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

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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.

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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

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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

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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?

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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

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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

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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

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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

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Thank you and have a nice day!