1	Bilingual Education June 5, 2007 Cheryl Jennings, Ed.D. Division Director Elementary Teaching and Learning
2	History of Bilingual Education 1960’s – Civil Rights Movement and Great Society programs of the LBJ administration 1964 – Laredo School District launched 1^st bilingual program in Texas 1965 – Elementary and Secondary Education Act supplements programs with federal funds 1968 – Bilingual Education Act (federal) – funds to help support students deficient in English
3	History con’t. 1969 – 16 districts in Texas serve students with bilingual programs 1973 – Texas Bilingual Education and Training Act signed into law by Governor Dolph Briscoe 1974 – Lau v. Nichols – Supreme Court declared that children who could not understand the language of instruction were denied access to a quality education 1981 – United States v. Texas – Judge Justice ordered TEA to initiate additional bilingual instruction (equal educational opportunity)
4	State Policy and Law Districts with an enrollment of 20 or more students of limited English proficiency in any language classification in the same grade level shall offer a bilingual education or special language program. Texas Education Code 29.051 – 29.064 and Texas Administrative Code – Chapter 89
5	Policy and Law Con’t. Districts shall offer the following for students of limited English proficiency: Bilingual Education in Kindergarten through the elementary grades Bilingual Education, English as a second language, or other transitional language instruction in post-elementary grades through grade 8; Instruction in English as a second language in grades 9 – 12.
6	Goal of Bilingual Education To enable limited English proficient students to become : competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary language and English. Such programs shall: emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school. TAC Chapter 89, Subchapter BB
7	"To learn the English language..." To learn the English language while learning the academic content.
8	Entry Requirements Home Language Survey “What language is spoken in your home most of the time?” “What language does your child (do you) speak most of the time?” Language Proficiency Assessment Primary Language English Language Benefits of bilingual education explained to parents Parent Options and Decision Bilingual Education English as a Second Language Denial/English Immersion TAC 89.215 and TEC 29.056
9	Exit Criteria Oral and written language proficiency development assessed and Must score at or above the 40^th percentile on the language arts and reading portions (only) on a norm referenced standardized achievement test or Meet state performance standards on the English reading and writing portions of TAKS Cannot exit PK through grade 1 TAC chapter 89
10	Irving ISD 87 countries 66 languages Bilingual Education: PK – 5^th grade Spanish (7448 students) Vietnamese (81 students) English as a Second Language: PK – 12^th grade (PK – 5: 1282 students; 6 – 12: 2851 students) Denials/English Immersion: 231 students
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12	Transitional Bilingual Education Model Goal – To ensure that students continue to learn academic content while learning English Time and Teaching
13	Dual Language Two-Way Model Native English speakers and Native Spanish Speakers grouped together so that all children in the program learn both languages Brandenburg, Barton and Farine One-Way Model Native Spanish speakers learn both English and Spanish with instructional time divided 50/50 Keyes Elementary
14	Dual Language at Brandenburg
15	Two Way Dual TAKS Results Brandenburg 3^rd Grade
16	Two Way Dual TAKS Results Brandenburg 3^rd Grade
17	Spring 2007 TAKS Results
18	Spring 2007 TAKS Results
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20	2007 Texas English Language Proficiency Assessment System (TELPAS) Annual Measurable Achievement Objectives (AMAOs) Objective 1: Progress (Percent of students progressed at least one proficiency level) Objective 2: English Proficiency Attainment (Percent of students who reached Advanced High proficiency level)
21	AMAOs Objective 1 Results
22	AMAOs Objective 2 Results
23	AMAOs Composite Progress Results
24	Irving ISD’s Mission Statement The Irving ISD, in partnership with families and the community, resolves to meet the educational needs of students by cultivating the skills of learning, thinking and communicating.
25	Success…One Student at a Time