TexTESOL

1

• TexTESOL
• Onward and Upward Meeting Needs of ELLs Through
  Instruction and Assessment
• Texas Education Agency
• November 7, 2008

2

• Bilingual/ESL Program Updates
• Slides 3-28
• Instruction
• Slides 29-77
• Assessment
• Slides 78-136

3

• Meeting Needs of ELLs Through Instruction
• Georgina González, Director
• Susie Coultress, Assistant Director
• Bilingual/ESL Unit
• Curriculum Division
• Texas Education Agency

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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
• 3,195 Korean
• About 10.09 of ELLs served by special education
• ELLs represent about 16 of the total students in
  Texas

PEIMS Fall 2007
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ELL Special Language Programs
Texas ELL Special Language Program Participation

• ELLs 775,645
• Bilingual 422,377
• ESL 297,553
• ELL Parental Denials 49,071

PEIMS Fall 2007
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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

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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.

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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.

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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/PK
  G_Final_090908.pdf

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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

14
PEIMS Changes

• (d) The bilingual education program shall be
  implemented through one of the following program
  models

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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 students 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.

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PEIMS Changes

• (1) Transitional bilingual/early exit (cont)
• 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.

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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 students first language along with
  meaningful academic content taught through the
  students second language, English.

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PEIMS Changes

• (2) Transitional bilingual/late exit - (cont)
• The goal is to promote high levels of academic
  achievement and full academic language
  proficiency in the students 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 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.

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• 3) Dual language immersion/two-way - (cont)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.

PEIMS Changes
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• 3) Dual language immersion/two-way - (cont)
• 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.

PEIMS Changes
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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 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.

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PEIMS Changes

• (h) The English as a second language program
  shall be implemented through one of the following
  program models

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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.

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PEIMS Changes

• (1) English as a second language/content-based
  (cont)
• 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

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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.

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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.

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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.

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PEIMS Changes

• F M1 SM2 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.

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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/tac/chapter074/ch074a.html

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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.

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English Language Proficiency Standards
32
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.

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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  (Adobe Acrobat file, 124
  pages)
• http//www.tea.state.tx.us/textbooks/proclamations
  /proc2010/proc2010.pdf

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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.  

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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.

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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

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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.

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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

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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

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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.

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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.

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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/lessonbank.html

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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.

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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).

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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.

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Academic Listening Sample What Might a Beginning
Listener Understand?

• Good morning, class. Today we are going to study
  something brand new. Its difficult, so Im going
  to need everyones undivided attention. Open
  your books to page one hundred seventy-two. At
  the top of the page is the word net. Todays
  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? Thats the net of the cylinder.

Source TELPAS Training
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In Other Words

• Good morning Today Open your books to page
  one top page Todays book math two
  book rectangle two circles

Source TELPAS Training
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Academic Listening Sample What Might an
Intermediate Listener Understand?

• Good morning, class. Today we are going to
  study something brand new. Its difficult, so Im
  going to need everyones undivided attention.
  Open your books to page one hundred seventy-two.
  At the top of the page is the word net. Todays
  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? Thats the net of the cylinder.

Source TELPAS Training
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In Other Words
Good morning, class. Today we are going to
study Its difficult going to need everyones
Open your books to page one hundred top of
the page Todays lesson your book, in math
two cylinder book rectangle and two circles
cylinder.
Source TELPAS Training
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Academic Listening Sample What Might an Advanced
Listener Understand?

• Good morning, class. Today we are going to
  study something brand new. Its difficult, so Im
  going to need everyones undivided attention.
  Open your books to page one hundred seventy-two.
  At the top of the page is the word net. Todays
  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? Thats the net of the
  cylinder.

Source TELPAS Training
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In Other Words

• Good morning, class. Today we are going to
  study something new. Its difficult, so Im
  going to need everyones Open your books to
  page one hundred seventy-two. At the top of the
  page is the word Todays 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
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Academic Listening Sample What Might an Advanced
High Listener Understand?

• Good morning, class. Today we are going to
  study something brand new. Its difficult, so Im
  going to need everyones undivided attention.
  Open your books to page one hundred seventy-two.
  At the top of the page is the word net. Todays
  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? Thats the net of the
  cylinder.

Source TELPAS Training
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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

Listening
What are the implications for instruction?
Source adapted from Region 1 ESC
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Science7th 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. The student
  knows that natural events and human activity can
  alter Earth systems. The student is expected to
• (A)  Describe and predict the impact of
  different catastrophic events on Earth.

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Concept of Definition Map
(Swartz and Raphael, 1985)
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Beginning-Learning Strategies
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Intermediate-Learning Strategies

• A hurricane is a storm that can destroy cities
  along the coast.

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Advanced-Learning Strategies
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Advanced High-Learning Strategies
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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.

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Characterization ChartTable of Minerals, Bodily
Functions, and Food Sources
Mineral
Function in the Body
Food Source
Calcium
Iron
Potassium
Zinc
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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)
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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,______________
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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.
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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.
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Required Support for ELLs
Intensive and ongoing foundational
second language acquisition instruction to
ELLs in Grade 3 or higher who are at the
beginning or intermediate level of
English proficiency in listening, speaking,
reading, and/or writing as determined by
the states English language proficiency assessmen
t system.

• Intensive and ongoing foundational second
• language acquisition instruction to ELLs
• in Grade 3 or higher who are at the
• beginning or intermediate level of English
• proficiency in listening, speaking, reading,
• and/or writing as determined by the
• states English language proficiency
• assessment system.

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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
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Further Explanation
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Differentiated English Instruction
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Additional Considerations
Teachers need to be well versed in

• Proven methods and techniques in second language
  acquisition
• English literacyusing both phonetic and whole
  language approaches
• The writing processincluding techniques such as
  the Language Experience Approach
• Appropriate and alternative assessment for
  ELLsincluding assessing in the native language
  whenever possible

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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.

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Austin ISD Valedictorians and Salutatorians
Spring 2001-2008 that started as LEP Students
74
Dallas ISD Valedictorians and Salutatorians
2001-2008 that started as LEP Students
75
Houston ISD 2001-2008 Valedictorians that started
as LEP Students
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Houston ISD 2001-2008 Salutatorians that started
as LEP Students
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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

78
Meeting Needs of ELLs Through Assessment

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

79
Road Weve 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

80
Road Were 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

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The ELPS list the following

• Cross-curricular second language acquisition
  student expectations
• Proficiency level descriptors

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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
TELPAS
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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.

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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.

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TELPAS Reading for Grades 212

• 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

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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
  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.
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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 material 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

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Early Beginning Level

• Objective 1 Word Meaning and Language Structures

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Questions About Pictures

• Objective 2 Demonstrate Basic Understanding of
  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 Items
Grades 8-9 (Science)

• Grades 2 (Math)

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Content Area Cloze Item

• Grades 10-12
• (Math)

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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

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Content Area Cloze Selection

• Grades 6-7

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Content Area Cloze Items

• Grades 6-7

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Content Area Cloze Selection

• Grade 3

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Content Area Cloze Items

• Grade 3

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Math-Based Reading Selection

• Grades 4-5

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Example Items
1

• Grades 4-5

3
4
2
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Math-Based Reading Selection

• Grades 8-9

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Continued
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Continued...
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Example Items
1
2
3

• Grades 8-9

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ELA-Based Reading Selection(Excerpt)
Grades 10-12
Continues for 3 pages
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Example Items
1
2
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Science Writing Assignment from a TELPAS
Writing Collection
Grade 8
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Math Writing Assignment from a TELPAS Writing
Collection
Grade 5
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Grades 312 TELPAS Results Students at Each
Proficiency Level

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

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Domain Weights of Composite Ratings

• 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.

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Grades 312 Composite TELPAS Proficiency
Ratings Students at Each Proficiency Level
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TAKS Results(Selected Math Grades)
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Spring 2008 Grade 5 TAKS MathPrimary SSI
Administration, Percent Passing
No. Numbers tested
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Spring 2008 Grade 8 TAKS MathPrimary SSI
Administration, Percent Passing
No. Numbers tested
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Spring 2007 and 2008 Grade 10 TAKS MathPrimary
SSI Administration, Percent Passing
No. Numbers tested
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LAT TAKS Math, Science, ReadingGrades 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.

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Allowable LAT Accommodations for TAKS Math and
ScienceGrades 38 and 10
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Allowable LAT Accommodations for TAKS
Reading/ELAGrades 38 and 10
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LAT Spring 2008 Reading, Math, and Science
Percent Passing
ELA for grade 10
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The Road Traveled
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Then and NowGrade 4 Writing of ELLs
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Then and NowEnglish Reading ProficiencyPercent
Receiving Proficiency Level Rating of Beginning
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Then and NowTAKS Reading Percent of ELLs
Passing
Primary SSI Administrations Panel Recommended
Standards
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Then and NowLAT Math Percent Passing
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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
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TEA ELL Information

• Curriculum Division-Bilingual/ESL Unit
• Go to http//www.tea.state.tx.us/curriculum/bili
  ng/
• Phone [phone]
• Student Assessment Division ELL Testing
• Go to www.tea.state.tx.us/student.assessment
• and click on ELL Assessment Information
• E-mail ELL.tests_at_tea.state.tx.us