Title: BilingualESL Directors Meeting
1Bilingual/ESL Directors Meeting
2Meeting 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
3Agenda
- 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
4Questions from November Meeting
5ARD/LPAC Guidelines
6ARD/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
7ARD/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!
8ELPS
9Statutory 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
10ELPS English Language Proficiency Standards
- Introduction
- School District Responsibilities
- Cross Curricular Second Language Acquisition
Essential Knowledge and Skills - Proficiency Level Descriptors
11E.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.
12E.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.
13E.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.
14E.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.
15E.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.
16Connection 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
17E.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
18E.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
19E.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).
20ELPS 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.
21ELPS 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)
22ELPS 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
23ELPS 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)
24ELPS (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
25Please 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?
26Implications 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
27Assessment Updates
28TELPAS 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.
29TELPAS 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
30TELPAS 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
31TELPAS 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
32TELPAS Reading
33TELPAS 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)
34Accommodations
- 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).
35Administration 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.
36Testing 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.
37Student Information
- All LEP students must have a paper answer
document or scorable booklet (gr 2-3) submitted,
even those testing online.
38Student 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.
39Student 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!
40Student 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.
41Student 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.
42Score Codes
- Indicate score codes for all students on the
paper answer documents and scorable booklets.
43Score 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.
44Score 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.
45Absent 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.
46Reminder
- 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).
47General LAT Procedures for 2008
- Example Items and Student Scenarios for LAT TAKS
2008 - Example Items and Student Scenarios for LAT
Administrations of TAKS-M
48Joe Gonzalez, ELLEP Data Base
49Region 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
50Coming 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
51For 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
52Summer 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
53ESL 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
54Thank you and have a nice day!