0: Highest designation, indicating the district met the standard for the indicator.
Performance Level 3: Lowest designation, indicating the district performance was farthest from the 0 – Met Standard designation.
Performance – Based Monitoring Interventions Determinations
Based on the performance level in each of the indicators districts are staged and supports are applied as necessary and according to state and federal law.
Each intervention stage has specific requirements that must be implemented by the program/district.

9. 10 Indicators
for Bilingual/ESL

10. Bilingual/ESL Indicators *see booklet for more details
BE STAAR 3-8 (LISD 3-5) Passing Rate (M, R, S, SS, W)
ESL STAAR 3-8 (LISD 6-8) Passing Rate (M, R, S, SS, W)
LEP Not Served (Denials) 3-8 Passing Rate (M, R, S, SS, W)
LEP Year After Exit (M1s) STAAR 3-8 Passing Rate (M, R, S, SS, W)
LEP STAAR EOC Passing Rate (M, S, SS, ELA)
LEP Annual Dropout Rate (Grades 7-12)
LEP RHSP/DAP Diploma Rate
LEP Graduation Rate
TELPAS Reading Beginning Proficiency Level
TELPAS Composite Rating for Students in U.S. Schools Multiple Years

11. ESL STAAR 3-8 Passing Rate
Indicator 1
BE STAAR 3-8 Passing Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
Mathematics
70.0
60.2 1
54.1 (2)
Reading
59.6 2
60.6 (1)
Science
65.0
52.2
44.8 (3)
Social Studies -- 3
Writing
64.6
62.7 (1)
Indicator 2
ESL STAAR 3-8 Passing Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
(Projection)
Mathematics
70.0
53.9 2 1
49.4 (3)
Reading
45.8 3
45.6 (3)
Science
65.0
20.5
27.8 (3)
Social Studies
15.2
32.7 (3)
Writing
39.0
37.1 (3)

12. LEP STAAR EOC Passing Rate
Indicator 5
LEP STAAR EOC Passing Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
Mathematics
50.0
46.6 1
60.0
63.3 (0)
Science
56.0
61.9 (0)
Social Studies
State Rate
71.8
64.6
Report Only
60.4 (0)
English Language Arts
25.7
13.1
37.6
31.1

13. 3-5 60%
Tested 3,802
Met Standard 2,297

15. LEP (not served in BE/ESL) STAAR LEP Year After Exit STAAR 3-8
Indicator 3
LEP (not served in BE/ESL) STAAR
3-8 Passing Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
Mathematics
70.0
55.3 2 1
43.8 (3)
Reading
74.1
51.6 (2)
Science
65.0
38.9 3
41.2N/A
Social Studies
40.0
N/A
14.3N/A
Writing
53.3
36.4N/A
Indicator 4
LEP Year After Exit STAAR 3-8
Passing Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
Mathematics
70.0
83.7
72.6 (0)
Reading
85.1
77.0 (0)
Science
65.0
78.3
68.3 (0)
Social Studies
54.2 2 1
27.6N/A
Writing
87.3
65.9 (1)

16. 2013-2014 Indicator 6 LEP Annual Dropout Rate
MHS – 71 (6.9)
NHS – 19 (3.8)
CHS – 23 (5.5)
Lara – 8 (3.6)
ECHS – 0
ChMS – 1 (0.2)
LMS – 0
CMS – 3 (0.8)
MMS – 0 MS HS
District
Indicator 6
LEP Annual
Dropout Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
1.8
2.7/3.7
0(RI) 1
3.6 (1)

17. LEP RHSP/DAP Diploma Rate
Indicator 7
LEP RHSP/DAP Diploma Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
70.0
59.1 2 1
57.5 (2)
Indicator 8
LEP Graduation Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
75.0
49.4 2
34.1 (3)

18. TELPAS Reading Beginning Proficiency Level Rate
Indicator 9
TELPAS Reading Beginning Proficiency Level Rate
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
(Projection)
4.5
(9.6)
6.1/8.4
(16.5)
0(RI)
at 2013 standard
7.5
12.4 (2)
Indicator 10
TELPAS Composite Rating Levels for Students in U.S. Schools Multiple Years
2014 PBMAS Standard
District Rate
2014
2014 District
Performance Level
2014 Region
2014 State
2015 PBMAS Standard
2015 District Rate
(Projection)
7.5
21.0 3 2
15.5 (3)

21. Establish an Instructional Focus
What actions do we (LISD) need to take to better prepare our English language learners for academic success?
Establish an Instructional Focus
Begin with the end in mind…
Plan, deliver and monitor instruction with intention:
Become acquainted with your ELL students and their TELPAS/STAAR assessment data.
Determine what aligned, effective instruction will “look and sound” like in your classroom.
Provide linguistically accommodated instruction that explicitly targets identified student needs.
Collaborate with peers to plan for instruction/assessment.
Establish instructional routines that include learning scaffolds/supports for ELLs.
Consistently monitor and review student progress to determine instructional effectiveness.
Adjust your instruction to student needs and progress.

22. Every Classroom – Every Day!
How do we get to where we want to go?
How can we lessen the gap? How can we better meet the needs of our ELL students?
Language
Skills
Campus Responsibility to Ensure Meaningful, Comprehensible Instruction Takes Place in
Every Classroom – Every Day!
Skills + Language = Comprehensible Content

23. Effective Instruction
That is…..
Effective Instruction
intensive instruction to develop English language proficiency in L, S, R, W
strong ESL implementation
strong vocabulary development
writing in every content everyday
intensive instruction in all academic content areas to ensure that the students master the required essential knowledge and skills with higher order thinking
consistency in the implementation of the curriculum (LEAD Documents) using effective teaching strategies to meet the needs of ELL students (Sheltered Instruction - SIOP)

24. Remember our Goal!
**ELL students should progress at least one proficiency level per year.
We must place a greater emphasis on L, S, R, W in English
in every classroom, everyday in order to accomplish this.
**Within four to five years of being in the Bilingual/ESL Program ELL students should be ready to EXIT the program and be successful in all English instruction.

25. How do we measure the success of our English language learners?
STAAR
Graduation
Advanced High
How do we measure the success of our English language learners?
Advanced
Intermediate
Beginner
TELPAS