Tex TESOL Onward and Upward Meeting Needs of

Tex. TESOL Onward and Upward: Meeting Needs of ELLs Through Instruction and Assessment Texas Education Agency November 7, 2008 1

Bilingual/ESL Program Updates Slides 3 -28 Instruction Slides 29 -77 Assessment Slides 78 -136 2

Meeting Needs of ELLs Through Instruction Georgina González, Director Susie Coultress, Assistant Director Bilingual/ESL Unit Curriculum Division Texas Education Agency 3

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 PEIMS Fall 2007 – 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 4

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 5

LEP Student Success Initiative (LEP SSI) Program Appropriations • The 78 th Texas Legislature 2004 -05 Biennium - $10 million each year • The 79 th Texas Legislature 2006 -07 Biennium - $10 million each year • The 80 th Texas Legislature 2008 -09 Biennium - $9. 7 million each year 6

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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. esc 13. net/pasa. • If you are interested in receiving funding for teachers to attend the PASA conference, contact your regional education service center 10 Bilingual/ESL representative.

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. 11

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/P KG_Final_090908. pdf 12

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 13

PEIMS Changes • (d) The bilingual education program shall be implemented through one of the following program models: 14

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 student’s 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. 15

PEIMS Changes • (1) Transitional bilingual/early exit (con’t)– • 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. 16

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 student’s first language along with meaningful academic content taught through the student’s second language, English. 17

PEIMS Changes • (2) Transitional bilingual/late exit: - (con’t) The goal is to promote high levels of academic achievement and full academic language proficiency in the student’s 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. 18

PEIMS Changes • 3) Dual language immersion/two-way: - (con’t) 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 Englishonly 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. 19

PEIMS Changes • 3) Dual language immersion/two-way: - (con’t) 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. 20

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. 21

PEIMS Changes • (h) The English as a second language program shall be implemented through one of the following program models: 22

PEIMS Changes • (1) English as a second language/contentbased: Is an English program that serves students identified as students of limited English proficiency in English only by providing a fulltime teacher certified under TEC § 29. 061(c) to provide supplementary instruction for all content area instruction; it integrates English-as-asecond-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. 23

PEIMS Changes • (1) English as a second language/contentbased: (con’t) 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; 24

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. 25

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. 26

PEIMS Changes • F= M 1 = 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. 27

PEIMS Changes • F= M 1 & S=M 2 =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. 28

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/t ac/chapter 074/ch 074 a. html 29

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. 30

English Language Proficiency Standards 31

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. 32

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/proclamatio ns/proc 2010. pdf 33

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. 34

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. 35

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 36

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. 37

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; 38

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 39

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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. 41

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. 42

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/lessonb ank. html 43

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. 44

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). 45

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 Pre. K-8 to be in schools for the fall of 2011. • Dates and other information pertinent to these professional development activities will be forthcoming. 46

Academic Listening Sample What Might a Beginning Listener Understand? • Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventytwo. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a twodimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Source: TELPAS Training 47

In Other Words Good morning … Today … Open your books to page one … top … page … Today’s … book … math … two … book … rectangle … two circles… Source: TELPAS Training 48

Academic Listening Sample What Might an Intermediate Listener Understand? Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventytwo. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a twodimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Source: TELPAS Training 49

In Other Words Good morning, class. Today we are going to study … It’s difficult … going to need everyone’s … Open your books to page one hundred … top of the page … Today’s lesson … your book, in math … two … cylinder … book … rectangle and two circles … cylinder. Source: TELPAS Training 50

Academic Listening Sample What Might an Advanced Listener Understand? Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net. ” Today’s 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? That’s the net of the cylinder. Source: TELPAS Training 51

In Other Words Good morning, class. Today we are going to study something … new. It’s difficult, so I’m going to need everyone’s … Open your books to page one hundred seventy-two. At the top of the page is the word … Today’s 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 52

Academic Listening Sample What Might an Advanced High Listener Understand? Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventytwo. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a twodimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Source: TELPAS Training 53

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 What are the implications for instruction? Source adapted from Region 1 ESC 54

Science— 7 th 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. 55

Concept of Definition Map (Swartz and Raphael, 1985) 56

Beginning-Learning Strategies 57

Intermediate-Learning Strategies A hurricane is a storm that can destroy cities along the coast. 58

Advanced-Learning Strategies 59

Advanced High-Learning Strategies 60

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. 61

Characterization Chart Table of Minerals, Bodily Functions, and Food Sources Mineral Function in the Body Food Source Calcium Iron Potassium Zinc 62

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) 63

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, _______ 64

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. 65

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. 66

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 state’s English language proficiency assessment system. 67

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 68

Further Explanation 69

Differentiated English Instruction 70

Additional Considerations Teachers need to be well versed in: • Proven methods and techniques in second language acquisition • English literacy—using both phonetic and whole language approaches • The writing process—including techniques such as the Language Experience Approach • Appropriate and alternative assessment for ELLs— including assessing in the native language whenever possible 71

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. 72

Austin ISD Valedictorians and Salutatorians Spring 2001 -2008 that started as LEP Students 73

Dallas ISD Valedictorians and Salutatorians 2001 -2008 that started as LEP Students 74

Houston ISD 2001 -2008 Valedictorians that started as LEP Students 75

Houston ISD 2001 -2008 Salutatorians that started as LEP Students 76

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 77

Meeting Needs of ELLs Through Assessment Laura Ayala ELL Assessment Director Student Assessment Division Texas Education Agency 78

Road We’ve Traveled n n n 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 79

Road We’re On n n 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 80

The ELPS list the following: n Cross-curricular second language acquisition student expectations n Proficiency level descriptors 81

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 82

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 83

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 84

TELPAS 85

TELPAS Alignment to ELPS TELPAS listening, speaking, reading, and writing assessments measure (align with) ELPS crosscurricular student expectations. This presentation will show examples of the way TELPAS measures reading and writing ELPS. 86

Aligned Proficiency Level Descriptors n n 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. 87

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TELPAS Reading for Grades 2– 12 n n n 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 94

TELPAS Reading Information Booklet n n 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 95

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. 96

Types of Reading Selections n n 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 97

Types of Test Items n n n Stand-alone items not related to a reading selection Questions over a reading selection Cloze items within a content area reading selection 98

Early Beginning Level Objective 1 – Word Meaning and Language Structures 99

Questions About Pictures 100 Objective 2 – Demonstrate Basic Understanding of Text

New TELPAS Reading Item Type n n n Content Area Cloze Stand-Alone – a standalone 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 101

Content Area Cloze Items Grades 2 (Math) Grades 8 -9 (Science) 102

Content Area Cloze Item Grades 10 -12 (Math) 103

New Types of Reading Selections n n 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 104

Grades 6 -7 Content Area Cloze Selection 105

Content Area Cloze Items Grades 6 -7 106

Grade 3 Content Area Cloze Selection 107

Content Area Cloze Items Grade 3108

Math. Based Reading Selection Grades 4 -5 109

Example Items 1 Grades 4 -5 3 4 2 110

Math. Based Reading Selection Grades 8 -9 111

Continued… 112

Continued. . . 113

Example Items 1 2 3 Grades 8 -9 114

ELABased Reading Selection (Excerpt) Grades 10 -12 Continues for 3 pages 115

Example Items 1 2 116

Science Writing Assignment from a TELPAS Writing Collection 117

Math Writing Assignment from a TELPAS Writing Collection 118

Grades 3– 12 TELPAS Results: % Students at Each Proficiency Level Listening Speaking Reading Writing B I A H H 08 7 20 35 10 24 35 9 17 27 12 32 34 48 38 32 23 06 - 8 24 37 12 27 36 9 13 36 15 36 33 07 - B = Beginning 07 30 I = Intermediate 0510 27 37 A = Advanced High 06 25 25 42 17 15 30 35 11 15 38 18 39 30 21 36 13 119

Domain Weights of Composite Ratings Listening Speaking Reading 5% 5% 75% Writing 15% 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 20052006 but may change in the future. 120

Grades 3– 12 Composite TELPAS Proficiency Ratings: % Students at Each Proficiency Level B I A H 07 -08 8 17 30 45 06 -07 8 14 39 39 05 -06 11 16 41 121

TAKS Results (Selected Math Grades) 122

Spring 2008 Grade 5 TAKS Math Primary SSI Administration, Percent Passing 2008 Students No. % All – Eng 322, 315 83 Monitored 1 – Eng 11, 593 89 Monitored 2 – Eng 20, 385 90 Current LEP – Eng 38, 411 68 All – Spn 5, 233 48 No. = Numbers tested 123

Spring 2008 Grade 8 TAKS Math Primary SSI Administration, Percent Passing 2008 Students No. % All – Eng 309, 854 75 Monitored 1 – Eng 3, 436 71 Monitored 2 – Eng 7, 456 71 Current LEP – Eng 18, 085 41 No. = Numbers tested 124

Spring 2007 and 2008 Grade 10 TAKS Math Primary SSI Administration, Percent Passing 2008 Students No. % All – Eng 293, 041 63 Monitored 1 – Eng 1, 986 47 Monitored 2 – Eng 2, 527 52 Current LEP – Eng 14, 698 26 No. = Numbers tested 125

LAT TAKS Math, Science, Reading Grades 3 -8 and 10 126

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. 127

Allowable LAT Accommodations for TAKS Math and Science Grades 3– 8 and 10 Indirect Linguistic Support n n Clarification / Translation of Test Directions Breaks at Request of Student Direct Linguistic Support n n n Linguistic Simplification Oral Translation Reading Assistance Bilingual Dictionary Bilingual Glossary English and Spanish TAKS Side by Side (Grades 3– 6) 128

Allowable LAT Accommodations for TAKS Reading/ELA Grades 3– 8 and 10 Indirect Linguistic Support n n n Clarification / Translation of Test Directions Breaks at Request of Student Testing Over 2 Days Direct Linguistic Support n n n Bilingual Dictionary English Dictionary Reading Aloud – Word or Phrase Reading Aloud – Entire Test Item Oral Translation – Word or Phrase Clarification – Word or Phrase 129

LAT Spring 2008 Reading, Math, and Science Percent Passing R* M S 3 4 5 6 7 8 10 Eng 48 26 20 22 12 15 16 Spn 64 45 41 49 -- -- -- Eng 44 40 34 25 21 17 18 Spn 37 31 19 24 -- -- -- Eng -- -- 22 -- -- 7 10 Spn -- -- 17 -- -- *ELA for grade 10 130

The Road Traveled 131

Then and Now: Grade 4 Writing of ELLs Percent Passing ELLs Tested in English ELLs Tested in Spanish 1998 TAAS 2008 TAKS 71 86 62 90 132

Then and Now: English Reading Proficiency Percent Receiving Proficiency Level Rating of Beginning Grade RPTE 2001 TELPAS Reading 2008 Grade 3 25 12 Grade 10 21 7 133

Then and Now: TAKS Reading Percent of ELLs Passing Grade Spring 2003 Spring 2008 Grade 5 Eng 32 56 Grade 5 Spn 51 72 Grade 8 25 58 Primary SSI Administrations Panel Recommended Standards 134

Then and Now: LAT Math Percent Passing Grade Spring 2005 Spring 2008 Grade 3 Eng 37 44 Grade 3 Spn 27 37 Grade 10 8 18 135

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 136

TEA ELL Information Curriculum Division-Bilingual/ESL Unit: Go to http: //www. tea. state. tx. us/curriculum/biling/ Phone: (512) 463 -9581 Student Assessment Division – ELL Testing: Go to www. tea. state. tx. us/student. assessment and click on ELL Assessment Information E-mail: ELL. tests@tea. state. tx. us 137