bright spots study for english language...

© E3 Alliance, 2013

BRIGHT SPOTS STUDY FOR ENGLISH LANGUAGE LEARNERS

Food For Thought Presentation 4/30/13


E3 Alliance uses objective data and focused community collaboration to align our education systems so all students succeed and lead Central

Texas to economic prosperity

Mission

E3 Alliance is a Catalyst For Educational Change in Central Texas

E3 serves as the Central Texas regional P-16 Council


WHAT WE ARE UNDERTAKING: Massive systemic change with no

structural authority to make it happen!

Collective Impact!

When non-profits, business, government and the public are brought together around a common agenda to focus on a specific social problem.


• Improved Student

Outcomes

• Economic Prosperity

E3 Alliance Model for Change

Using Information to Change Practice

Building Community Will for Change

Regional Strategic Plan


Elementary

Grades Pre-K &

Kindergarten

Early

Childhood

Middle

Grades

High School

Grades

Higher

Education Career & Life

Goal One: All children enter Kindergarten

school ready

Goal Two: Eliminate achievement gaps while

improving overall student

performance

Goal Three: All students graduate college &

career ready & prepared for a

lifetime of learning

Goal Four: As a community, Central Texas prepares children to succeed

Central Texas’ strategic plan to build the strongest educational pipeline in the country

E3 Alliance Cradle-to-Career Continuum

Ready, Set, K!

Campaign for Grade Level Reading

Kids Vision for Life

RAISEup

Texas STEM Pipeline Austin College Access Network

Increased Attendance | ELL Collaborative | Teacher Effectiveness | Council on Educator

Preparation


• Improved Student

Outcomes

• Economic Prosperity

E3 Alliance Model for Change

Bridging disconnects; Overcoming barriers;

Aligning resources and practices

Changed Practices

Common Agenda

Systems Change


Systemic Alignment Using Action Research

Common Agenda

Changed Practices

Systems Change

• Share measures • Cultivate resources

through collaboration • Identify innovation &

promise • Align practices

INFORMED DECISIONS

SHARED COMMITMENT

• Institutional commitment

• Build policy support for proven strategies

• Scale Successes

DATA INSIGHTS

• Research issue • Recruit stakeholders • Convene community • Build community will • Set targets

• Evaluate progress • Renew Commitment


English Language Learners (ELL)

• ELLs are students who have not yet passed an English proficiency test

• 838,494 ELL students are in Texas public schools (2011-12)

– One out of Six students are ELLs

– Texas has more ELLs than 28 states have students!

• Over 120 languages are spoken in Texas schools

Source: TEA English Language Learners Portal, 2012


Central Texas ELL Collaborative


Why did we do the Bright Spots Study?

1. ELL students are the fastest growing population in Central Texas

2. ELLs are challenging population to serve

3. Practices are inconsistent

4. The best practices identified in this study can be implemented for systemic change

5. The challenges can be addressed to strengthen instruction for ELLs

10


Morning Agenda

1. Presentation of the Bright Spots Study

2. Principal Panel Discussion

3. Open Floor Discussion

11


BRIGHT SPOTS STUDY FOR ENGLISH LANGUAGE LEARNERS

12


Framework for Thinking About the Findings

1. Opportunities for professional development

2. Strategic investment of limited resources

3. Principal leadership development

4. Hiring practices

5. Integration of Bilingual Department with C & I

6. Building capacity for serving ELLs

13


RESEARCH DESIGN Bright Spots Study for English Language Learners

14


Bright Spots Study

Purpose:

– Identification of intentional, systemic, and replicable practices at high performing schools at both the campus and district level that led to growth in academic achievement for ELLs

Study Focus:

– Elementary schools

– Mathematics

15


Bright Spots Study

Where do students show growth?

– Student Growth Percentile (SGP) identified campuses eliminating achievement gaps for ELLs:

– High growth in achievement for ELLs on state assessments; with

– Normal/high growth in achievement for non-ELLs

– In grades 4 & 5

Tiered-qualitative evaluation used

200 district employees participated in the Study.

16


Central Texas ELL Collaborative


Bright Spots Study

Participating schools and their principals: 1. Tanji Towels - Pioneer Crossing Elementary (MISD)

2. Barry Miller - Parmer Lane Elementary (PISD)

3. Tere Ralston - Spring Hill Elementary (PISD)

4. Francisca Maldanado - Smith Elementary (DVISD)

5. Tonya King - Pillow Elementary (AISD)

6. Sherri Mull - Wooldridge Elementary (AISD)

7. Blaine Helwig - Graham Elementary (AISD)

8. Azucena Garcia - Sanchez Elementary (AISD)


PROMISING PRACTICES Bright Spots Study for English Language Learners


Principal Instructional Leadership

Principals drive achievement in mathematics

– Math content expert and/or hired instructional specialists

– Developed support structures to develop content expertise among teachers

– Class schedule devotes substantial time to math

Bright Spot principals have a deep commitment to students’ success/neighborhood

– Buy-in from faculty, students & families

– Most principals have served their school for over a decade

20


School Culture

Use of positive behavior supports (PBS) – Focus on respectful dialog

– Early warning system

Idea of inclusion & “you belong”

Setting the tone for increasing parent engagement – Work to improve communications with non-English speaking

families

– Welcoming environment; friendly Spanish-speaking office staff

– Cultural diversity celebrated

– Broadening opportunities for parents to seek out information

High expectations for academic achievement

– Hiring dedicated faculty

21


One-Third of Bright Spot Teachers Had 13 or More Years of Teaching Experience

22

13%

20% 20%

11%

5%

32%

0%

5%

10%

15%

20%

25%

30%

35%

1-2 Years 3-5 Years 5-7 Years 8-10 Years 11-12 Years 13 or MoreYears

Num

ber

of Teachers

Years of Teaching Experience

Bright Spot Teachers' Total Years of Teaching Experience


One-Third of Bright Spot Teachers Entered Through Alternative Certification

Bachelor Level Educator Program;

56%

Master's Educator Program;

8%

Alternative Certification;

35%

Emergency Certification;

1%

“What method of study did you pursue to receive your teaching credential?”


Investment in Administrative Personnel

It’s All About the Human Capital

– Title 1 funds are used efficiently to get “the most bang for your buck.”

• Instructional specialist

• Parent support specialist

• Discipline specialist

• Testing coordinator

• Assistant principal

– Title 3 funds used to improve the transition of immigrant/refugee children

• Newcomer teacher 24


Purposeful and Rigorous Curriculum

Departmentalization

– Creates content experts

– Minimizes stress of preparing students for up to 3 STAAR tests

– Standardizes curriculum across bilingual and non-bilingual program

25


Purposeful and Rigorous Curriculum

Professional learning communities (PLCs)

– Tie curriculum to Texas Essential Knowledge & Skills (TEKS)

– Ensure horizontal and vertical curriculum alignment

– Develop campus-wide instructional strategies

– Develop practices to support continuous improvement of teacher effectiveness

– Focus on increasing student engagement

26


Teacher Effectiveness in Mathematics

Development of foundational math concepts and skills

– Alignment of activities to build connections

Instructional strategies promote English acquisition:

– Scaffolding of math curriculum for literacy

– Emphasis on literacy and oral fluency in mathematics

Emphasis on word problems: – Consistency in problem-solving

– Modeling of mathematical thought processes 27


Investment in Teacher Effectiveness

Teachers praised investment in professional development. They want PD:

– Topic/content based and grade-level based

– Available in the summer and online

– Training for dual language implemented year prior to roll-up

Campus-wide expectation: ALL teachers hold ESL certification or bilingual certification

– Provides instructional strategies for all teachers for all students.

28


Teachers at Bright Spot Schools are Highly Qualified to Serve ELLs

Teachers Without ELL

Certifications; 17%

Teachers With ELL

Certifications; 83%

83% of Bright Spot Teachers Hold ESL &/or Bilingual Certifications

29


Model of Campus-Wide Instructional Template

30

Ultimate Driver

• Principal Instructional Leadership

Supporting Structures

• Teacher Effectiveness

• School Culture

• Investment in Administrative Personnel & Staff

• Departmentali-zation of Content in Upper Grades

• Class Schedules that Make More Time for Math

• PLCs

• Focused PD

• Literacy Focus in Mathematics

What You See In Classroom

• Aligned Curriculum

• Purposeful & Effective Instructional Practices Across Grades

• Respectful Dialog

• High Levels of Student Engagement

• Urgency in Instruction; 2-3 Periods of Learning in 1 Period

• Emphasis on Academic mathematics vocabulary

• Staff Longevity

Student Outcomes

• Growth in Achievement in Content Area

• Reduction/ Elimination of ELL Achievement Gap


CHALLENGES & IMPLICATIONS FOR INSTRUCTIONAL PRACTICE

Bright Spots Study for English Language Learners

31


Lack of Collaboration and Alignment with Feeder Schools

Promising Practices focus on collaboration and vertical alignment of math curriculum across grade levels at elementary schools.

However, collaboration with feeder middle school(s) is minimal.

– Principals have monthly meetings with middle and high school principals of their assigned vertical team

– Two of eight principals interviewed mentioned their feeder MS was not included in their HS’s vertical teams

– No teacher-to-teacher collaborations exist to share best practices for supporting ELL students or for improving mathematics instruction

32


Building Capacity: In the Secondary Years

Middle school years are the focus of districts for improving existing ELL programs.

– MISD & DVISD are using newcomer program approach

– PISD and AISD have plans to roll-up dual language into 6th - 8th in upcoming years.

33


Building Capacity: Curriculum Integration

Bilingual Department = compliance

Growing need to integrate Bilingual Department with Curriculum & Instruction

What’s to be gained?

– Reduce existing inefficiencies occurring at classroom level

– Improve collaboration between elementary and middle schools

– Impact long-term student outcomes of ELLs

34


Building Capacity: Developing a Pool of High Quality Bilingual Teachers

All four directors strongly identified dual language (DL) to be the model of choice.

– Choice between high-quality one-way DL & low-quality two-way DL

The key to expanding existing dual language programs into middle school or early exit programs into late exit or DL is creating a larger pool of highly-qualified bilingual teachers.

What is the right target for a community-wide effort to develop a larger pool of bilingual teachers?

35


Promising Practices Identified at Bright Spots Schools

36

District-Level

Campus-Level

Teacher-

Level


PRINCIPAL PANEL Bright Spots Study for English Language Learners

37


OPEN DISCUSSION Bright Spots Study for English Language Learners

38


Collective Impact

1. How do we begin to implement what we have learned from these schools and 4 districts to enhance learning of ELLs in schools throughout our region?

2. How do we work together to overcome shared challenges across the region?

39


SAVE THE DATE! Upcoming Public Summit

Absence Reasons Study: Why Students are Absent in Central Texas

Tuesday June 11th

2:00-4:30 PM Location TBA

www.e3alliance.org

http://www.e3alliance.org/


www.e3alliance.org

The conclusions of this research do not necessarily reflect the opinions or official position of the Texas Education Agency,

the Texas Higher Education Coordinating Board, or the State of Texas.


On-Going Challenge: Student Mobility

• Principal perception of dramatically increased mobility in past few years – Immigrant students increasingly arrive from South and Central America

and less from Mexico “have multiple variations of the Spanish language.”

– Growing refugee populations

– Impact of economic recession with families searching for employment and low-cost housing

• Three identified regions of high mobility – Between Austin ISD, Manor ISD, and Pflugerville ISD (north Austin

Braker/Parmer & I-35)

– Between Austin ISD and Del Valle ISD (south Austin)

– Between Bastrop ISD and Del Valle ISD (east of Austin)

42


43



44

18%

23%

0%

5%

10%

15%

20%

25%

Perc

enta

ge o

f S

tudents

Who A

ttended

a D

iffe

rent S

chool in

the P

revio

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ear

Student Mobility, 2010-11

Texas

15 CandidateBright SpotSchools



45

0%

5%

10%

15%

20%

25%

30%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Perc

enta

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f S

tudents

Who A

ttended a

D

iffe

rent S

chool in

the P

revio

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ear

Student Mobility Rates, 2000 Through 2012

Texas

CentralTexas

4 CaseStudyBright SpotSchools



46

0%

5%

10%

15%

20%

25%

30%

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Perc

enta

ge o

f S

tudents

Who A

ttended a

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iffe

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chool in

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ear

Student Mobility Rates, 2000 Through 2012

Texas

CentralTexas

4 CaseStudyBright SpotSchools



• Causes students to face significant instructional challenges – Student attend 8-9 different schools by 3rd grade

– Changes in instructional strategies, pace, language in which content is learned, instructional supports, curricula materials

– Students switch between languages for both ELA and Science

– Students miss science unit; or repeat science unit

• How are districts attempting to meet this challenge? – Strong scope and sequence

– Subject-specific benchmark tests with meaningful data that follows student

– The Texas Student Data System (TSDS) being piloted in seven Texas districts, including Hays and Taylor in Central Texas, is intended to provide this sort of “student data backpack” for rapid transfer of mobile student data.

47


The ELL Collaborative


Robust Professional Learning Communities

PLC Practice

Percentage of Bright Spot

Teachers Conducting Activity

on At Least Weekly Basis

Share proposed classroom hands-on activities 87%

Co-produce lesson plans for team use in the

coming week(s)

84%

Discuss interventions for struggling students 80%

Align upcoming grade-level content to TEKS 79%

Identify struggling students 72%

Co-produce quizzes, tests, or unit assessments for

team members to use in the coming week(s)

70%

Discuss instructional strategies aimed at English

language learners

62%

Discuss classroom management strategies 62%

Collaborate with instructional specialists 61%

Share finished student products as exemplars 59%

Discuss student-level data from tests or

assessments

55%


Principal, Early Years, Celebrating Diversity & Rigor are Critical Components for ELL Success

24%

27%

29%

32%

32%

39%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Campus-based communication is given in multiple languages.

Our campus has strong collaboration that improves teaching effectiveness for ELLs.

The math curriculum is academically rigorous for ALL students.

Our campus makes a point to celebrate cultural diversity.

A robust early childhood program serves ELLs.

Our principal is a strong leader.

"Select from the following the THREE top assets that exist at your campus that you feel have driven student success."


Impact of State Assessment Math is emphasized in grades 3-5 when accountability comes into play

Principals support role of Texas assessment system

Impact of STAAR’s Increased Rigor:

– 4 hour time limit is a huge issue - fluency is critical now.

– Reading aspect of math has increased dramatically.

– Math problems now 3-step problems

5th Grade TAKS Item

Admission to a basketball tournament

is $7 per person. If 179 people pay to

attend the tournament, how much

money will be collected for admission?

A $956

B $1,193

C $1,253

D $793

51

5th Grade STAAR Released Item

Mr. Cantú will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantú already has 94 flags. How many more flags does he need to buy?

A 48

B 19

C 27

D 29


Impact of State Assessment

Instructional practices supporting student success on Math STAAR:

– Word problems, word problems, and more word problems

– Academic vocabulary

– Reading out loud

– Word walls (word, definition, illustration)

Assessment accommodations: – Students entering DL in 4th grade are 2 years behind academically; a linguistically

accommodated version of math test is available in Spanish version for those behind by one year, but this does not suffice for students two years behind

– There is no Spanish version for ELLs who are also identified as needing special education services.

– Practices of the LPAC are critical for ensuring ELLs take the right test for them. Bright Spot teachers felt they had strong practices for ensuring ELLs don’t get misdiagnosed as needing special education services, and for taking the appropriate version of the state assessment.

52


Non-Negotiables for Dual Language Programs

1. Collaborative grouping in the classroom

2. Hands-on activities

3. Literacy

4. Vocabulary development

5. Separation of language

53


Competing Priorities

Principals Focused on the “Here and Now”

– Decisions for immediate academic success

– importance of English to a non-English family’s daily living in America; Principals note English is critical for those moving back to Mexico for economic success

– General belief that early transition of math curriculum into English improves student success

– Departmentalization as a response to the need to build content expertise for success on assessments.

Districts focus on long-term success of ELLs

– Leaders make decisions in line with research-driven practices for L-T success.

– literacy and fluency in student’s native language improve L-T outcomes

– Instruction in Spanish language with the goal of biliterate, bicultural students

– Cross-disciplinary instruction that aligns with preparation for careers in the 21st Century

54


On-Going Challenge: Achievement in Science

• No clear consensus among Bright Spot campuses for what drives science achievement for ELLs – “Easier in L1 because of reading component” versus “better to do in

English because of vocabulary component”

– Some say Science is easier in English because hands on; teaching with ESL component

• State assessment system does not focus on science nor provide data that allows analysis for what drives improvement

• Science units are often shared throughout a district – Highly mobile students may miss a science unit; or do same unit twice

• Students switch back and forth between learning science in English and Spanish as they move between districts.

55


On-Going Challenge: Lack of Creativity and Technology Skills

• Campus-wide instructional template leaves little room for creativity, sustained student cross-curriculum collaborations & development of 21st Century skills

• Technology – Computers devoted to supporting literacy -> primary use is reading assessment

• Wooldridge Elem was the only case study campus with computers in every classroom; Bilingual classrooms at Parmer Lane Elem have 2 computers

• Single computer lab was used by all classes for reading assessment in 20-minute blocks

• Technology did not appear adaptable for research and creative organization of learning

– 6 Technology Applications strands cover K-2nd & 3-5th

(1) Creativity and innovation, and

(2) Communication and collaboration,

(3) Research and information fluency,

(4) Critical thinking,

(5) Digital Citizenship, problem solving, and decision making, and

(6) Technology operations and concepts

56


On-Going Challenge: Lack of Creativity and Technology Skills

• Lack of district-level devotion to meeting the needs of G/T – 1 teacher serving all grades with 20-minute pullout

– No G/T teacher; Classroom teacher is expected to personalize instruction

• Stratigically crafted afterschool and summer activities could promote both – One candidate school held after school robotics course led and funded by

community volunteers when their vertical team’s priority was STEM; 4th grader ELLs participated in STEM summer school program

– Cross-curriculum collaboration could be emphasized

57


ON-GOING CHALLENGES CONNECTED TO DISTRICT-LEVEL SYSTEMS


58


On-Going Challenge: Complexity of Bilingual Education Programs

• Several key factors impact the choice of bilingual program implemented by a district – Level of federal and state funding received

– Diversity of student population determines campus-based programs and personnel allocation at an individual school

– Access to qualified personnel to staff a bilingual program (bilingual certification & content expertise)

• Scaling successful programs requires: – Faculty buy-in for program implementation fidelity – particularly DL

– The will and investment of resources that are ultimately driven by district leadership (including school boards) and articulated in L-T strategic documents

59


On-Going Challenge: Complexity of Bilingual Education Programs

Bilingual programs, even those with the same name, look very different across districts.

60

Example of Two Dual Language Programs in AISD & PISD

Parmer Lane Elementary, PISD Wooldridge, AISD

All subject areas taught in Spanish in primary

years.

The language of instruction for each subject

holds across all grades (PK-5th grade).

Math and Science are loosely tied together

and gradually transition into English together

in 1st with instruction completely in English in

2nd grade.

Math is taught in English. Science is taught in

Spanish.

Math teacher responsible for science Reading teacher responsible for science.

Instructional strategies utilized appear more

similar to those used at Smith Elementary in

Del Valle ISD (Transitional Early Exit)

Instructional strategies utilized appear more

similar to those used at Pioneer Crossing

Elementary in Manor ISD (Transitional Early

Exit)


Implications for Practice: Securing Basic Nutritional and Social Needs

• 14 of 15 Candidate Bright Spot Schools received Title 1 funding

• 11 out of the 15 candidate schools had 85% or more of their students identified as economically disadvantaged.

• 2 of 8 schools participating in BSS had robust business connections to meet academic and social needs of students

• Bright Spot Schools Responded Creatively to Nutritional Needs

– 2 Schools collaborate with UT to provide fresh foods

– One case study school rations breakfast in order to provide mid-morning snack to students; teachers provide afternoon snack through own funds

– One school has mom and 2 siblings eat from tray of older elementary students; mom and siblings “hang out” from 10:30-1pm to eat.

– Academic growth of a candidate schools appeared to be as much from providing for basic needs as from teacher effectiveness through highly experienced teachers; not systemic practices

61


ON-GOING CHALLENGES RELATED TO STUDENT DEMOGRAPHICS & ACHIEVEMENT


62


Parents’ Lack of Literacy, Mobility and Lack of Time are On-Going Challenges

16%

18%

25%

34%

57%

59%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 55% 60%

There is a lack of diversity in learning resources availablefor English language learners.

There is too much focus on standardized tests by campusadministration.

There is a lack of time to implement instructionalpractices that would support English language learners.

There is a lack of time to implement professionaldevelopment.

Our students have high rates of mobility.

Parents of English language learners are unlikely tospeak or understand English.

“Identify the top THREE on-going challenges that exist

at your campus that hinder student success.”


Possible Next Steps

• Where is the “low-hanging fruit” in meeting some of these challenges?

• In what ways can we collaborate regionally to improve student success?

• Topics for further research:

– Science achievement

– Promising practices of middle schools/L-T ELL success

64


Possible Next Steps and Opportunities

• District-Specific Insights with Bilingual Director/ Leadership

• Symposium for Principals on Promising Practices

• Symposium for Teachers on Specific Instructional Strategies

• Regional Initiative

• Collateral of Promising Practices

• Use of Case Studies

65


On-Going Challenge: Sharing Best Practices

• How Can We Share District-Level Best Practices? – Promising LPAC policies

– Reducing special education identification of ELLs

– Funding Strategies

– Curriculum alignment

– Standardizing curriculum across regular, ELS and bilingual classes

– New teacher induction

– Professional Development that helps ELLs

– Practices that promote long-term success of ELLs

– Reducing the effects of mobility

– sharing student data records across districts

66


Across Texas, More Schools are Identified as Bright Spots in Math than in Reading

557

208

0

100

200

300

400

500

600

700

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AllStudents

Column1

High Growth Elementary Schools, by Student Population,

Identified as having a Student Growth Percentile Score of 60 or Higher


Across Texas, More Schools are Identified as Bright Spots in Math than in Reading

557

208

620

377

0

100

200

300

400

500

600

700

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EnglishLanguageLearners

High Growth Elementary Schools, by Student Population,

Identified as having a Student Growth Percentile Score of 60 or Higher


Distribution of ELL Bright Spots

• English Language Learners – Based on the number of Bright Spot elementary schools in

math, Texas has 60% of the expected Bright Spots in Reading • Math: 620 Bright Spots across Texas

• Reading: 377 Bright Spots across Texas

– Central Texas has 20% of the expected Bright Spots in Reading • Math: 15 Bright Spots

• Reading: Bright Spots

• All Students – There are fewer Bright Spots in both content areas

– The gap in Bright Spots is wider for All Students • Math: 557 Bright Spots across Texas

• Reading: 208 Bright Spots across Texas


SGP Distribution Across Texas

• Half of Texas elementary schools’ reading SGP are between 43.5 & 52.

• Half of Texas elementary schools’ math SGP are between 41 and 56.

• E3 used a score of 60 as the cut-off for bright spot selection; this accounts for the fewer number of schools that are bright spots in reading.

• The distributions are very different between math and reading. Why? Test construction?


Conclusions From SGP Data

• Texas – The variance in academic growth between math and

reading is less for ELLs; ELLs are doing much better in reading across Texas than the general population

– Hypothesis: Title 1 funding supports English language learners and its use in hiring instructional coaches leads to growth in both math and reading

• Central Texas – Regional emphasis in STEM may have lead to many

more Bright Spots schools for English language learners in mathematics than would be expected.


Receipt of Special Education Services is Lowest for ELLs in the Bilingual Program

0%

5%

10%

15%

20%

25%

Pre-K K 1 2 3 4 5

Perc

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f

Engl

ish

Lan

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arn

ers

Grade Level

Special Education Participation by ELL Program, 2010-11

ESL

Bilingual

Neither

Non-ELL

Source: E3 Alliance analysis of 2010-11 PEIMS data from UT Educational Resource Center © E3

Alliance, 2012

Note: Neither represents students whose parents have waived ELL services.


6th Grade Matters for Student Growth

49 50 54

46

74

45 50

44

0

10

20

30

40

50

60

70

80

4th 5th 6th 7th 8th

Ave

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Gra

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Grades 4th through 8th

ElementarySchools WithoutGrade 6

ElementarySchools WhichInclude Grade 6

Middle Schools

Student Growth Percentile (SGP) Scores by Grade Level, Austin ISD Elementary and Middle Schools, 2011 Math TAKS

Notes: Elementary schools without grade 6: N = 27; 44.8% of students were ELLs Elementary schools which include grade 6: N = 9; 44.5% of students were ELLs Middle schools which include grades 6 through 8: N = 12; 15.2 % of students were ELLs


Schools with Greater ELL participation in Special Education Do Better on TAKS

R² = 0.3714

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

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0.0% 1.0% 2.0% 3.0% 4.0% 5.0% 6.0% 7.0% 8.0% 9.0%Pe

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Percentage of ELL students taking Modified Version of the Math TAKS Test

Comparison of the Participate rate of ELLs in Special Education,

by ELL Commended Performance, 2011 Math TAKS


Dramatic Changes in ELL Growth Rate

from 2001 to 2012

© E3

Alliance,

2013 Source: E3 Alliance analysis of district-level AEIS data from the

Texas Education Agency.

2.7%

5.3%

4.9% 4.8%

3.6% 4.0%

2.8%

5.9%

3.2%

2.0% 1.8% 0.8%

9.6%

11.4%

7.4%

9.0%

10.3%

9.5% 9.8%

12.8%

6.4%

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1.4%

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An

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Texas

CTX


Dramatic Changes in ELL Growth Rate

from 2001 to 2012

Source: E3 Alliance analysis of district-level

AEIS data from the Texas Education Agency.

3.8%

2.1%

3.5% 2.6%

3.8% 4.2%

3.9%

3.9%

3.0% 3.4% 3.0%

2.1%

7.1%

5.1%

7.6%

5.5%

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6.3% 6.6%

5.8%

5.0%

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8.8%

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9.6%

11.4%

7.4%

9.0%

10.3%

9.5%

9.8%

12.8%

6.4%

5.1%

3.4%

1.4%

2.7%

5.3%

4.9% 4.8%

3.6% 4.0%

2.8%

5.9%

3.2%

2.0% 1.8% 0.8%

0%

2%

4%

6%

8%

10%

12%

14%

An

nu

al G

row

th R

ate

CTX: All Students

CTX: Hispanic

CTX: ELLs

Texas: ELLs


On-Going Challenge: State Assessment 5th Grade TAKS Item

Admission to a basketball tournament is $7 per person. If 179 people pay to attend the tournament, how much money will be collected for admission?

A $956

B $1,193

C $1,253

D $793

5th Grade STAAR Released Item

Mr. Cantú will put 1 flag on each table in the cafeteria for a school event. The cafeteria has 15 rows with 5 tables in each row and 12 rows with 4 tables in each row. Mr. Cantú already has 94 flags. How many more flags does he need to buy?

A 48

B 19

C 27

D 29

78

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