The English Language Proficiency Standards (ELPS)

MODULE 2ELPS and Assessments

Presented by the Brownsville Independent School District Bilingual Department

Reference: Texas Education Agency and Region One Education Service Center

Identification Home Language Survey (HLS) If the HLS indicates a language

other than English then testing must be initiated to determine English proficiency*

*Parent permission for testing is not required.

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END-OF-YEAR LPAC: Assessment DATA for Review CPALLS (PK)

TPRI/TEJAS LEE (K - 3) APRENDA/STANFORD 10 (1 - 2) STAAR (3-12) STAAR L (3-12) STAAR-M (3-12) STAAR-ALT (3-12) TELPAS (K-12) SELP/SSLP (PK-12)

Stanford Spanish and English Language Proficiency Tests

Copyright 2005 by Harcourt Assessment, Inc.

SIX TEST LEVELS Readiness/PreEscolar Pre K Preliteracy/PrePrimaria K Primary/Primario 1 — 2 Elementary/Elemental 3 — 5 Middle Grades 6 — 8 High School 9 — 12

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Scaled Scores (Printouts) Five Performance Levels

1 -- Pre-Emergent

2 -- Emergent

3 -- Basic

4 -- Intermediate

5 -- ProficientNote: See Sample Label

Types of Scores Reported for the Total Test

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Key SELP label Information (provided in the report section)

Social = ORAL Listening and Speaking (LPAC Identification Purposes & for

End-of-Year Review)

Writing = Proficiency in writing

NEW(LPAC End of year Review Purposes)

____________________________________________________________________________________________________________________________________________

Total Composite = Combines LSRW Data can be checked against TELPAS composite

(LPAC End of year Review Purposes)

Comprehension (NCLB Requirement)Listening and Reading (Document on SPF)

Refer to SPF

Language Categories BEGINNER: Understanding is limited to

occasional isolated words, such as borrowed words and high-frequency social conventions.

INTERMEDIATE: Understands some of what is said in class and comprehends the context of only very simple material when slowly presented. Has difficulty with syntax and grammar.

ADVANCED: Understands formal and informal conversation very well.

Note: See Chart on LPAC Initial Designation of Language Categories for LEP Students

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•All students in grades K–12 who are identified as limited English proficient, including LEP students with parental denials, are required to be assessed.

In rare cases, a LEP student served by special education may be exempted from TELPAS by the ARD committee.

TELPAS Eligibility Requirements

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ELPS and TELPAS The 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

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ELPS and TELPAS TELPAS assesses the English language

proficiency in listening, speaking, reading, and writing of K-12 ELLs

TELPAS measures how well ELLs understand and use English for everyday use and academic purposes.

TELPAS reports four English language proficiency levels:

Beginning Intermediate Advanced Advanced High

*Meets Requirements of NCLBSource: TEA Assessment Division

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Beginning Level: Little or no ability, uses high frequency, routine words; in writing, typically lists, labels, copies.

Intermediate Level: Limited ability, understands and uses short, simple sentences. Uses present tense.

Advanced Level: Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support

Advanced High Level: Ability, with minimal support very close to native English speaking peers

Listening Speaking Reading Writing

Key Features of Each Proficiency Level

Source: TEA Assessment Division

Goal # 2

English Language ProficiencyEnglish Language Proficiency

beginning

intermediate

advanced

Advanced High

Best teaching practices

TELPASTexas English Language Proficiency Assessment System

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Six Ways TELPAS Reinforces Quality Instruction

1. TELPAS encourages teachers to provide more opportunities for ELLs to use and practice their developing language.

2. TELPAS encourages teachers to collaborate about the needs of ELLs.

3. TELPAS gives teachers a common vocabulary to use with one another and with parents

in describing the language levels and language needs of the students, and

in setting goals for progress.

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Six Ways TELPAS Reinforces Quality Instruction

4. TELPAS helps teachers see the need to differentiate instruction according to the English language proficiency levels of ELLs.

5. TELPAS helps teachers understand the importance and benefit of building the communication skills that get students to the next proficiency level.

6. TELPAS supports academic achievement goals because ELLs learn academic content more readily when they understand the language of their instruction.

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ELPS and LAT NCLB requires students in grades 3-8 &10 for whom

the LPAC had granted a LEP exemption from testing, to be assessed in reading, mathematics, and science.

All LEP-exempt students in grades 3-8 and 10 participate in STAAR L math.

All LEP-exempt students in grades 5,8 and 10 participate in STAAR L science.

Linguistic accommodations are made in order to assist students in overcoming language barriers and provide a meaningful assessment of academic knowledge and skills.

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ELPS and STAAR L Linguistic accommodations are part of

quality instruction for all ELLs and should be taking place all year long.

Only those accommodations that have been used routinely in instruction and assessment may be afforded to students during their STAAR L administration.

Linguistic accommodations help students learn academic content.

STAAR L Eligibility

Eligibility criteria for math/science vs. reading/ELA differ somewhat.

STAAR L math and science Given to all LEP-exempt students whether it

is their 1st, 2nd, or 3rd school year in the U.S.

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STAAR L & AYP STAAR L examinees in their first school

year of enrollment in U.S. schools are included in AYP participation measures. Their results do not count in AYP performance measures.

STAAR L examinees in their second and third school years of enrollment in U.S. schools count in both AYP participation and performance measures.

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Determining STAAR L Accommodations

Multiple accommodations will often be appropriate.

Decisions must be based on the individual needs of the student and whether the accommodations are used 51% of the time in math/science instruction and testing.

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Allowable Accommodations

Linguistic simplification Oral translation Reading assistance Bilingual dictionary Bilingual glossary

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ELPS and STAARLanguage Appropriateness

Decisions about whether to give STAAR in English or Spanish are guided by—

the language of the student’s instruction, and the language in which the student is best

able to demonstrate academic skills. The decision to administer STAAR in Spanish

or English may vary by subject area.

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Rules Spanish STAAR may be taken for 3 years. Years of STAAR L exemption plus Spanish

STAAR may not exceed 3.

Years of taking Spanish STAAR are counted

in terms of years of STAAR administrations.

That is, grades 1 and 2 don’t count because

STAAR is not administered in these grades.

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CONTACT INFORMATION:Bilingual Director:

Alma Cardenas Rubio 548-8271

Lead Teachers

Maricela Camarillo 698-3195Norma Lopez 698-1326Pat Segura 698-0083

Dr. Paty Quesada 698-0081

Questions?http://www.bisd.us/Bilingual_Education/

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