Transcript ELPS Module 2 - Brownsville Independent School District

The English Language Proficiency
Standards (ELPS)
MODULE 2
ELPS and Assessments
Presented by the Brownsville Independent School District
Bilingual Department
Reference: Texas Education Agency and Region One
Education Service Center
Identification
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Home Language Survey (HLS)
If the HLS indicates a language
other than English then testing
must be initiated to determine
English proficiency*
*Parent permission for testing is not required.
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END-OF-YEAR LPAC:
Assessment DATA for Review
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CPALLS
TPRI/TEJAS LEE
APRENDA/STANFORD 10
STAAR
STAAR L
STAAR-M
STAAR-ALT
TELPAS
SELP/SSLP
(PK)
(K - 3)
(1 - 2)
(3-12)
(3-12)
(3-12)
(3-12)
(K-12)
(PK-12)
Stanford Spanish and English
Language Proficiency Tests
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SIX TEST LEVELS
Readiness/PreEscolar
Pre K
Preliteracy/PrePrimaria
K
Primary/Primario
1—2
Elementary/Elemental
3—5
Middle Grades
6—8
High School
9 — 12
Copyright 2005 by Harcourt Assessment, Inc.
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Types of Scores Reported
for the Total Test
Scaled Scores (Printouts)
 Five Performance Levels
1 -- Pre-Emergent
2 -- Emergent
3 -- Basic
4 -- Intermediate
5 -- Proficient
Note: See Sample Label
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Key SELP label Information
(provided in the report section)
Social = ORAL
Listening and Speaking
(LPAC Identification Purposes & for
End-of-Year Review)
Writing =
Proficiency in writing
(LPAC End of year Review Purposes)
NEW
____________________________________________________________________________________________________________________________________________
Total Composite =
Combines LSRW
Data can be checked against TELPAS composite
(LPAC End of year Review Purposes)
Comprehension (NCLB Requirement)
Listening and Reading (Document on SPF)
Refer to SPF
Language Categories
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BEGINNER: Understanding is limited to
occasional isolated words, such as borrowed words
and high-frequency social conventions.
INTERMEDIATE: Understands some of what is
said in class and comprehends the context of only
very simple material when slowly presented. Has
difficulty with syntax and grammar.
ADVANCED: Understands formal and informal
conversation very well.
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Note: See Chart on LPAC Initial Designation of Language
Categories for LEP Students
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TELPAS Eligibility
Requirements
All students in grades K–12 who are identified
as limited English proficient, including LEP
students with parental denials, are required to
be assessed.
•
In rare cases, a LEP student served by special
education may be exempted from TELPAS by
the ARD committee.
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ELPS and TELPAS
The English language proficiency standards are
closely aligned with the Texas English language
proficiency assessments (TELPAS).
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Together, the standards and assessments promote
the English acquisition that ELLs need to succeed
academically.
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Effective implementation of the ELP standards
should support not only better English acquisition
but better academic achievement, which should be
evident in state assessment results.
Source: TEA Assessment Division
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ELPS and TELPAS
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TELPAS assesses the English language
proficiency in listening, speaking, reading, and
writing of K-12 ELLs
TELPAS measures how well ELLs understand
and use English for everyday use and academic
purposes.
TELPAS reports four English language
proficiency levels:
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Beginning
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Intermediate
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Advanced
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Advanced High
*Meets Requirements of NCLB
Source: TEA Assessment Division
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Key Features of Each Proficiency Level
Listening Speaking Reading
Writing
Beginning Level: Little or no ability, uses high frequency, routine
words; in writing, typically lists, labels, copies.
Intermediate Level: Limited ability, understands and uses short,
simple sentences. Uses present tense.
Advanced Level: Typically have grasp of basic verbs, tenses,
grammar features and sentence patterns/ partial grasp of more
complex verbs, tenses, grammar features and sentence patterns,
needs support
Advanced High Level: Ability, with minimal support very close to
native English speaking peers
Source: TEA Assessment Division
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TELPAS Goal # 2
Texas English Language Proficiency
Assessment System
English Language Proficiency
Advanced
High
advanced
intermediate
beginning
Best teaching practices
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Six Ways TELPAS Reinforces
Quality Instruction
1.
2.
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TELPAS encourages teachers to provide more
opportunities for ELLs to use and practice their
developing language.
TELPAS encourages teachers to collaborate about the
needs of ELLs.
TELPAS gives teachers a common vocabulary
to use with one another and with parents
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in describing the language levels and
language needs of the students, and
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in setting goals for progress.
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Six Ways TELPAS Reinforces
Quality Instruction
4.
5.
6.
TELPAS helps teachers see the need to differentiate
instruction according to the English language
proficiency levels of ELLs.
TELPAS helps teachers understand the importance and
benefit of building the communication skills that
get students to the next proficiency level.
TELPAS supports academic achievement goals because
ELLs learn academic content more readily when they
understand the language of their instruction.
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ELPS and LAT
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NCLB requires students in grades 3-8 &10 for whom
the LPAC had granted a LEP exemption from testing,
to be assessed in reading, mathematics, and
science.
All LEP-exempt students in grades 3-8 and 10
participate in STAAR L math.
All LEP-exempt students in grades 5,8 and 10
participate in STAAR L science.
Linguistic accommodations are made in order to
assist students in overcoming language barriers and
provide a meaningful assessment of academic
knowledge and skills.
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ELPS and STAAR L
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Linguistic accommodations are part of
quality instruction for all ELLs and should
be taking place all year long.
Only those accommodations that have been
used routinely in instruction and
assessment may be afforded to students
during their STAAR L administration.
Linguistic accommodations help students
learn academic content.
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STAAR L Eligibility
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Eligibility criteria for math/science vs. reading/ELA
differ somewhat.
STAAR L math and science
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Given to all LEP-exempt students whether it is their
1st, 2nd, or 3rd school year in the U.S.
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STAAR L & AYP
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STAAR L examinees in their first school year
of enrollment in U.S. schools are included in
AYP participation measures. Their results do
not count in AYP performance measures.
STAAR L examinees in their second and third
school years of enrollment in U.S. schools
count in both AYP participation and
performance measures.
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Determining STAAR L
Accommodations
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Multiple accommodations will often be
appropriate.
Decisions must be based on the
individual needs of the student and
whether the accommodations are used
51% of the time in math/science
instruction and testing.
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Allowable Accommodations
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Linguistic simplification
Oral translation
Reading assistance
Bilingual dictionary
Bilingual glossary
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ELPS and STAAR
Language Appropriateness
Decisions about whether to give STAAR in
English or Spanish are guided by—
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the language of the student’s instruction,
and
the language in which the student is best
able to demonstrate academic skills.
The decision to administer STAAR in
Spanish or English may vary by subject
area.
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Rules
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Spanish STAAR may be taken for 3 years.
Years of STAAR L exemption plus Spanish
STAAR may not exceed 3.
Years of taking Spanish STAAR are
counted in terms of years of STAAR
administrations. That is, grades 1 and 2
don’t count because STAAR is not
administered in these grades.
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Questions?
http://www.bisd.us/Bilingual_Education/
CONTACT INFORMATION:
Bilingual Director:
Alma Cardenas Rubio 548-8271
Lead Teachers
Maricela Camarillo
698-3195
Norma Lopez
698-1326
Pat Segura
698-0083
Dr. Paty Quesada
698-0081
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