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ESC Region 20Independent School District

Bilingual/ESL Program EvaluationSupport and Example

PART ONE

Rationale and StateRequirement for LEA

Bilingual/ESL Evaluation

1Education Service Center, Region 20, 2018-2019 Bilingual Program Evaluation

Bilingual/ESL Program Evaluation

§89.1265 EvaluationAll school districts required to conduct a bilingual education or English as a second language (ESL) program shall conduct an annual evaluation in accordance with Texas Education Code (TEC), §29.053, collecting a full range of data to determine program effectiveness to ensure student academic success. The annual evaluation report shall be presented to the board of trustees before November 1 of each year and the report shall be retained at the school district level in accordance with TEC, §29.062.

Annual school district reports of educational performance shall reflect:

1. The academic progress in the language(s) of instruction for English learners2. The extent to which English learners are becoming proficient in English3. The number of students who have been excited from the bilingual education and

ESL programs4. The number of teachers and aides trained and the frequency, scope, and results

of the professional development in approaches and strategies that support second language acquisition

In addition, for those school districts that filed in the previous year and/or will be filing a bilingual education exception and/or ESL waiver in the current year, the annual district report of educational performance shall also reflect:

1. The number of teachers for whom an exception or wavier was/is being filed2. The number of teachers for whom an exception or waiver was filed in the

previous year who successfully obtained certification3. The frequency and scope of a comprehensive professional development plan,

implemented as required under §89.1207 of this title (relating to Bilingual Education Exceptions and English as a Second Language Waivers), and results of such plan if an exception and/or waiver was filed in the previous school year.

Key Points to Consider


Successful programs enable English learners to attain both English proficiency and fully participate in the general education instructional program within a reasonable amount of time.

LEAs should collect longitudinal data to monitor and compare the performance of current English learners, former English learners, and non-English learners in the LEA’s standard instructional program. The data should not be limited to data collected for state accountability purposes.

When EL programs do not produce both English proficiency and parity of participation within a reasonable period of time LEAs must modify the EL program.

English Learner (EL) Program Implementation Information

Overview: The following questions should be considered when collecting and maintaining information to determine whether all aspects of a Local Education Agency’s (LEA) English Learner Program(s) are being evaluated. If a LEA implements more than one EL program, the evaluation should disaggregate current and former EL student’s performance data by program to ensure that each program’s strengths and weaknesses can be identified and addressed, as needed.

Questions to ask about EL program implementation:

1. Does the evaluation cover all the procedural and service provision requirements set forth in the LEA’s EL plan including:

o Identification/Screening processo Student assessment process, including TELPASo Provision of EL programs and services to all EL students in way that avoid the

unnecessary segregation of EL studentso Equal opportunities to participate meaningfully in programs and activities,

including curricular, co-curricular, and/or extra-curricular

2. Is the information collected on each EL program element being assessed with reference to the specific requirement of the district’s EL plan? For example, when looking at the process for identifying potential EL students, does the evaluation determine whether the LEA has followed the established play for identifying students with a Home Language Survey (HLS) and timely referral for an English language program assessment?


3. Does the evaluation determine whether staff are adequately trained and have followed applicable procedural and service requirements, including frequency, timeliness, and documentation to ensure no lapses in EL services?

Possible Data Sources file and record reviews (e.g., date of enrollment, HLS, assessment, placement,

notice letter to EL parent) staff interviews and surveys enrollment data in advanced, gifted, and special education courses; choice

programs, like magnets; extracurricular activities input from parents, student surveys, or focus group meetings grievances or complaints made to the district regarding program

implementation, service delivery, or access to programs

You can access Tools and Resources for Evaluating the Effectiveness of a District’s EL Program at http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html

Staffing and Professional Learning

Overview: The following questions will be helpful to ask to determine if school leaders and EL program teachers are well-prepared and effectively employing professional learning in the classroom to help ensure that EL programs and services facilitate improved educational outcomes and English language development for ELs.

Questions to ask about staffing and professional learning:

1. Do classroom teachers have the resources, skills, and knowledge to address the needs of EL students in their classroom?

2. Are content teachers trained in specific methodologies to provide EL students with meaningful access to the content?

3. If English as Second Language (ESL) teachers teach in content areas, do they have certification in their specific content areas, as well as ESL certification?

4. Does the LEA provide adequate professional development and follow-up training in order to prepare EL program teachers and administrators to implement the EL program effectively?

5. Are administrators who evaluate EL program staff adequately trained to meaningfully evaluate whether EL teachers are appropriately employing their training in the classroom?


http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html


6. Does the school use paraprofessionals to serve EL students or teachers who are qualified to deliver EL services? If paraprofessionals are used, are they receiving training?

Possible Data Sources copies of required certifications, licenses or endorsements of teachers who

instruct ELs, including content-are certifications, as appropriate list of all paraprofessionals who work with ELs and their qualifications to provide

support to ELs classroom observations class lists and descriptions of how ELs are placed in classes (e.g., ESL, bilingual,

and supported content instruction) topics, schedules, and participants at professional development learning

opportunities


Student Performance Information: English Language Development

Overview: The following are questions that may be considered when evaluating the success of EL programs in meeting English language development (ELD) goals.

Questions to ask about English Language Development Goals:

1. Rate of English Language Developmento Are EL students acquiring English language skills in all four language

domains (e.g., listening, speaking, reading, and writing) at a pace that is consistent with EL program goals or expectations and with EL students at comparable ages and initial ELP levels?

o Is the rate of language development compatible with the LEA’s objectives for academic progress?

o Is the language progress of intermediate and advanced ELs or ELs with disabilities stagnating? If so, what supports are these ELs receiving in addition to continued ELD instruction targeted to their language needs?

2. English Language Proficiency5

Education Service Center, Region 20, 2018-2019 Bilingual Program Evaluation



o How are EL students performing in English language skills compared to the LEA’s goals and standards?

o Are EL students progressing in English language skills so they will be able to successfully manage regular coursework?

o Do former EL students, who no longer receive English language development services, continue to demonstrate English language skills that enable them to successfully manage regular coursework?

Possible Data Sources performance on standardized achievement tests standardized language proficiency tests English oral, reading, and writing skills, as demonstrated by grades in language

development courses year-to-year test scores teacher observation parental observations and feedback records on length of time from entry to exit from the program grades in core classes graduation rates

Note: Longitudinal data is especially important in evaluating the success of each EL program with respect to whether ELs attain English proficiency within a reasonable time period. Disaggregating data by current ELs, former ELs, and never ELs is particularly useful for assessing whether EL programs enable ELs to attain parity of participation in the standard program within a reasonable time period.


Student Performance Information: Academic Content

Overview: This area addresses whether EL students are demonstrating progress in grade-level academic content and are not incurring irreparable academic deficits. The following are questions that may be appropriate to consider when evaluating program success in the area of academic performance.

Questions to ask about Academic Content:

1. Rate of academic process6




o Are EL students receiving English Language Development (ELD) services targeted to their language needs and progressing academically relative to EL program goals or expectations?

o Are EL students learning grade-level core content in addition to English Language Development?

o Depending upon the LEAs EL program model(s) and goals, are EL students making sufficient academic progress in the core-content areas so that they are either at academic grade level or will be able to “catch up” academically within a reasonable period of time?

o Are middle and high school EL students receiving meaningful access to courses needed to graduate on time?

2. Comparison to other studentso Once EL students have exited EL programs and services, are they able to

participate meaningfully in the standard curriculum comparable to their never-EL peers?

o How are EL and former EL students doing, over time, as compared to the academic performance of never-EL students in core-content subjects and with respect to on-time graduation?

o How do the percentages of current ELs, former ELs, and never-ELs compare in special education, advanced courses, and extracurricular activities? Does such access differ by EL program or language background? If there is disproportionate participation, what are the barriers to participation? Are the barriers based on language needs or EL status?

o Are multiple measures used to assess the overall performance of current EL and former EL students in meeting the educational goals the district has established for its EL program?

Note: Longitudinal data is especially important in evaluating the success of each EL program. Disaggregating academic performance data by current ELs, former ELs, and never ELs is particularly useful for assessing whether EL programs enable ELs to attain parity of participation in the standard instructional program within a reasonable period of time.

Possible Data Sources performance on standardized achievement tests year-to-year test scores teacher observation parental observations and feedback records on length of time from entry to exit of program, including the EL student’s

English language proficiency and age at the time of entry7


grades in core classes graduation and drop-out rates including of EL students in gifted and talented, as well as other special programs

(e.g., magnet programs) participation in extracurricular activities measures related to meeting state or local school reform goals

Note: Most data should already be available in the LEA’s student records. Are data collection and maintenance systems maintained to effectively support this portion of the evaluation? Are data systems maintained that permit EL and former EL students to be compared to never-EL students?

You can access Tools and Resources for Evaluating the Effectiveness of a District’s EL Program at http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html.

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Overview: This section provides information on analyzing the data collected and describes steps to consider in developing an action plan to address the findings from the evaluation. For illustrative purposes, the information is organized into three areas discussed below.

Questions to ask about Academic Content:

1. Review results- Findings and Conclusions The following are questions that may be considered with compiling, organizing, and summarizing the information collected for each area where the district is not meeting an educational goal it establish.

o Is each identified area of concern evaluated to determine why it arose and how it is interfering with program objectives?

o Were adequate resources allocated to the area of concern?o Were the responsible staff adequately trained with respect to their duties?o Were goals and expectations realistic? Were goals and other program

expectations adequately communicated?o Does the concern suggest the need to take another look at some aspect of

the program design?o Are there any contributing factors, explanations, or reasons for each area of

concern?




Note that it may be convenient to organize a written summary of three basic components:

A. Goal or Standard—Describe program goal or standard where a concern has been identified.

B. Actual Outcome—Describe what the evaluation demonstrated with respect to shortcomings in achieving the desired goal or standard.

C. Contributing Factors—Describe factors and circumstances that may have influenced the outcome of the goal or standard (i.e., why was the outcome not as expected?

2. Planning and designing modifications and improvementsThe following questions relate to planning and designing corrective measures or improvements tailored to address the specific concerns identified, while promoting the overall success of the program:

o Has a description of the changes been developed (e.g., What procedural and program modifications will be undertaken? Who is expected to be responsible for what? When will the changes be implemented?)How are EL and former EL students doing, over time, as compared to the academic performance of never-EL students in core-content subjects and with respect to on-time graduation?

o Has a description of the rationale and objective(s) been developed (e.g., What are the changes expected to accomplish? How will success be measured?)

o3. Implementing program changes

Once the planned modifications are developed, they can be put in place. Questions about implementation procedures may include:

o Has a Have all stakeholders (i.e., responsible and interested parties) been notified of any program changes?

o Has necessary training been identified? Have appropriate steps been put in place so that responsible persons understand expectations and are prepared to implement the changes as planned?

4. To facilitate the success of the program improvement process, you may wish to consider the following questions:

o Staff Responsibilities—Have staff been assigned specific responsibility for activities? Have the assigned staff been granted appropriate authority and have they been provided directions describing responsibilities and expected outcomes?

o Establishing Schedules—Has a schedule of due dates been established for key events, action steps, and expectations? Does the schedule provide for prompt actions to afford equal educational opportunities to EL students?


Follow-up, as Appropriate—Has an approach been established to ensure that the process moves forward as expected? Has a person been designated with overall responsibility for the process to ensure its effective implementation?





PART TWO

Sample LEA Evaluation Template


District and English Learner Data ProfileSample verbiage:___________ ISD serves approximately _______students in grades Early Childhood Education through 12. Demographic and performance data is reported as follows based on the most recent Texas Academic Performance Report (TAPR) information (insert appropriate year):

*Data used is for illustration purposes only

District Programs for English Learners Number of student enrolled in the

program CURRENT YEAR

Number of students who were

reclassified or exited from program

Bilingual Program Early Exit Late Exit One-way Dual Language Two-Way Dual Language

250 75

English as a Second Language Pull-Out Content Based

350 120


District Student Snapshot District StateAfrican American .01% 59%Hispanic 97.1% 18.5%White .08% 50.1%American Indian 1.6% 10.9Asian .03% 16.5%English Learners 24.% 18.5%Economically Disadvantaged 88% 76%

STAAR Percent at Level II Satisfactory Standard or Above (All Grades)

Subject Years State Region 20

District

Reading/ ELA 2015-2016 73% 71% 72%2014-2015 77% 76% 77%

Mathematics 2015-2016 76% 73% 80%2014-2015 81% 79% 80%

Writing 2015-2016 69% 65% 69%2014-2015 72% 69% 76%

Science 2015-2016 79% 77% 83%2014-2015 78% 78% 79%

Social Studies 2015-2016 77% 75% 80%2014-2015 78% 76% 77%

All Subjects 2015-2016 75% 72% 77%2014-2015 77% 76% 78%

Comparison of Bilingual and ESL ProgramsSubject Years District

BilingualState

BilingualDistrict

ESL

State ESL

Reading/ ELA 2015-2016 56% 64% 34% 44%2014-2015 66% 67% 40% 49%

Mathematics 2015-2016 68% 72% 56% 60%2014-2015 - 79% 53% 59%

Writing 2015-2016 57% 60% 28% 41%2014-2015 60% 63% 36% 44%

Science 2015-2016 63% 62% 65% 57%2014-2015 54% 53% 45% 53%

Social Studies 2015-2016 - 38% 41% 47%2014-2015 - 41% 38% 43%

All Subjects 2015-2016 62% 66% 44% 51%2014-2015 63% 64% 41% 49%


Comparison of English learners Receiving Services to English Learners NOT Receiving Services

Subject Years LEA EL No

Services

State EL No

Services

LEA EL With Services

State EL With Services

Reading/ ELA 2015-2016 55% 50% 48% 52%2014-2015 49% 55% 58% 56%

Mathematics 2015-2016 65% 61`% 65% 65%2014-2015 79% 59% 53% 59%

Writing 2015-2016 38% 47% 46% 50%2014-2015 40% 51% 53% 54%

Science 2015-2016 60% 56% 64% 58%2014-2015 61% 55% 50% 53%

Social Studies 2015-2016 71% 51% 41% 46%2014-2015 61% 52% 38% 43%

All Subjects 2015-2016 58% 54% 55% 57%2014-2015 53% 54% 54% 55%

(Insert Year) TELPAS Composite Score DataAdd Brief description of TELPAS and what it measures.

Kinder-1st Grade

Grade Level Beginning% Intermediate% Advanced% Advanced High%

_____SD Kinder 22% 28% 22% 26%

State Kinder 58% 23% 12% 6%

_____ISD 1st 11% 24% 24% 39%

State 1st 29% 34% 22% 15%

2nd -12th Grade

____ISD 2nd 12% 28% 37% 22%

State 2nd 12% 36% 32% 20%

____ISD 3rd 8% 20% 41% 28%

State 3rd 8% 25% 35% 31%


____ISD 4th 4% 24% 46% 23%

State 4th 7% 22% 42% 31%

____ISD 5th 7% 16% 38% 36%

State 5th 5% 14% 37% 44%

____ISD 6th 12% 28% 37% 22%

State 6th 12% 28% 37% 22%

____ISD 7th 7% 16% 38% 36%

State 7th 5% 14% 37% 44%

____ISD 8th 12% 28% 37% 22%

State 8th 12% 28% 37% 22%

____ISD 9th 7% 16% 38% 36%

State 9th 5% 14% 37% 44%

____ISD 10th 12% 28% 37% 22%

State 10th 12% 28% 37% 22%

____ISD 11th 7% 16% 38% 36%

State 11th 5% 14% 37% 44%

____ISD 12th 12% 28% 37% 22%

State 12th 12% 28% 37% 22%


District Staff and Program Profile Give a brief explanation of required EL programs and description of district EL programs. Include teacher certification requirements.

Grade level CURRENT school year

Number of teachers assigned to a Bilingual/ESL

Classroom

Number of teachers under Exception/waiver current

school year Pre-Kindergarten KindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth Grade ADD Secondary grades if appropriate

PREVIOUS school year Number of teachers under an exception/ waiver

during____ school year

Number of teachers who met the certification

requirements for Bilingual/ESL

Pre-Kindergarten KindergartenFirst GradeSecond GradeThird GradeFourth GradeFifth Grade

Grade Level CURRENT school year

Number of teachers assigned to Instruct EL

students

Number of teachers under a waiver for the current

school year 6th Grade7th Grade8th Grade9th Grade10th Grade 11th Grade12th Grade

PREVIOUS school year Number of teachers under a waiver the previous

school year

Number of teachers who met the certification requirements for ESL

6th Grade16


7th Grade8th Grade9th Grade10th Grade 11th Grade12th Grade

District Staff Development PlanGive a description of the district staff development plan, which includes a definition for sheltered instruction. Outline key initiatives for English learner programs and identify priority areas included in Campus and district improvement plans.

Campus Name Number of instructional

staff

Number of teachers trained in Sheltered Instruction

Number of Paraprofessi

onals trained in Sheltered Instruction

ElementaryMiddle SchoolHigh School

Campus Name-current year

Number of professional development

sessions offered to teachers of English

Learners

Title of professional development training

Number of staff that attended

ElementaryMiddle School


High School

For schools under exceptions/waivers

Number of professional development

sessions offered to

teachers of English

Learners

Title of professional development

training

Number of staff that attended

Results/ Impact on students


District Budget Overview for English Learner ProgramsDescription of funding sources specific for BESL programs. State bilingual allotment and Title III federal funds.

Provide budget amounts that were allocated/spent in the following areas by campus

If the district was under or will file a waiver provide the following budget information:


Campus Staff stipends

Supplies and Materials

Professional Developmen

t

Student Resources



Campus Total Amount of district state Bilingual

Education Allotment funds

10% amount required for comprehensive

professional development plan

DistrictElementaryMiddle school High School

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