2018-2019 Making the ELPS-TELPAS Connection Grades K-12 Overview
2018-2019 Making the ELPS-TELPAS Connection Grades K12 Overview Introduction 2 3 Session Objectives 1. To show the close connection between the Texas English Language Proficiency Standards (ELPS) and
the Texas English Language Proficiency Assessment System (TELPAS) 2. To reinforce the benefits of using the ELPS to teach and assess English learners (ELs) effectively throughout the school year 3. To lay the foundation for the spring training of new TELPAS raters 3 Definitions What are the ELPS?
Federally required instructional standards designed to ensure that ELs are taught the academic English they need for school purposes What is TELPAS? A federally required assessment program designed to measure the annual progress that ELs make in learning the English language What are TELPAS raters? Teachers trained to assess ELs for TELPAS
4 Nuts and Bolts The ELPS are used in foundation and enrichment instruction of K12 ELs. TELPAS assesses K12 ELs. The ELPS and TELPAS encompass 4 language domains
Beginning Intermediate Advanced Advanced High 5 Who Takes TELPAS?
All ELs in grades K12, including those whose parents decline bilingual/ESL program services, are assessed annually. In extremely rare cases, an EL served by special education may not be required to: participate in one or more TELPAS language domains by the ARD committee in conjunction with the LPAC, or may be eligible to participate in TELPAS Alternate. 6 TELPAS provides proficiency level ratings
for each language domain, plus an overall composite rating. 7 Assessment Approaches TELPAS uses an online multiple-choice test to assess 2-12 listening, speaking, and reading TELPAS uses a holistic rating process and classroom performance to assess 212 writing
K1 listening, speaking, reading, and writing 8 TELPAS Results TELPAS results are used to set learning goals for ELs keep parents and students aware of annual progress in learning English inform instructional planning and bilingual/ESL program exit decisions
report performance to the public evaluate programs, resources, and staffing patterns evaluate districts and campuses in federal and state accountability and monitoring indicators 9 Brief ELPS Overview 10 English Language Proficiency
Standards Were approved by State Board of Education in 20072008 Are part of Texas Essential Knowledge and Skills (TEKS) state-required curriculum Include instruction school districts must provide to give ELs full opportunity to learn English and succeed academically Require content area teachers to teach content area TEKS and help ELs become English proficient Are an integral part of instruction in each TEKS foundation and enrichment subject
Available on TEAs Curriculum website 11 ELPS Components a) Introduction Integrate second language instruction with content area instruction to make content comprehensible build academic language proficiency
b) District Responsibilities Linguistically adjust instruction based on student proficiency levels Implement strategic interventions for beginning and intermediate students in grade 3 and up c) Student Expectations for Second Language Acquisition Learning Strategies
Listening Speaking Reading Writing d) Proficiency Level Descriptor for each Language Domain Beginning Intermediate Advanced
Advanced High 12 Example Student Expectation (SE) and Proficiency Level Descriptor (PLD) What to learn SE Writing SE (G) Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired Stage of acquisition PLD Advanced writing (C)(IV) Narrations, explanations, and
descriptions developed in some detail with emerging clarity; quality or quantity declines when abstract ideas are expressed, academic demands are high, or lowfrequency vocabulary is required 13 ELPS-TELPAS Connection 14 TELPAS measures the ELPS.
The two are integrally aligned. 15 Measuring the ELPS TELPAS assesses the abilities outlined in the ELPS student expectations (SEs) and reports performance in alignment with the ELPS proficiency level descriptors (PLDs).
16 PLDs and Instruction Teachers should use the PLDs throughout the school year as formative assessment rubrics to stay attuned to the English language proficiency levels of their students monitor progress linguistically tailor (accommodate) content area instruction and integrate second language instruction
according to the proficiency level needs of their ELs as the students learn more English 17 PLDs and Statewide Assessment For the TELPAS holistically rated domains, trained raters officially determine the English language proficiency levels of ELs in the spring. ELs should be making steady progress all year. TELPAS is a summative assessment that documents the proficiency levels of ELs as a statewide spring
assessment. 18 Summative TELPAS Assessment TELPAS answers the following question: How well is the student currently able to understand and use English during grade-level instruction? 19
Benefit of TELPAS Rater Training on Formative Classroom Assessment Teachers trained as TELPAS raters internalize the PLDs so that they are able to naturally and automatically assess their students English language proficiency levels during ongoing classroom instruction. 20 Benefit of Using PLDs in Instruction
Teachers learn to make effective linguistic accommodations in class, which supports learning of academic subject matter (TEKS content area student expectations) learning of English language (ELPS student expectations)
21 Reviewing the ELPS-TELPAS Connection Teachers use the SEs and PLDs from the ELPS for formative assessment all year. TELPAS raters are trained in depth to learn to use the PLDs for the official purposes of statewide assessment. In-depth TELPAS rater training makes ongoing, formative use of the PLDs easy and serves the purpose of statewide assessment.
22 A Word About Grades 212 Listening, Speaking and Reading Even though a multiple-choice test is used to assess listening, speaking, and reading in grades 212, teachers use the ELPS student expectations and PLDs for listening, speaking, and reading in instruction just as they do for the domain.
23 Assessment Information for Administrators and Teachers To prepare for new school year: Use TELPAS results to evaluate whether students have been making steady progress in learning English. TELPAS confidential campus rosters include 2 years of test scores how long student has been in U.S. schools LPAC meetings during school year:
Use previous springs TELPAS results and current years formative assessment results to gauge progress in English proficiency, plan for instructional interventions as needed, and inform spring decisions about students participation in state-required assessments. 24 Basics of TELPAS Holistic Rating Process Grades K1 Assessment Approach: Listening, Speaking, Reading,
Writing Teachers determine English proficiency levels by observing students in class. They watch how their ELs interact informally with them and other students understand and use English when receiving academic instruction and completing class work
during cooperative learning activities 26 Grades 212 Assessment Approach: Writing TELPAS raters assemble a collection of each students writing from a variety of content areas and use the collection as the basis for evaluating the students English language proficiency in writing. Note that for ongoing formative assessment in grades 212, teachers use
classroom observations and interactions in addition to student writing samples to monitor and promote growth in English language writing proficiency. At the time of TELPAS, student writing collections are the sole basis for the assessment of English language writing proficiency. Information from classroom observations and interactions is not used. 27 Things to Know About TELPAS Rater Training and Administration Procedures
TELPAS Rater Training It is recommended that districts and campuses determine in the fall who their TELPAS raters will be in the spring. A training flowchart is provided on the next slide. 29 Grades K12 Holistic Rating Training Flowchart
30 Rater Credentials Each teacher selected to rate an EL must 1) have the student in class 2) be knowledgeable about the students ability to use English in instructional and informal settings 3) hold valid education credentials such as a teacher certificate or permit 4) be appropriately trained, as required by TEA
31 TELPAS Rater Responsibilities A students TELPAS rater is the teacher designated by the district as the official rater of the students English language proficiency. The students rater must rate the student in all domains for which the student is eligible. It is not permitted for a student to have one rater for some domains and another rater for other domains.
32 Collaboration with Others In determining the proficiency ratings of their assigned students, raters are highly encouraged to collaborate with other teachers and school personnel who have knowledge of the students English proficiency. 33 District Validity and Reliability
Procedures Districts are required to implement procedures that ensure validity and reliability of the holistic rating process. Procedures may vary by campus, at districts discretion. For one year from the date of testing, campuses maintain documentation of procedures followed. 34
TELPAS Audits The Texas Education Agency conducts periodic audits of the TELPAS holistic assessment process. The goals of the audits are to examine whether the ratings of teachers reflect appropriate and consistent application of the PLD rubrics
school district personnel follow training and test administration procedures 35 Essentials of Second Language Acquisition Understanding Language Proficiency in Social and Academic Settings BICS: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency 37 The Argument for Academic English Language Proficiency 38 Building English Language Proficiency: A Cumulative Process
39 Linguistic Domains 1.Listening: the ability to understand spoken language, comprehend and extract information, and follow social and instructional discourse through which information is provided 2.Speaking: the ability to use spoken language appropriately and effectively in learning activities and social interactions 3.Reading: the ability to comprehend and interpret written
text at the grade-appropriate level 4.Writing: the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments Adapted from Alief ISD Language Proficiency Profile 40 Teaching Language Through Content Area Instruction 41
Summing Up Summing Up Ways ELPS and TELPAS Reinforce Quality Instruction ELs use and practice their developing language. Teachers collaborate about the needs of ELs. Teachers use common vocabulary with one another and parents in describing language levels and needs of ELs, and
setting goals for progress. 43 Summing Up Ways ELPS and TELPAS Reinforce Quality Instruction Teachers understand the stages of learning English and how to get students from one proficiency level to the next. Teachers learn to linguistically accommodate
(communicate, sequence, and scaffold) instruction according to English language proficiency levels of ELs. ELs learn academic content more readily when they understand the language of their instruction. 44 Bottom Line Effective implementation of ELPS and TELPAS assessment approach throughout the school year helps ELs learn English more quickly grasp academic concepts and skills more readily
45 Disclaimer These slides have been prepared by the Student Assessment Division of the Texas Education Agency. You are welcome to use them for local training. If any of the slides are changed for local use, please remove any TEA logos, headers, or footers. (You may need to edit the Master slide.)
3) Often only a single dose is generally needed to induce long-lasting immunity Immune Responses 4) Can be spread from an immunized individual to non-immunized people, inadvertently immunizing the contacts
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