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BilingualESL Directors Meeting

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Title: BilingualESL Directors Meeting


1
Bilingual/ESL Directors Meeting
  • February 14, 2008

2
Meeting Protocols
  • Adhere to agenda
  • Suspend side conversations during presentations
  • Break
  • Questions answered at end of presentation and
    announcements
  • Table Talk
  • Tools Agenda, Post-it notes, Parking Lot

3
Agenda
  • Questions from November meeting
  • ARD/LPAC Guidelines
  • ELPS
  • Assessment Updates
  • TELPAS Reading
  • LAT TAKS
  • LAT TAKS-M
  • ELLEP Presentation
  • Joe Gonzalez
  • Upcoming workshops/institutes/conferences

4
Questions from November Meeting
5
ARD/LPAC Guidelines
6
ARD/LPAC Collaboration
  • Materials shared at February 6 TETN
  • LPAC Sped Exit Flowchart
  • Exiting LPAC/SPED students (Scenarios)
  • ARD/LPAC Collaboration guidance document
  • ARD/LPAC Collaboration What and How

7
ARD/LPAC Collaboration
  • If you have any questions/comments about
    information distributed in these documents,
    please email Janet Okeeffe at Janet.Okeeffe_at_esc13.
    txed.net
  • Thank you!

8
ELPS
9
Statutory Requirement
  • Newly approved
  • 19 Texas Administrative Code 74.4
  • Chapter 74. Curriculum Requirements
  • Subchapter A. Required Curriculum
  • 74.4 English Language Proficiency Standards
  • Approved November 16, 2007

10
ELPS English Language Proficiency Standards
  • Introduction
  • School District Responsibilities
  • Cross Curricular Second Language Acquisition
    Essential Knowledge and Skills
  • Proficiency Level Descriptors

11
E.L.P.S. 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.

12
E.L.P.S. Introduction
  • (2) In order for ELLs to be successful, they
    must acquire both social and academic language
    proficiency in English. Social language
    proficiency in English consists of the English
    needed for daily social interactions. Academic
    language proficiency consists of the English
    needed to think critically, understand and learn
    new concepts, process complex academic material,
    and interact and communicate in English academic
    settings.

13
E.L.P.S. Introduction
  • (3) Classroom instruction that effectively
    integrates second language acquisition with
    quality content area instruction ensures that
    ELLs acquire social and academic language
    proficiency in English, learn the knowledge and
    skills in the TEKS, and reach their full academic
    potential.

14
E.L.P.S. Introduction
  • (4) Effective instruction in second language
    acquisition involves giving ELLs opportunities to
    listen, speak, read, and write at their current
    levels of English development while gradually
    increasing the linguistic complexity of the
    English they read and hear, and are expected to
    speak and write.

15
E.L.P.S. Introduction
  • The cross-curricular second language acquisition
    skills in subsection (c) of this section apply to
    ELLs in Kindergarten-Grade 12.
  • (6) The English language proficiency levels of
    beginning, intermediate, advanced, and advanced
    high are not grade-specific. ELLs may exhibit
    different proficiency levels within the language
    domains of listening, speaking, reading, and
    writing. The proficiency level descriptors
    outlined in subsection (d) of this section show
    the progression of second language acquisition
    from one proficiency level to the next and serve
    as a road map to help content area teachers
    instruct ELLs commensurate with students'
    linguistic needs.

16
Connection to TELPAS
  • The newly adopted English language proficiency
    standards are closely aligned with the Texas
    English language proficiency assessments
    (TELPAS).
  • Together, the standards and assessments promote
    the English acquisition that ELLs need to succeed
    academically.
  • Effective implementation of the ELP standards
    should support not only better English
    acquisition but better academic achievement,
    which should be evident in state assessment
    results.
  • Source TEA Assessment Division

17
E.L.P.S. School district responsibilities.
  • (b) 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

18
E.L.P.S. School district responsibilities
  • (2) 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
  • (3) provide content-based instruction including
    the cross-curricular second language acquisition
    essential knowledge and skills in subsection (c)
    of this section in a manner that is
    linguistically accommodated to help the student
    acquire English language proficiency and

19
E.L.P.S. School district responsibilities
  • (4) provide 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 language
    proficiency in listening, speaking, reading,
    and/or writing as determined by the state's
    English language proficiency assessment system.
    These ELLs require focused, targeted, and
    systematic second language acquisition
    instruction to provide them with the foundation
    of English language vocabulary, grammar, syntax,
    and English mechanics necessary to support
    content-based instruction and accelerated
    learning of English (communicated sheltered
    instruction).

20
ELPS Cross-curricular Essential Knowledge and
Skills
  • (c) Cross-curricular second language acquisition
    essential knowledge and skills.
  • (1) Cross-curricular second language
    acquisition/learning strategies. The ELL uses
    language learning strategies to develop an
    awareness of his or her own learning processes in
    all content areas. In order for the ELL to meet
    grade-level learning expectations across the
    foundation and enrichment curriculum, all
    instruction delivered in English must be
    linguistically accommodated (communicated,
    sequenced, and scaffolded) commensurate with the
    student's level of English language proficiency.

21
ELPS Cross-curricular Essential Knowledge and
Skills
  • The student is expected to
  • (A) use prior knowledge and experiences to
    understand meanings in English
  • (B) monitor oral and written language production
    and employ self-corrective techniques or other
    resources
  • (C) use strategic learning techniques such as
    concept mapping, drawing, memorizing, comparing,
    contrasting, and reviewing to acquire basic and
    grade-level vocabulary
  • (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)

22
ELPS Cross-curricular Essential Knowledge and
Skills
  • (E) internalize new basic and academic language
    by using and reusing it in meaningful ways in
    speaking and writing activities that build
    concept and language attainment
  • (F) use accessible language and learn new and
    essential language in the process
  • (G) demonstrate an increasing ability to
    distinguish between formal and informal English
    and an increasing knowledge of when to use each
    one commensurate with grade-level learning
    expectations and
  • (H) develop and expand repertoire of learning
    strategies such as reasoning inductively or
    deductively, looking for patterns in language,
    and analyzing sayings and expressions
    commensurate with grade-level learning
    expectations.
  • Total student expectations 8

23
ELPS Cross-curricular Language Domains
  • Cross-curricular second language
    acquisition/listening. (9 SE)
  • Cross-curricular second language
    acquisition/speaking. (10 SE)
  • Cross-curricular second language
    acquisition/reading. (11 SE)
  • Cross-curricular second language
    acquisition/writing. (7 SE)

24
ELPS (d) Proficiency level descriptors
  • Kindergarten-Grade 12. ELLs
  • may be at the
  • beginning
  • intermediate
  • advanced, or
  • advanced high
  • stage of English language acquisition in
  • Listening
  • Speaking
  • Reading
  • Writing

25
Please review at your tables
  • Lets consider
  • The big idea behind the ELPS
  • How to distribute this information to districts
  • How teachers will use ELPS in their instructional
    planning and delivery
  • What do we need to do to support them?
  • How will this impact student achievement?

26
Implications for Instruction
  • Student Achievement
  • Staff Development
  • Content Area Teachers
  • Enrichment Area Teachers
  • All Instructional Staff
  • Sheltered Instruction
  • Second Language Acquisition
  • Social/Academic Language Samples
  • Time for Lesson Planning

27
Assessment Updates
28
TELPAS Training
  • Region XIII TELPAS Trainings are full
  • Qualification window is from February 11 to March
    14.
  • May take the Level 1 online training course
    online and then qualify.

29
TELPAS Training
  • Have the teacher access www.texasassessment.com/te
    lpasonlinetraining
  • Click on self-register
  • Enter the site code telpas0809
  • Complete registration information
  • Teacher will receive a user id and password
  • Enter the website and click on TELPAS online
    training courses
  • Scroll down and find Level one grades 2-12
  • Complete all components of the course
  • Check training history to make sure she can
    access her certificate after completing all
    components
  • Print certificate
  • After Feb. 11 through Mar. 14 go back into the
    same website
  • Complete the online qualification component

30
TELPAS Rater Training K-1
  • Newly identified raters in grades K-1 who have
    not been previously trained will complete the
    Level 1 Online Training Course. This is a
    half-day, combination face-to-face and online
    training.
  • Previously trained raters will independently
    complete the Level 2 TELPAS Rater Online
    Refresher Course for K-1.
  • Available February 11March 14

31
TELPAS Rater Training K-1
  • Next Level 1 TELPAS Rater Online Training Course
    for K-1
  • Thursday, March 6
  • 900 to 1200
  • SP0812390
  • For more information contact
  • Adela Mancias
  • adela.mancias_at_esc13.txed.net
  • 512 919-5480

32
TELPAS Reading
33
TELPAS Reading Overview
  • New TELPAS reading assessment for grades 2-12
    provided both on paper and online for this year
  • Students take EITHER paper or online-no separate
    field test
  • Districts registered students by grade within a
    campus
  • Single test administrator (TA) manual for both
    modes of administration
  • Test administrators must be trained on TELPAS
    reading TA manual and information from 2008
    General Guide to Online Testing (see pgs 20-24
    for TELPAS-specific information)

34
Accommodations
  • In grades designated for online testing, students
    who need a large-print version should be
    administered the paper test.
  • Students with any other accommodations that
    cannot be provided in an online environment
    should test on paper.
  • Accommodations available for TAKS reading are
    also available for TELPAS reading, EXCEPT the
    dyslexia bundle and braille tests (see the
    accommodations manual or TELPAS reading TA manual
    for this list).

35
Administration Materials
  • The TELPAS reading TA manual is available online
    through the Student Assessment Division website.
    Click on the ELL Assessment Information link on
    the left side. This manual will arrive in
    districts the week of February 19.
  • The 2008 General Guide to Online Testing is
    available on the Test Administration Manuals page
    of the TEA website. It is also posted to the
    eMeasurement site. This manual should be in
    districts now.

36
Testing Materials
  • Districts will receive scorable booklets for all
    grades 2 and 3 students and answer documents for
    all grades 4-12 students.
  • Test booklets for grades registered to test
    online will not be shipped.
  • Districts will receive some overage for grades
    being tested online to address any special
    situations. No campus overage will be sent.
  • Additional materials may be ordered if the
    district overage is not enough to address any
    special circumstances.

37
Student Information
  • All LEP students must have a paper answer
    document or scorable booklet (gr 2-3) submitted,
    even those testing online.

38
Student Information
  • Paper answer documents and scorable booklets are
    needed to record TELPAS holistic ratings and to
    collect information such as rater information and
    years in U.S schools data. These fields must be
    filled in on the paper document. There is no
    method to report this information online this
    year.

39
Student Information
  • As always, precoded information must be verified,
    and information that is not precoded must be
    completed.
  • This step must be completed even for students who
    will test online!

40
Student Information
  • During the verification of precoded student
    information, if it is necessary to make a
    correction to the students name, PEIMS ID
    number, or date of birth, the change must be made
    both on the paper document and in the online
    system.
  • Changes to other precoded information do not need
    to be corrected in the online system. The
    information on the paper document will override.
    Do make the correction on the paper document.

41
Student Matching
  • It is critical for a students name, PEIMS ID
    number, and date of birth to match on paper and
    in the online system (for students testing
    online) in order to merge the holistic ratings
    and years in U.S. schools with the TELPAS reading
    score for reporting and accountability purposes.

42
Score Codes
  • Indicate score codes for all students on the
    paper answer documents and scorable booklets.

43
Score Codes, Grades 2-12
  • A score code must be completed in each of the 4
    columns - L, S, R, W.
  • The holistic rater will complete the score code
    for listening (L), speaking (S), and writing (W).
  • The reading test administrator will complete the
    score code for reading (R).
  • S is the appropriate score code for students
    who test on paper.
  • is the appropriate score code for students
    who test online. Do not mark S for online
    administrations.

44
Score Codes, Grades 2-12
  • Do not mark O on the paper document for an
    online administration. If a situation arises
    during an online administration that warrants a
    score code of Other, fill in the score code
    and select Other in the online testing system
    on the Student Test Details page.

45
Absent Students
  • Every effort should be made to test all eligible
    students. If a student is absent on the date of
    the originally scheduled administration, that
    student should be moved to another test session.

46
Reminder
  • It is still planned to administer TELPAS reading
    exclusively online in 2009 (except to students
    for whom an online administration is not
    appropriate because of an accommodation or in the
    case of rare extenuating circumstances).

47
General LAT Procedures for 2008
  • Example Items and Student Scenarios for LAT TAKS
    2008
  • Example Items and Student Scenarios for LAT
    Administrations of TAKS-M

48
Joe Gonzalez, ELLEP Data Base
49
Region XIII Professional Development Offerings
  • Sheltered Instruction for Administrators
  • John Seidlitz, SIOP trainer
  • August 14, 2008
  • SU0810731
  • Sheltered Instruction Institute
  • John Seidlitz, SIOP Trainer
  • August 11-14, 2008
  • SU0810696

50
Coming soon..
  • On Your Marker! Get Settled! Write!
  • Workshop on
  • Inspiring young writers to want to write
  • Creating opportunities to write
  • Teaching content through writingwhile having fun
  • For bilingual and ESL classes
  • Thursday, February 21
  • SP0811472

51
For Pre-K and K..
  • The First Step to Building a Reader
  • Language Development for Pre-K and Kinder
  • Learn fun, practical strategies to foster student
    language success
  • Consider how thematic teaching and center-based
    learning can expand vocabularies
  • Explore games, songs and activities to teach
    everyday words
  • For bilingual and ESL teachers
  • Thursday, March 27
  • SP0811473

52
Summer Learning Helping to Close the
Achievement Gap
  • Keep your students thinking and learning
    throughout the summer
  • Getting parents involved
  • Reading and writing projects the whole family
    will enjoy
  • Games and activities that teach
  • Loads of resources to use and share with your
    students
  • Thursday, April 17
  • SP0811474

53
ESL AcademiesSummer 2008
  • June 25 SU0810480 ESC Region XIII
  • June 912 SU0811924 Lake Travis
  • June 1619 SU0811925 ESC Region XIII
  • July 2831 SU0810489 ESC Region XIII

54
Thank you and have a nice day!
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