NABE 2009


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  • The Five ELPS Strands: learning strategies, listening, speaking, reading, and writing provide guidance to teachers towards best practices for teaching and working with ELLs.
  • Proficiency Level Descriptors (PLDs) The PLDs for each language domain present a set of major attributes associated with each level. The descriptors do not constitute an exhaustive list but are sufficient to allow for holistic evaluations. Together, the summary statement and bulleted descriptors for each proficiency level form a student profile. These PLDs have been incorporated in the ELPS and are useful tools in the teacher’s hand as to the preparation of the appropriate instruction for his/her students.
  • Characteristics of sheltered instruction include: Comprehensible input : visuals, gestures, role play, simulations, and other methods to make instruction more accessible to ELLs Warm, affective environment : risk-free with much support High levels of student interaction, including small-group and cooperative learning : instructional conversations and opportunities to use English with native speakers or students with high levels of English acquisition Student-centered : instruction and interventions are provided based on student needs More hands-on tasks : manipulatives, role play, model construction, and other activities that engage the students to participate Careful, comprehensive planning, including selecting key concepts from core curriculum : not watered down content, but well-designed lesson approaches that expose students to as many TEKS as possible (Echevarria and Graves, 1998, p. 58)
  • NABE 2009

    1. 1. NABE 2009 Texas Education Agency Curriculum and Assessment Update for English Language Learners (ELLs) Shannon Baker, Managing Director - Curriculum Laura Ayala, ELL Assessment Director Georgina Gonzalez, Bilingual/ESL Director Susie Coultress, Bilingual/ESL Assistant Director
    2. 2. Copyright © Notice <ul><li>The materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions: </li></ul><ul><li>1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA. </li></ul><ul><li>2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA. </li></ul><ul><li>3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. </li></ul><ul><li>4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. </li></ul><ul><ul><li>Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty. </li></ul></ul><ul><li>For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, </li></ul>
    3. 3. English Language Proficiency ELPS Learning Strategies Listening Writing Speaking Reading
    4. 4. English Language Proficiency Standards (ELPS) Connections Start English proficiency is measured with the Texas English Language Proficiency Assessment System (TELPAS) Performance on the TELPAS informs instruction and professional development ELPS are implemented as integral part of content standards Textbooks are aligned with ELPS & standards Aligned textbooks are used to support classroom instruction Texas alignment and linkage of instruction and assessment of English language learners (ELLs)
    5. 5. English Language Learners (ELLs) Special Language Programs in Texas <ul><li>ELLs 800,671 </li></ul><ul><li>Bilingual 440,540 </li></ul><ul><li>English as a Second Language (ESL) 307,827 </li></ul><ul><li>ELL Parental Denials 49,308 </li></ul>PEIMS Fall 2008
    6. 6. English Language Proficiency Standards <ul><li>The adoption of the revised ELPS as part of 19 Texas Administrative Code (TAC) Chapter 74, Curriculum Requirements , reinforces that these standards are aligned with and apply to all academic content areas. </li></ul><ul><li> </li></ul>
    7. 7. ELPS originated from ESL Texas Essential Knowledge and Skills (TEKS)
    8. 8. English Language Proficiency Standards <ul><li>The 19 TAC §74.4, English Language Proficiency Standards (ELPS), present 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.  </li></ul><ul><li>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.  </li></ul>
    9. 9. Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA 19 TAC §74.4 ELPS Introduction District Responsibilities Student Expectations Proficiency Levels English Language Proficiency Standards
    10. 10. English Language Proficiency Standards <ul><li>(b)  School district responsibilities. In fulfilling the requirements of this section, school districts shall: </li></ul><ul><li>(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; </li></ul>
    11. 11. All English Instruction for ELLs must be: Linguistically Accommodated Communicated Sequenced Scaffolded Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA 19 TAC §74.4 ELPS (b)(2)
    12. 12. Second Language Instruction must be: Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA focused targeted systematic 19 TAC §74.4 ELPS (b)(4)
    13. 13. Cross-Curricular Student Expectations Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA Learning Strategies Listening Speaking Reading Writing 19 TAC §74.4 ELPS (c)(1) §74.4 ELPS (c)(2) §74.4 ELPS (c)(3) §74.4 ELPS (c)(4) §74.4 ELPS (c)(5)
    14. 14. English Language Proficiency Level Descriptors (PLDs) Texas Education Agency LEP Instructional Excellence Center: Project Tesoro TEA Beginning Intermediate Advanced Advanced High 19 TAC §74.4 ELPS (d)
    15. 16. Proclamation 2010 <ul><li>The State Board of Education issued Proclamation 2010 on November 16, 2007. 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. </li></ul><ul><li>Proclamation 2010 calls for teacher resource materials on the ELPS for all high school teachers of grades 9-12 </li></ul><ul><li>Proclamation2010 </li></ul>
    16. 17. English Language Proficiency Standards are aligned and linked with Texas English Language Proficiency Assessment System ELPS TELPAS
    17. 18. Basics About K–12 TELPAS <ul><li>TELPAS uses a multiple-measures approach: </li></ul><ul><ul><li>Multiple-choice reading tests for grades 2–12 </li></ul></ul><ul><ul><li>Holistically evaluated writing collections </li></ul></ul><ul><ul><li>Holistically evaluated classroom observations </li></ul></ul><ul><li>Holistically evaluated components directly measure how well students can understand and use English to engage in academic instruction </li></ul><ul><li>Multiple-choice reading tests (divided into 6 grade-cluster tests) are administered online </li></ul><ul><li>TELPAS results help inform instruction to ensure students make steady progress in learning English </li></ul>
    18. 19. ELPS Alignment <ul><li>TELPAS listening, speaking, reading, and writing assessments measure the ELPS – </li></ul><ul><ul><li>student expectations from the cross-curricular second language acquisition knowledge and skills </li></ul></ul><ul><ul><li>proficiency level descriptors </li></ul></ul>
    19. 20. Example Student Expectation <ul><li>Speaking (c)(3)(G) </li></ul><ul><li>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 </li></ul>
    20. 21. Proficiency Levels <ul><li>ELPS and TELPAS use the same proficiency level descriptors (PLDs) to define the levels: </li></ul><ul><ul><li>Beginning </li></ul></ul><ul><ul><li>Intermediate </li></ul></ul><ul><ul><li>Advanced </li></ul></ul><ul><ul><li>Advanced High </li></ul></ul>
    21. 22. Example of PLDs for 1 domain as formatted for use by teachers
    22. 23. <ul><li>Examples of how TELPAS aligns with the ELPS to assess reading, writing, listening, and speaking… </li></ul>
    23. 24. Assessing Reading <ul><li>Any Grade </li></ul><ul><li>Early Beginning Level </li></ul><ul><li>Math Application </li></ul>
    24. 25. Alignment to ELPS <ul><li>Cross-Curricular Student Expectation (c)(4)(C) </li></ul><ul><li>Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials </li></ul><ul><li>Proficiency Level Descriptor (d)(4)(A)(i) </li></ul><ul><li>Beginning students read and understand the very limited recently practiced, memorized, or highly familiar English they have learned; vocabulary predominantly includes: </li></ul><ul><li>(I)  environmental print; </li></ul><ul><li>(II)  some very high-frequency words; and </li></ul><ul><li>(III)  concrete words that can be represented by pictures </li></ul>
    25. 26. Content-Based Reading Selection <ul><li>Grades 8-9 </li></ul><ul><li>Advanced High </li></ul><ul><li>Math Application </li></ul>
    26. 27. Continued…
    27. 28. Continued…
    28. 29. Some Questions Over the Selection 1 2 3
    29. 30. Alignment to ELPS – Question 3 <ul><li>Cross-Curricular Student Expectation (c)(4)(J) </li></ul><ul><li>Demonstrate English comprehension and expand reading skills by employing inferential skills </li></ul><ul><li>Proficiency Level Descriptor (d)(4)(D)(iv) </li></ul><ul><li>Advanced high students are able to apply, with minimal second language acquisition support and at a level nearly comparable to native English-speaking peers, basic and higher-order comprehension skills when reading grade-appropriate text </li></ul>
    30. 31. Grade 5 Assessing Writing 1 of 5 Writing Assignments from a TELPAS Writing Collection
    31. 32. <ul><li>Writing (c)(5) </li></ul><ul><li>(A) learn relationships between sounds and letters of English language to represent sounds when writing… </li></ul><ul><li>(B) write using newly acquired basic vocabulary and content-based grade level vocabulary </li></ul><ul><li>(C) spell familiar English words with increasing accuracy… </li></ul><ul><li>(D) edit writing for standard grammar and usage… </li></ul><ul><li>(E) employ increasingly complex grammatical structures in content area writing… </li></ul><ul><li>(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words … as more English is acquired </li></ul><ul><li>(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired </li></ul>ELPS Alignment – Students demonstrate all cross-curricular student expectations
    32. 33. Assessing Listening and Speaking Teachers holistically assess students during these activities in classroom instruction <ul><li>Speaking </li></ul><ul><li>Cooperative group work </li></ul><ul><li>Oral presentations </li></ul><ul><li>Informal, social discourse with peers </li></ul><ul><li>Large-group and small-group interactions in academic settings </li></ul><ul><li>One-on-one interviews </li></ul><ul><li>Classroom discussions </li></ul><ul><li>Articulation of problem-solving strategies </li></ul><ul><li>Individual student conferences </li></ul><ul><li>Listening </li></ul><ul><li>Reacting to oral presentations </li></ul><ul><li>Responding to text read aloud </li></ul><ul><li>Following directions </li></ul><ul><li>Cooperative group work </li></ul><ul><li>Informal, social discourse with peers </li></ul><ul><li>Large-group and small-group interactions in academic settings </li></ul><ul><li>One-on-one interviews </li></ul><ul><li>Individual student conferences </li></ul>
    33. 34. ELPS Alignment – Students demonstrate all cross-curricular student expectations Speaking (c)(3): (A)  practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible (B)  expand and internalize initial English vocabulary by learning and using high-frequency English words … and by learning and using routine language needed for classroom communication (C)  speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired (D)  speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency Etc. (E) through (J) Listening (c)(2): (A)  distinguish sounds and intonation patterns of English with increasing ease (B) recognize elements of English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (C)  learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed (E)  use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language Etc. (F) through (I)
    34. 35. Spring TELPAS Assessments <ul><li>TELPAS reading, grades 2–12 : Students take these tests online and receive a proficiency level rating </li></ul><ul><li>Other TELPAS assessments : After annual training, teachers formally rate students and identify their proficiency levels </li></ul><ul><li>For both types of assessments, students demonstrate ELPS student expectations and are rated in accordance with the ELPS PLDs </li></ul>
    35. 36. Using TELPAS and ELPS to Inform Instruction Use ELPS student expectations and PLDs to monitor progress all year and adjust linguistic accommodations accordingly Teachers At beginning of school year, use prior spring’s TELPAS proficiency level ratings as starting place to guide linguistically accommodated instruction Teachers To prepare for upcoming school year, use TELPAS results to evaluate whether students are making appropriate progress in learning English Administrators
    36. 37. Needs of English Language Learners <ul><li>Effective teachers providing </li></ul><ul><ul><li>Affective support </li></ul></ul><ul><ul><li>Cognitive support </li></ul></ul><ul><ul><li>Linguistic support </li></ul></ul><ul><ul><ul><ul><li>19 TAC (Chapter 89) </li></ul></ul></ul></ul><ul><li>Focused instruction </li></ul><ul><ul><li>Modified texts </li></ul></ul><ul><ul><li>Modified and differentiated instruction based on proficiency level (ELPS) </li></ul></ul><ul><ul><li>Opportunities to demonstrate mastery of knowledge and skills (TEKS/ELPS) </li></ul></ul><ul><li> (Freeman and Freeman, 2002) </li></ul>Texas Education Agency Adapted from: Building Connections in the Content Areas through Sheltered Instruction
    37. 38. Sheltered Instruction <ul><li>Sheltered Instruction is an approach to instruction and classroom management that teachers can use to help English language learners acquire and learn English and content area knowledge and skills. </li></ul>Texas Education Agency Adapted from: Building Connections in the Content Areas through Sheltered Instruction
    38. 39. Characteristics of Sheltered Instruction <ul><li>Comprehensible input </li></ul><ul><li>Affective environment </li></ul><ul><li>High levels of student interaction, including small-group and cooperative learning </li></ul><ul><li>Student-centered </li></ul><ul><li>More hands-on tasks </li></ul><ul><li>Careful, comprehensive planning, including selecting key concepts from core curriculum </li></ul><ul><li>(Echevarria & Graves, 1998) </li></ul>Texas Education Agency Adapted from: Building Connections in the Content Areas through Sheltered Instruction
    39. 40. Texas Education Agency Program Characteristics <ul><li>Accelerated Instruction </li></ul><ul><li>High Expectations </li></ul><ul><li>Effective Instruction </li></ul><ul><li>Purposeful and Intentional </li></ul><ul><li>Provided by content experts with shared responsibility of second language acquisition </li></ul><ul><li>Instructional Approach </li></ul><ul><li>Remediation </li></ul><ul><li>Dumping Ground </li></ul><ul><li>“ Just Good Teaching” </li></ul><ul><li>Hit and Miss </li></ul><ul><li>Responsibility of ESL teacher </li></ul><ul><li>ESL students in all sheltered classes </li></ul><ul><li>Scheduling requirement </li></ul><ul><li>Program </li></ul>Adapted from: Building Connections in the Content Areas through Sheltered Instruction Sheltered Not Sheltered
    40. 41. Effective Lesson Planning <ul><li>Content Objectives: TEKS </li></ul><ul><li>Language Objectives: ELPS TEKS </li></ul><ul><li>Strategies/Activities appropriate for the various English language proficiency levels. </li></ul>Texas Education Agency
    41. 42. Additional Resources <ul><li>Institute for Second Language Achievement Texas A&M University-Corpus Christi </li></ul><ul><li>Online  Bilingual  Certification Course & </li></ul><ul><li>Online  ESL  Certification Preparation Course </li></ul><ul><li>Texas A&M University - College Station </li></ul><ul><li>Project TESORO – ESC Region 1 </li></ul><ul><li>To build leadership capacity in second language acquisition and effective pedagogy </li></ul><ul><li> </li></ul>
    42. 43. Additional Resources <ul><li>TEA Best Practices Clearinghouse </li></ul><ul><li> </li></ul><ul><li>Doing What Works – USDE Clearinghouse </li></ul><ul><li> </li></ul>
    43. 44. Contact Information <ul><li>Curriculum Assessment </li></ul><ul><li>[email_address] [email_address] </li></ul><ul><li>512.463.9581 512.463.9536 </li></ul><ul><li>No Child Left Behind LEP Student Success </li></ul><ul><li>Division Initiative </li></ul><ul><li>512.463.9374 512.475.2974 </li></ul>
    44. 45. Join our listserv! <ul><li>Go to </li></ul><ul><li>Click on “Select a List” from drop-down menu </li></ul><ul><li>Scroll down; select “Bilingual/ESL Education” </li></ul><ul><li>Click on “Join or Leave” </li></ul><ul><li>Enter your e-mail address and name </li></ul><ul><li>Click on “Join Bilingual” button </li></ul><ul><li>An e-mail confirmation will be sent which must be replied to in order to complete the listserv process </li></ul><ul><li>To change, delete, or add an additional e-mail address, go back to </li></ul>