Transcript FINANCIAL PERFORMANCE
TexTESOL Onward and Upward: Meeting Needs of ELLs Through Instruction and Assessment
Texas Education Agency November 7, 2008
1
Bilingual/ESL Program Updates
Slides 3-28
Instruction
Slides 29-77
Assessment
Slides 78-136
Meeting Needs of ELLs Through Instruction
Georgina González, Director Susie Coultress, Assistant Director Bilingual/ESL Unit Curriculum Division Texas Education Agency
Texas ELL Population
• 775,645 ELLs in EE-12, over 600,000 in K-12 • Over 120 languages represented in Texas schools • 92% Spanish speakers 711,388 • Prominent languages other than Spanish: – 14,094 Vietnamese – 3,627 Urdu – 3,594 Arabic
PEIMS Fall 2007
– 3,195 Korean • About 10.09% of ELLs served by special education • ELLs represent about 16% of the total students in Texas
ELL Special Language Programs
Texas ELL Special Language Program Participation
• ELLs • Bilingual 775,645 422,377 • ESL 297,553 • ELL Parental Denials 49,071
PEIMS Fall 2007
LEP Student Success Initiative (LEP SSI) Program Appropriations
• The 78th Texas Legislature 2004-05 Biennium - $10 million each year • The 79th Texas Legislature 2006-07 Biennium - $10 million each year • The 80th Texas Legislature 2008-09 Biennium - $9.7 million each year 6
7
8
9
Promoting Academic Success and Accountability for English Language Learners (PASA)
• • •
Superintendents, administrators, classroom teachers, and curriculum specialists who work with English language learners are encouraged to attend this event on January 20-21, 2009, at the Austin Convention Center.
To register for the conference and hotel, please visit the following website: www.esc13.net/pasa .
If you are interested in receiving funding for teachers to attend the PASA conference, contact your regional education service center Bilingual/ESL representative.
10
Texas Prekindergarten Guidelines
• The Texas Education Agency (TEA) tasked the State Center for Early Childhood Development with facilitating the process to revise the Texas Prekindergarten Guidelines. The revised guidelines were developed with the expertise of writing teams and state and national experts, along with input gathered from public forums across the state and written comments submitted during the public comment period.
11
Texas Prekindergarten Guidelines
• This feedback was incorporated into the guidelines which were then approved by the commissioner of education on May 21, 2008, and presented to the State Board of Education for review on May 22, 2008. The guidelines will remain voluntary and will guide publishers in revising prekindergarten instructional materials in the future. • http://www.tea.state.tx.us/ed_init/pkguidelines/P KG_Final_090908.pdf
12
PEIMS Changes
• PEIMS used to collect information only on a student being LEP • Yes No • Bilingual Program • English as a Second Language (ESL) Program • LEP Served = Money 13
PEIMS Changes
• (d) The bilingual education program shall be implemented through one of the following program models: 14
PEIMS Changes
•
(1) Transitional bilingual/early exit a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers students to English-only instruction. It provides instruction in literacy and academic content areas through the medium of the student’s first language, along with instruction in English oral and academic language development. Non-academic subjects such as art, music, and physical education may also be taught in English.
15
PEIMS Changes
• •
(1) Transitional bilingual/early exit (con’t)– Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the bilingual program. Students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program allotment.
16
PEIMS Changes
•
(2) Transitional bilingual/late exit: a bilingual program that serves students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student to English-only instruction; academic growth is accelerated through cognitively challenging academic work in the student’s first language along with meaningful academic content taught through the student’s second language, English.
17
•
PEIMS Changes
( (2) Transitional bilingual/late exit: con’t) -
The goal is to promote high levels of academic achievement and full academic language proficiency in the student’s first language and English. Students enrolled in the transitional bilingual/late exit program are eligible to exit the program not earlier than six or later than seven years after the students enroll in school. Students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC allotment.
§42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program 18
•
PEIMS Changes
3)
Dual language immersion/two-way: (con’t) a biliteracy program that integrates students proficient in English and students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student identified as a student of limited English proficiency to English-only instruction; instruction is provided to both native English speakers and native speakers of another language in an instructional setting where language learning is integrated with content instruction. 19
PEIMS Changes
•
3)
Dual language immersion/two-way: (con’t) Academic subjects are taught to all students through both English and the other language. Program exit will occur not earlier than six or later than seven years after the student enrolls in school; students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153. 20
•
PEIMS Changes
(4) Dual language immersion/one-way: -
a biliteracy program that serves only students identified as students of limited English proficiency in both English and Spanish, or another language, and transfers a student to English-only instruction in an instructional setting where language learning is integrated with content instruction. Academic subjects are taught to all students through both English and the other language. Program exit will occur not earlier than six or later than seven years after the student enrolls in school; students that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district will not be allocated the bilingual allotment - TEC allotment. §42.153. Students who are proficient in English may also be served in this program only with appropriate parental permission, but are not eligible for Bilingual Program 21
PEIMS Changes
• (h) The English as a second language program shall be implemented through one of the following program models: 22
PEIMS Changes
•
(1) English as a second language/content based:
Is an English program that serves students identified as students of limited English proficiency in English only by providing a full time teacher certified under TEC §29.061(c) to provide supplementary instruction for all content area instruction; it integrates English as-a-second-language instruction and sheltered instructional strategies with subject matter instruction which focuses not only on learning a second language, but using that language as a medium to learn mathematics, science, social studies, or other academic subjects. 23
PEIMS Changes
•
(1) English as a second language/content based: (con’t)
Exiting to an all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program; students that have met state requirements for exit criteria in accordance with §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment - TEC §42.153; 24
PEIMS Changes
•
(2) English as a second language/pull-out:
Is an English program that serves students identified as students of limited English proficiency in English only by providing a certified teacher under TEC §29.061(c) to provide English language arts instruction exclusively, while the student remains in a mainstream instructional arrangement in the remaining content areas; instruction may be provided by the ESL teacher in a pull-out or inclusionary delivery model; exiting to all English program of instruction will occur not earlier than the end of first grade, or if the student enrolls in school during or after first grade, the student will remain in the program for a minimum of two to five years before being eligible to exit the ESL program; students that have met state requirements for exit criteria in accordance with §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment TEC §42.153. If a program does not meet the definition of either a content-based or pull-out program, the student should be reported as in a pull-out program.
25
PEIMS Changes
• For all of the program models students that have met exit criteria in accordance with §89.1225 may continue receiving services but the school district will not be allocated the bilingual allotment (TEC) §42.153.
26
PEIMS Changes
• F= M1 = Monitored 1 or S= Monitored 2 LEP status is reported for those students who have recently been exited from the bilingual/ESL programs and are determined to no longer be Limited English Proficient (LEP). This information is reported for the first two school years on all students who have exited LEP status.
27
PEIMS Changes
• F= M1 & S=M2 =student has met criteria for bilingual/ESL program exit, is no longer classified as LEP in PEIMS, and is in his or her first or second year of monitoring as required by 19 TAC §89.1220(l) and are not eligible for funding due to the fact that they are not receiving bilingual or ESL services.
28
English Language Proficiency Standards
• The newly approved 19 TAC §74.4, English Language Proficiency Standards (ELPS), presents English language proficiency standards that outline the instruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically.
• The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS.
http://www.tea.state.tx.us/rules/t ac/chapter074/ch074a.html
29
English Language Proficiency Standards
• While the English as a second language (ESL) standards have always applied to the teaching of all content areas, the ESL TEKS were only located in 19 TAC Chapter 128 with Language Arts and Reading.
30
English Language Proficiency Standards
31
English Language Proficiency Standards
• During a Title III monitoring visit, the U.S. Department of Education indicated that there was insufficient evidence demonstrating that the ESL standards found in 19 TAC Chapter 128 were aligned to state academic content and achievement standards, as required by Section 3113(b)(2) of NCLB. The adoption of the revised ELPS as part of 19 TAC Chapter 74, Curriculum Requirements, reinforces that these standards are aligned with and apply to all academic content areas.
32
Proclamation 2010
• • • The State Board of Education issued Proclamation 2010 on November 16, 2007. The SBOE amended Proclamation 2010, to include the Spanish Language Arts TEKS in the fall of 2008. The adoption of materials under Proclamation 2010 will occur in November 2009. The adopted materials will be available for use beginning with the 2010-2011 school year. Proclamation 2010 pages) (Adobe Acrobat file, 124 http://www.tea.state.tx.us/textbooks/proclamatio ns/proc2010/proc2010.pdf
33
Proclamation 2010
• The URL for the draft of Spanish TEKS K 6 is: http://www.tea.state.tx.us/teks/spanish/ • Phonics, spelling, and grammar have been carefully scaffolded commensurate to the needs of ELL students by the Spanish Language Arts and Reading TEKS Writing Committee. 34
Proclamation 2010 ELPS
• ELPS materials will be available for every high school teacher. For instance, if a high school teacher has ELLs in their classroom; the ELPS materials would be resource materials to help the teacher with that student population in the classroom regardless of the subject matter. • ESL materials for grades K-8 are in Proclamation 2011 to help teachers address the needs of second language learners in their classrooms. TEA wanted to be sure that teachers had support materials for ELLs in the secondary classroom. By including the new ELPS to Proclamation 2010, teachers will be able to access materials to support these students. It should also be noted that these materials are not companions to any particular set of student materials. It is a separate call for secondary teachers at the grades 9-12. This was an important component of moving the ELPS into Chapter 74 so that so it is not perceived as applying only to ELA.
35
English Language Proficiency Standards
•
The English language proficiency standards include 4 components:
• • •
a) Introduction b) School District Requirements c) Cross-curricular second language acquisition TEKS and
•
d) Proficiency Level Descriptors
36
English Language Proficiency Standards
•
§74.4. English Language Proficiency Standards.
• (a) Introduction.
• (1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.
37
English Language Proficiency Standards
• (b) School district responsibilities. In fulfilling the requirements of this section, school districts shall: • (1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section; 38
English Language Proficiency Standards- Cross-curricular second language acquisition TEKS
• (1) Cross-curricular second language acquisition/learning strategies. 8 student expectations • (2) Cross-curricular second language acquisition/listening. 9 student expectations • (3) Cross-curricular second language acquisition/speaking. 10 student expectations • (4) Cross-curricular second language acquisition/reading. 11 student expectations • (5) Cross-curricular second language acquisition/writing. 7 student expectations 39
What are English Language Proficiency Standards and How Are They Used?
• Summarizing the previous information we can say that prior to 2008, the English Language Proficiency Standards (ELPSs) have been listed in the English Language Arts TEKS, but teachers in all subjects and grade levels are and have been accountable for providing appropriate instruction for English Language Learners. 41
What are English Language Proficiency Standards and How Are They Used?
• In order to make this expectation more explicit, starting in 2008, the English Language ELPSs have been incorporated into the TEKS for each subject area, including electives. 42
What are English Language Proficiency Standards and How Are They Used?
• Because of this recent change and in order to better support teachers in the instruction of English Language Learners, the MELL Lesson Bank Editors have listed the ELPS at the end of the plan and have checked those standards that, in their opinion, are integrated into the lesson. • http://www.tsusmell.org/products/lessonb ank.html
43
ELPS Professional Development
• A number of professional development activities related to the ELPS are being developed: • A web portal designed to provide an administrative overview of the ELPS will be available at the end of 2008. The portal is being developed in partnership with the Region II Education Service Center (ESC). • The Region I ESC TESORO Project will incorporate the ELPS in the professional development entitled
Building Connections in High School Content Areas through Sheltered Instruction.
44
ELPS Professional Development
• The University of Texas-El Paso, through the Learning, Encouraging, And Planning to Uplift Performance (LEAP UP) project, has developed training on the imbedding of ELPS throughout the content areas, beginning with math. Plans are being developed for a trainer of trainers’ professional development session via the Texas Education Telecommunications Network (TETN).
45
ELPS Professional Development
• All ESCs will conduct professional development in the fall of 2009 on the revised ELAR TEKS, which will incorporate the ELPS. • Instructional materials incorporating the ELPS will be provided for all high school teachers in the fall of 2010. Proclamation 2011 will provide instructional materials for Grades PreK-8 to be in schools for the fall of 2011. • Dates and other information pertinent to these professional development activities will be forthcoming. 46
Academic Listening Sample
What Might a Beginning Listener Understand?
•
Good morning
, class.
Today
we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention.
Open your books to page one
hundred seventy two. At the
top Today’s
of the
page
is the word “net.” lesson is about net. As it says in the definition in your
book
, in
math
, net is a
two-
dimensional model. The net of a cylinder is shown in your text
book
. Does everyone see the
rectangle
and
two circles
? That’s the net of the cylinder.
Source: TELPAS Training 47
In Other Words
Good morning
…
Today
…
Open your books to page one
…
top
…
page
…
Today’s
…
book
…
math
…
two
…
book
…
rectangle
…
two circles…
Source: TELPAS Training 48
Academic Listening Sample
What Might an Intermediate Listener Understand?
Good morning, class. Today we are going to study
something brand new.
It’s difficult
, so I’m
going to need everyone’s
undivided attention.
Open your books to page one hundred
seventy two. At the
top of the page Today’s lesson
is the word “net.” is about net. As it says in the definition in
your book, in math
, net is a
two
dimensional model. The net of a
cylinder
is shown in your text
book
. Does everyone see the
rectangle and two circles
? That’s the net of the
cylinder
.
Source: TELPAS Training 49
In Other Words
Good morning, class. Today we are going to study
…
It’s difficult
…
going to need everyone’s … Open your books to page one hundred
…
top of the page
…
Today’s lesson
…
your book, in math
…
two
…
cylinder
…
book
…
rectangle and two circles
…
cylinder.
Source: TELPAS Training 50
Academic Listening Sample
What Might an Advanced Listener Understand?
Good morning, class. Today we are going to study something
brand
new. It’s difficult, so I’m going to need everyone’s
undivided attention.
Open your books to page one hundred seventy-two. At the top of the page is the word
“net.”
Today’s lesson is
about net. As it says in the
definition in your book, in math, net is a two
-dimensional model. The net of
a cylinder is
shown
in your textbook. Does everyone see the rectangle and two circles?
That’s the net of the
cylinder.
Source: TELPAS Training 51
In Other Words
Good morning, class. Today we are going to study something
…
new. It’s difficult, so I’m going to need everyone’s
…
Open your books to page one hundred seventy-two. At the top of the page is the word
…
Today’s lesson is
…
definition in your book, in math, net is a two
…
a cylinder is
…
in your textbook. Does everyone see the rectangle and two circles?
…
cylinder.
Source: TELPAS Training 52
Academic Listening Sample
What Might an Advanced High Listener Understand?
Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s
undivided
attention.
Open your books to page one hundred seventy two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two dimensional model. The
net
of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder.
Source: TELPAS Training 53
Reflect on how well the student understands the English he or she hears during activities such as:
• Reacting to oral presentations • Responding to text read aloud • Following directions • Cooperative group work • Informal, social discourse with peers • Large-group and small-group interactions in academic settings • One-on-one interviews • Individual student conferences
What are the implications for instruction?
Source adapted from Region 1 ESC 54
Science —7
th
Grade
• •
Learning Strategies ELPS (1)(C)
Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
TEKS 7(b)(14) Science concepts.
student knows that natural events and human activity can alter Earth systems. The student is expected to: The (A) Describe and predict the impact of different catastrophic events on Earth.
55
Concept of Definition Map
What is it? What is it like?
Hurricane
What are some examples?
Beginning-Learning Strategies
57
Intermediate-Learning Strategies
A hurricane is a storm that can destroy cities along the coast.
58
Advanced-Learning Strategies
59
Advanced High-Learning Strategies
Career Technical Education-High School (CTE) —Nutrition and Food
• •
Writing ELPS-(c )5
The student is expected to: (G) Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
TEKS —(1) Principles of nutrition.
The student utilizes information about the basic principles of nutrition to promote healthy food choices. The student is expected to: (B) Identify the nutrients, their functions, and food sources.
61
Characterization Chart
Table of Minerals, Bodily Functions, and Food Sources
Mineral Function in the Body Food Source Calcium Iron Potassium Zinc
62
Beginning-Writing
• The student is expected to write additional food sources for two of the nutrients listed. The student may use the picture bank organized in the classroom to assist them.
Food Source
Milk, Cheese, Yogurt (sources of calcium) Shrimp, Chicken, Flounder (sources of iron) Spinach, ___, _____ (sources of potassium) Pecans, ___, ______ (sources of zinc) 63
Intermediate-Writing
• The student is expected to write additional food sources for all four nutrients listed using a word wall. The student will also include any key words to describe some attributes to support the response.
Food Source
Milk, Cheese, Yogurt ____________________ Shrimp, Chicken, Flounder _____________________ Spinach, Tomato paste, Clams, ________________ Pecans, Chickpeas, Ginger root,______________ 64
Advanced-Writing
• The student is expected to respond in writing in complete sentences.
Function in the Body
Calcium keeps bones and teeth strong.
Iron keeps blood healthy.
Potassium supports the nervous system.
Zinc keeps bones and teeth strong.
65
Advanced High-Writing
• The student is expected to write in complete sentences with clarity, fewer errors, and a more academic tone than the advanced-level student.
Function in the Body
Calcium keeps bones and teeth strong.
Iron helps the blood transport oxygen from the lungs to the tissue cells.
Potassium is critical to nerve function, muscle control, and blood pressure.
Zinc helps the body to convert food into energy and also helps the body control blood sugar levels.
66
Required Support for ELLs
Intensive and ongoing foundational second Intensive and ongoing foundational second language acquisition instruction to ELLs and/or writing as determined by the in Grade 3 or higher who are at the beginning or intermediate level of English proficiency in listening, speaking, reading,
67
•
Achieving Success
What does it mean to provide focused, targeted, and systematic second language acquisition instruction to provide ELLs with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English?
Accelerated Learning Techniques
68
Further Explanation
69
Differentiated English Instruction
70
Additional Considerations
Teachers need to be well versed in:
• Proven methods and techniques in second language acquisition • English literacy—using both phonetic and whole language approaches • The writing process—including techniques such as the Language Experience Approach • Appropriate and alternative assessment for ELLs— including assessing in the native language whenever possible 71
Former LEP Students
• The following slides show three school districts’ former LEP students reaching the highest levels of achievement as valedictorians and salutatorians.
• This information should encourage and motivate every educator in the state to implement all the programs available to them through the state legislature as reflected in the Texas Education Code.
72
Austin ISD Valedictorians and Salutatorians Spring 2001-2008 that started as LEP Students YEAR
2001 2002 2003 2004 2005 2006 2007 2008
EX LEP VALEDICTORIANS EX LEP SALUTATORIANS TOTAL # OF EX LEP 3 1 3 3 2 4 6 3 2 3 4 4 0 1 2 3 5 4 7 7 2 5 8
73
Dallas ISD Valedictorians and Salutatorians 2001-2008 that started as LEP Students
YEAR 2001 2002 2003 2004 2005 2006 2007 2008 EX LEP VALEDICTORIANS
3 3 9 12 12 3 1
EX LEP SALUTATORIANS
9 7 8 3 2 3 4 4
TOTAL # OF EX LEP
18 19 20 3 5 4 7 7
74
Houston ISD 2001-2008 Valedictorians that started as LEP Students YEAR EX LEP VALEDICTORIANS STARTED IN BILINGUAL PROGRAMS
2001 2002 2003 2004 2005 2006 2007 2008
10 6 7 9 9 6 9 10 EX LEP VALEDICTORIANS STARTED IN ESL PROGRAMS EX LEP IMMIGRANTS 3 4 6 4 2 3 6 3 6 5 9 4 2 4 8 10 TOTAL NUMBER OF EX LEP 19 10 13 13 11 9 15 13
75
Houston ISD 2001-2008 Salutatorians that started as LEP Students YEAR EX LEP SALUTATORIANS STARTED IN BILINGUAL PROGRAMS EX LEP SALUTATORIANS STARTED IN ESL PROGRAMS EX LEP IMMIGRANTS TOTAL NUMBER OF EX LEP
2004 2005 2006 2007 2008
7 11 7 9 12 3 2 2 7 3 5 7 2 7 5 10 13 9 16 15
76
Join our listserv!
• Go to http://www.tea.state.tx.us/list • Click on “Select a List” from drop-down menu • Scroll down; select “Bilingual/ESL Education” • Click on “Join or Leave” • Enter your e-mail address and name • Click on “Join” button • An e-mail confirmation will be sent which must be replied to in order to complete the listserv process • To change, delete, or add an additional e-mail address, go back to www.tea.state.tx.us/list 77
Meeting Needs of ELLs Through Assessment
Laura Ayala ELL Assessment Director Student Assessment Division Texas Education Agency
78
Road We’ve Traveled
Changing purposes of testing Changing perceptions about test exemptions Changing comfort level with accommodations Changing views on English language proficiency testing Changing roles of teachers in assessing and meeting ELL needs
Road We’re On
Aligned goals for learning and testing of English language proficiency through ELPS and TELPAS Academic skills tests (TAKS) available in Spanish in elementary grades For federal accountability in required grades and subjects, LEP exemptions replaced with inclusion of recent immigrant ELLs through linguistically accommodated TAKS tests (LAT) Student performance of ex-LEP students reported for first two years after reclassification as non-LEP
The ELPS list the following:
Cross-curricular second language acquisition student expectations Proficiency level descriptors
Example Student Expectations
Learning strategies c.1.D
Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) Listening c.2.E
Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
Example Student Expectations
Speaking c.3.G
Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics Reading c.4.G
Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
Example Student Expectations
Writing c.5.G
Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
85
TELPAS Alignment to ELPS
TELPAS listening, speaking, reading, and writing assessments measure (align with) ELPS cross curricular student expectations.
This presentation will show examples of the way TELPAS measures reading and writing ELPS.
Aligned Proficiency Level Descriptors
The ELPS and TELPAS both identify 4 proficiency levels (Beginning, Intermediate, Advanced, and Advanced High). The ELPS and TELPAS use same proficiency level descriptors to define these 4 stages (levels) of English language proficiency.
TELPAS Reading for Grades 2 –12
New version implemented in spring 2008 Replaced former RPTE tests Adds a grade 2 test Includes more test questions at the highest proficiency level (advanced high) Has more questions that tap ability to read the English encountered in math and science classes To be administered as an online assessment program
TELPAS Reading Information Booklet
Preliminary version is on TEA Student Assessment Division website Contains sample test items showing all text types, including how reading in math and science contexts is assessed Updated version to be posted on TEA Student Assessment Division website - Fall 2008 Updated version to include alignment with revised ELP standards
TELPAS Reading Objectives
The TELPAS reading test reports results for 3 assessment objectives: 1 - Word Meaning and Language Structures 2 - Basic Understanding of English Texts 3 - Analysis and Evaluation of English Texts
Assessment objectives categorize the tested skills in meaningful ways for reporting student performance.
Types of Reading Selections
Narratives similar to those on reading section of TAKS Informational selections similar to those on reading section of TAKS Basic functional pieces used in real life (posters, class schedules, ads, etc.) Content area reading material with math and science applications
Types of Test Items
Stand-alone items not related to a reading selection Questions over a reading selection Cloze items within a content area reading selection
Early Beginning Level
Objective 1 – Word Meaning and Language Structures
Questions About Pictures
Objective 2 – Demonstrate Basic Understanding of Text
New TELPAS Reading Item Type
Content Area Cloze Stand-Alone in math or science class – a stand-alone item type that requires students to find the missing word in a short paragraph that students might read Usually assesses advanced or advanced high proficiency level Assesses Objective 1 – Word meaning and language structures
Content Area Cloze Items
Grades 2 (Math) Grades 8-9 (Science)
Content Area Cloze Item
Grades 10-12 (Math)
New Types of Reading Selections
Content Area Cloze Selection –short selection on math or science topic with several blanks to fill in; assesses Objective 1 – Word Meaning and Language Structures Content-Based Reading Selection – similar to a traditional narrative with questions, but involves application of math or science skill; assesses all three test objectives
Content Area Cloze Selection
Grades 6-7
Content Area Cloze Items
Grades 6-7
Content Area Cloze Selection
Grade 3
Content Area Cloze Items
Grade 3
Math Based Reading Selection
Grades 4-5
2 1
Example Items
Grades 4-5 3 4
Math Based Reading Selection
Grades 8-9
Continued…
Continued...
1
Example Items
2 3 Grades 8-9
ELA Based Reading Selection (Excerpt)
Grades 10-12
Continues for 3 pages
2 1
Example Items
Science Writing Assignment from a TELPAS Writing Collection
Math Writing Assignment from a TELPAS Writing Collection
Grades 3 –12 TELPAS Results: % Students at Each Proficiency Level
Listening
B I A H
07-08 7 20 35 38 06-07 8 24 37 30 05-06 10 27 37 25 Speaking
B I A H
10 24 35 32 12 27 36 25 15 30 35 21 Reading
B I A H
9 17 27 48 9 13 36 42 11 15 38 36 Writing
B I A H
12 32 34 23 15 36 33 17 18 39 30 13
B = Beginning I = Intermediate A = Advanced H = Advanced High
Domain Weights of Composite Ratings
Listening Speaking Reading 5% 5% 75% Writing 15%
Composite ratings combine ratings from each language domain into a single proficiency rating.
Composite ratings are the measure used in federal AMAO accountability measures for ELLs.
Reading is weighted most heavily, followed by writing.
These domain weights have been used since 2005 2006 but may change in the future.
Grades 3 –12 Composite TELPAS Proficiency Ratings: % Students at Each Proficiency Level
07-08 B I A H 8 17 30 45 06-07 8 14 39 39 05-06 11 16 41 32
TAKS Results
(Selected Math Grades)
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Spring 2008 Grade 5 TAKS Math Primary SSI Administration, Percent Passing Students All – Eng Monitored 1 – Eng Monitored 2 – Eng Current LEP – Eng All – Spn 2008 No.
% 322,315 11,593 20,385 83 89 90 38,411 5,233 68 48
No. = Numbers tested
Spring 2008 Grade 8 TAKS Math Primary SSI Administration, Percent Passing Students All – Eng Monitored 1 – Eng Monitored 2 – Eng Current LEP – Eng 2008 No.
% 309,854 75 3,436 7,456 18,085 71 71 41
No. = Numbers tested
Spring 2007 and 2008 Grade 10 TAKS Math Primary SSI Administration, Percent Passing Students All – Eng Monitored 1 – Eng Monitored 2 – Eng Current LEP – Eng 2008 No.
% 293,041 63 1,986 2,527 47 52 14,698 26
No. = Numbers tested
LAT
TAKS Math, Science, Reading Grades 3-8 and 10
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Linguistically Accommodated Instruction – ELPS Requirement
Chapter 74.4 (b)(2):
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
Allowable LAT Accommodations for TAKS Math and Science Grades 3 –8 and 10
Indirect Linguistic Support Clarification / Translation of Test Directions Breaks at Request of Student Direct Linguistic Support Linguistic Simplification Oral Translation Reading Assistance Bilingual Dictionary Bilingual Glossary English and Spanish TAKS Side by Side (Grades 3 –6)
Allowable LAT Accommodations for TAKS Reading/ELA Grades 3 –8 and 10
Indirect Linguistic Support Clarification / Translation of Test Directions Breaks at Request of Student Testing Over 2 Days Direct Linguistic Support Bilingual Dictionary English Dictionary Reading Aloud – Word or Phrase Reading Aloud – Entire Test Item Oral Translation – Word or Phrase Clarification – Word or Phrase
LAT Spring 2008 Reading, Math, and Science Percent Passing
R* Eng 3 48 Spn 64 M Eng 44 Spn 37 S Eng Spn - - 4 26 45 40 31 - - 5 20 41 34 19 22 17 6 22 49 25 24 - - 7 12 - 21 - - - 8 15 - 17 - 7 - 10 16 - 18 - 10 - *ELA for grade 10
The Road Traveled
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Then and Now: Grade 4 Writing of ELLs
Percent Passing
ELLs Tested in English ELLs Tested in Spanish
1998 TAAS
71 62
2008 TAKS
86 90
Then and Now: English Reading Proficiency Percent Receiving Proficiency Level Rating of Beginning
Grade
Grade 3 Grade 10
RPTE 2001
25 21
TELPAS Reading 2008
12 7
Then and Now: TAKS Reading Percent of ELLs Passing
Grade
Grade 5 Eng Grade 5 Spn Grade 8
Spring 2003 Spring 2008
32 51 25 56 72 58 Primary SSI Administrations Panel Recommended Standards
Then and Now: LAT Math Percent Passing
Grade
Grade 3 Eng Grade 3 Spn Grade 10
Spring 2005 Spring 2008
37 27 8 44 37 18
Where We May Be Headed
TELPAS: Increased Accountability Expectations TAKS: More Focus on Student Growth (Not Just Passing) LAT: Providing Linguistic Accommodations on Additional Tests
TEA ELL Information
Curriculum Division-Bilingual/ESL Unit: Go to http://www.tea.state.tx.us/curriculum/biling/ Phone: (512) 463-9581 Student Assessment Division – ELL Testing: Go to www.tea.state.tx.us/student.assessment
and click on ELL Assessment Information E-mail: [email protected]
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