ELPS and TELPAS Featuring Math Alignment

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ELPS and TELPAS(Featuring Math Alignment)

• Fall 2008
• Laura Ayala
• ELL Assessment Director
• Student Assessment Division
• Texas Education Agency

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The ELPS list the following

• Cross-curricular second language acquisition
  knowledge and skills
• Proficiency level descriptors

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Cross-Curricular SLA SEs

• The cross-curricular second language acquisition
  (SLA) knowledge and skills contain student
  expectations (SEs) in 5 areas
• Learning strategies
• Listening
• Speaking
• Reading
• Writing

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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

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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

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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

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TELPAS Alignment to ELPS

• The TELPAS listening, speaking, reading, and
  writing assessments measure (align with) the
  cross-curricular SLA knowledge and skills.
• (Well see examples for reading and writing in
  later slides.)

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Proficiency Levels

• The ELPS and TELPAS identify 4 proficiency levels
  (Beginning, Intermediate, Advanced, and Advanced
  High).
• The ELPS and TELPAS use the same proficiency
  level descriptors to define these 4 stages
  (levels) of English language proficiency.

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TELPAS Reading for Grades 212

• New version of RPTE implemented in spring 2008
• 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

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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

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TELPAS Reading Objectives

• The TELPAS reading test reports results for 3
  objectives
• Objective 1 - Word Meaning and
  Language Structures
• Objective 2 - Basic Understanding
• Objective 3 - Analysis and Evaluation

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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 selections and cloze texts
  with math and science applications

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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

Slides 20-47 show examples of how TELPAS assesses
English language acquisition in reading and
writing within math contexts - Reading slides
20-43 - Writing slides 44-47
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Stand-Alone Cloze Item

• Objective 1 Word Meaning and Language Structures

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Alignment to ELPS

• Cross-Curricular SLA Student Expectation
• c.4.C Develop basic sight vocabulary, derive
  meaning of environmental print, and comprehend
  English vocabulary and language structures used
  routinely in written classroom materials
• Proficiency Level Descriptor
• d.4.A.i Beginning students read and understand
  the very limited recently practiced, memorized,
  or highly familiar English they have learned
  vocabulary predominantly includes
• (I)  environmental print
• (II)  some very high-frequency words and
• (III)  concrete words that can be represented by
  pictures

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Stand-Alone Question About a Picture

• Objective 2 Demonstrate Basic Understanding

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Alignment to ELPS

• Cross-Curricular SLA Student Expectation
• c.4.G Demonstrate comprehension of
  increasingly complex English byresponding to
  questions
• Proficiency Level Descriptor
• d.4.A.iv Beginning students comprehend
  predominantly isolated familiar words and
  phrases comprehend some sentences in highly
  routine contexts or recently practiced, highly
  familiar text

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New TELPAS Reading Item Type

• Content-Area Cloze Stand-Alone a stand-alone
  item type that requires students to find the
  missing word in a short paragraph that students
  might read in math or science class
• Usually assesses advanced or advanced high
  proficiency level
• Assesses Objective 1 Word Meaning and Language
  Structures

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Content-Area Cloze Stand-Alone Item

• Grade 2

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Content-Area Cloze Stand-Alone Item

• Grades 10-12

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Content-Area Cloze Stand-Alone Item

• Grade 3

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New Passage Types

• 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

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Content-Area Cloze Selection

• Grade 2

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Content-Area Cloze Selection Items

• Grade 2

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Content-Area Cloze Selection Items

• Grade 3

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Content-Area Cloze Selection

• Grade 3

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Alignment to ELPS

• Cross-Curricular SLA Student Expectation
• c.4.F Use visual and contextual support and
  support from peers and teachers to read
  grade-appropriate content area text, enhance and
  confirm understanding, and develop vocabulary,
  grasp of language structures, and background
  knowledge needed to comprehend increasingly
  challenging language
• Proficiency Level Descriptors
• d.4.C.i (I) With SLA support, advanced students
  read and understand concrete and abstract
  academic vocabulary but have difficulty with less
  commonly encountered words
• d.4.C.iii Advanced students are developing
  skill in using their growing familiarity with
  English language structures to construct meaning
  of grade-appropriate text

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Content-Based Reading Selection

• Grades 4-5

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Content-Based Selection Item Examples
1

• Grades 4-5

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4
2
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Alignment to ELPS

• Cross-Curricular SLA Student Expectations
• Question 1 (Objective 1 Word Meaning and
  Language Structures)c.4.F Use visual and
  contextual supportto read grade-appropriate
  content area text, enhance and confirm
  understanding, and develop vocabulary
• Questions 2 and 3 (Objective 3 Analyze and
  Evaluate)
• c.4.J Demonstrate English comprehension and
  expand reading skills by employing inferential
  skills
• Question 4(Objective 2 Demonstrate Basic
  Understanding)
• c.4.I Demonstrate English comprehension by
  employing basic reading skills such
  asdistinguishing main ideas

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Alignment to ELPS

• Proficiency Level Descriptors
• d.4.C.iv Advanced students are able to apply
  basic and higher-order comprehension skills when
  reading grade-appropriate text, but are still
  occasionally dependent on visuals, teacher/peer
  assistance, and other linguistically accommodated
  text features to determine or clarify meaning,
  particularly with unfamiliar topics
• d.4.D.iv Advanced high students are able to
  apply, with minimal second language acquisition
  support and at a level nearly comparable to
  native English-speaking peers, basic and
  higher-order comprehension skills when reading
  grade-appropriate text

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Content-Based Reading Selection

• Grades 8-9

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Content-Based Reading Selection, Cont.
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Content-Based Reading Selection, Cont.
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Content-Based Selection Item Examples
1
2
3

• Grades 8-9

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Alignment to ELPS

• Cross-Curricular SLA Student Expectations
• Questions 1 and 2
• (Objective 2 Demonstrate Basic Understanding)
• c.4.I Demonstrate English comprehension by
  employing basic reading skills such as
  demonstrating understanding of supporting ideas
  in graphic sources and distinguishing main ideas
• Question 3(Objective 3 Analyze and Evaluate)
• c.4.J Demonstrate English comprehension and
  expand reading skills by employing inferential
  skills

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Alignment to ELPS

• Proficiency Level Descriptors
• d.4.B.vi Intermediate students are able to
  apply basic and some higher-order comprehension
  skills when reading texts that are linguistically
  accommodated and/or simplified for this level
• d.4.D.iv Advanced high students are able to
  apply, with minimal second language acquisition
  support and at a level nearly comparable to
  native English-speaking peers, basic and
  higher-order comprehension skills when reading
  grade-appropriate text

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Math Writing Assignment from a TELPAS Writing
Collection
Grade 8

• Grade 8

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Math Writing Assignment from a TELPAS Writing
Collection

• Grade 8

Grade 8
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Math Writing Assignment from a TELPAS Writing
Collection

• Grade 5

Grade 5
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Alignment to ELPS

• Cross-Curricular SLA Student Expectations
• c.5.B Write using newly acquired basic
  vocabulary and content-based grade level
  vocabulary
• c.5.C Spell familiar English words with
  increasing accuracy
• c.5.D Edit writing for standard grammar and
  usage
• c.5.E Employ increasingly complex grammatical
  structures in content area writing
• c.5.F Write using a variety of
  grade-appropriate sentence lengths, patterns, and
  connecting words as more English is acquired
• c.5.G Narrate, describe, and explain with
  increasing specificity and detail to fulfill
  content area writing needs as more English is
  acquired

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2007 and 2008 Grade 5 TAKS MathPrimary SSI
Administration, Percent Passing
No. Numbers tested
2008 results are preliminary
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2007 and 2008 Grade 8 TAKS MathPrimary SSI
Administration, Percent Passing
No. Numbers tested
2008 results are preliminary
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2007 and 2008 Grade 10 TAKS MathPrimary SSI
Administration, Percent Passing
No. Numbers tested
2008 results are preliminary
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Grades 3-12 TELPAS Results Students at Each
Proficiency Level

• B Beginning
• I Intermediate
• A Advanced
• H Advanced High

2008 results are preliminary
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Grades K-2 TELPAS Results Students at Each
Proficiency Level

• B Beginning
• I Intermediate
• A Advanced
• H Advanced High

2008 results are preliminary
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Domain Weights of Composite Ratings

• Composite ratings are whats 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 after this school year.

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Grades K-2 Composite TELPAS Proficiency
Ratings Students at Each Proficiency Level

• AMAO attainment standard (target) for 2007-2008
  is 2.5.

B Beginning I Intermediate A Advanced H
Advanced High
2008 results are preliminary
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Grades 3-12 Composite TELPAS Proficiency
Ratings Students at Each Proficiency Level

• AMAO attainment standards (targets) for 2007-2008
  are 25 for Method 1 and 40 for Method 2.

B Beginning I Intermediate A Advanced H
Advanced High
2008 results are preliminary
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ELL Assessment Information

• Go to www.tea.state.tx.us/student.assessment
• Click on
• ELL Assessment Information
• E-mail us at ELL.tests_at_tea.state.tx.us