MEETING THE NEEDS OF ELL STUDENTS

Department of English Language Learners

OBJECTIVES

Identify the current status of ELLs in AISD with respect to population and assessment data.

Review district TELPAS and TAKS data from the 2010-2011 school year.

Provide campuses with administrator and teacher tools.

LANGUAGE OBJECTIVES

Read and interpret district data on TELPAS and TAKS.

Discuss what makes the ELL population on your campus unique, and how you address the specific needs of your ELLs during the year.

AUSTIN ISD ELL POPULATION

Approximately 24,142 current ELLs 18,675 at elementary 5,467 at secondary

May, 2011 TEAMS

WHO ARE THE ELLS ON YOUR CAMPUS?

Turn and Talk- List three characteristics of ELLs on

your campus. How do these characteristics impact

instruction and assessment on your campus?

Share your thoughts with the group.

TELPAS OVERVIEW

Texas English Language Proficiency Assessment

System (TELPAS) Instrument is administered to ELLs to

determine their English Language Proficiency in Reading, Writing, Listening, and Speaking as identified in the English Language Proficiency Standards (ELPS)

Indicator of linguistic and academic success

TELPAS SUMMARY REPORT

GRADES K-2, 2010-2011

Listening Speaking Reading Writing

BeginningIntermediateAdvancedAdvanced High

34%

26%

19%

33% 33%

20%

13%

24%

17%

15%

25%

13%

9%

21%

45%

53%

TELPAS SUMMARY REPORT GRADES 3-12, 2010-2011

Listening Speaking Reading Writing

BeginningIntermediateAdvancedAdvanced High

4%

14%

32%

7%

19%

34%

39%

17%

27%

35%

50%

7%

48%

11%

28% 26%

TELPAS PROFICIENCY LEVEL PROGRESS 2010 AND 2011 GRADES K-2

1 level gained 2 levels gained

3 levels gained

At least 1 level gained

ELLs

ELLs

39%

13%

3%

56%

TELPAS PROFICIENCY LEVEL PROGRESS 2010 AND 2011 GRADES 3-12

1 level gained 2 levels gained 3 levels gained At least 1 level gained

ELLs

ELLs

60%

5% 0%

66%

Subject Areas (All Students) – % Passing

11

% Gain

Reading 87% +0

Mathematics 83% +2

Science 80% +2

Writing 91% +1

Social Studies 93% +0

* All Students Tested Preliminary – Working Document

•At or above 80% for the first time in every subject (with TAKS-M & TAKS-Alt)

District TAKS Results – % Met Standard *

DISTRICT TAKS RESULTS- % ELL MET STANDARDS *

12

Subject Areas by Level – % PassingElementary Middle High

Reading 82% (+1) 57% (-1) 56% (-3)

Mathematics 84% (+3) 61% (-2) 49% (+3)

Science 67% (-1) 38% (+2) 45% (+0)

Writing 91% (+2) 73% (+1) -----

Social Studies ----- 75% (+0) 79% (+0)

* All Students Tested Preliminary – Working Document

ACADEMIC SUCCESS FOR ELLSThe Prism Model for Bilingual Learners

L1+

L2 A

cade

mic

Dev

elop

men

t

L1+L2 Language

Developm

ent

L1+L2 Cognitive Development

Social and

CulturalProcesses

in L1 and L2

TEK

S

Copyright © 2003-2009, V.P. Collier &W.P. Thomas. All rights reserved.

ELPS

Student Engagement

TURN AND TALK: CAMPUS STUDENT DATA RESOURCES

What data do you use to gather information about your ELL students?

Steps Resources Notes1. Review the TELPAS Summary Report for each grade level (Yearly Progress in TELPAS Composite RatingStudents Assessed in Both 2010 and 2011)

TELPAS Reports Identify level of priority using variety of campus data

2. Record and analyze the percentage of students that progressed at least one proficiency level for each grade level

Refer to Individual Student Report for more detailed information

3. Determine the percentage of students who did NOT progress at least one proficiency level for each grade level

TELPAS Calculate the difference

4. Use TELPAS Confidential Campus Roster to identify specific students who did NOT move one proficiency level each grade level

TELPAS Provides two year comparison

5. Run a grade level report from LPAS LPAS Provides three year comparison

6. Review the LPAS history of these students to determine progression trends (three years)

LPASSchoolNet

Improving? Staying flat- no progress?Years in school?

7. List the ELL students who demonstrate a need for close monitoring and interventions

SchoolNet What supports have been provided? Cross reference with SchoolNet data; Reading progress?

8. Develop Tier II intervention plan to support students

Tiered Academic Plan Acceleration of English Proficiency PlanChild StudyTeam Process

Reference AISD Academic Plan

9. Set teacher expectations for using strategies and tools aimed at increasing ELL achievement

ELPS ToolkitELPS Flipbook

Also refer to CRMs, ELLs, website and ELL modules found on DWSD

10. Schedule monitoring meetings with teachers to follow up on ELL progress

SchoolNetLPAC Committee

Academic Dean, Instructional Coaches, ELPS, LPAC chair, teachers, Assistant Principals, Child Study Teams

TEACHER TOOLS FOR ELL ACHIEVEMENT

Beginning Intermediate

Advanced Advanced High

Listening

Speaking

Reading

Writing

Rosie Blanca Susie Jose

1. Login to LPAS through https://access.austinisd.org using web access user id and password assigned by LPAC chair2. Once in, under Search, specify: School Year:School:Teacher: To be done for each individual teacherGrade:home Language: Important to choose ANYLEP Status/Program: Choose LEP for TELPAS scores of ELL students. Click search to see above

Step 3: The screen above will appear. Under Download Results click on the following link: Download L16 Annual Review Summary (documents the Annual Reviews for identified ELL/LEP students or exited student with their 2 year monitoring period.Step 4: PDF will appear for all students. Only those who had an Annual Review from the prior year will have TELPAS results. Print summary forms.

NEXT STEPS

Brainstorm at your table how to set up systems for monitoring ELL academic progress.

Be prepared to share out.

PRACTICES TO CONSIDER

Examine student data at the campus and classroom level

Create a calendar and schedule monitoring meetings for ELLs

Set teacher expectations for using tools aimed at ELL achievement and for examining and monitoring data throughout the year

Monitor follow-through

QUESTIONS?

Celia Glick, Director of ELLs, 414-9678 Aida Alanis, ELL Accountability Supervisor, 414-4611 Rosa Waters, Assessment Coordinator, 414-2081 Alma Valdez, Elementary Coordinator, 414-9767 Stella Medina, Elementary Coordinator, 414-9768 Irma Hernandez, Middle School Coordinator, 414-9633 Harishini Ernest, High School Coordinator, 414-9769 Patricia Estep, ELL/Math Specialist, 414-4734 Marizza Marquez, ELL/Science Specialist, 414-4734 Jessica Jolliffe, ELL/Social Studies Specialist, 414-9514