Department of English Language Learners

 Identify the current status of ELLs in AISD with respect to population and assessment data.  Review district TELPAS and TAKS data from the school year.  Provide campuses with administrator and teacher tools.

 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.

 Approximately 24,142 current ELLs  18,675 at elementary  5,467 at secondary May, 2011 TEAMS

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.

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

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Subject Areas (All Students) – % Passing 11 %Gain Reading87%+0 Mathematics83%+2 Science80%+2 Writing91%+1 Social Studies93%+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 *

12 Subject Areas by Level – % Passing ElementaryMiddleHigh Reading82% (+1)57% (-1)56% (-3) Mathematics84% (+3)61% (-2)49% (+3) Science67% (-1)38% (+2)45% (+0) Writing91% (+2)73% (+1)----- Social Studies % (+0)79% (+0) * All Students Tested Preliminary – Working Document

The Prism Model for Bilingual Learners L1+L2 Academic Development L1+L2 Language Development L1+L2 Cognitive Development Social and Cultural Processes in L1 and L2 TEKS Copyright © , V.P. Collier &W.P. Thomas. All rights reserved. ELPS Student Engagement

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

StepsResourcesNotes 1. Review the TELPAS Summary Report for each grade level ( Yearly Progress in TELPAS Composite Rating Students Assessed in Both 2010 and 2011) TELPAS ReportsIdentify 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 TELPASCalculate the difference 4. Use TELPAS Confidential Campus Roster to identify specific students who did NOT move one proficiency level each grade level TELPASProvides two year comparison 5. Run a grade level report from LPAS LPASProvides three year comparison 6. Review the LPAS history of these students to determine progression trends (three years) LPAS SchoolNet Improving? Staying flat- no progress? Years in school? 7. List the ELL students who demonstrate a need for close monitoring and interventions SchoolNetWhat 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 Plan Child Study Team Process Reference AISD Academic Plan 9. Set teacher expectations for using strategies and tools aimed at increasing ELL achievement ELPS Toolkit ELPS 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 SchoolNet LPAC Committee Academic Dean, Instructional Coaches, ELPS, LPAC chair, teachers, Assistant Principals, Child Study Teams

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1. Login to LPAS through using web access user id and password assigned by LPAC chairhttps://access.austinisd.org 2. Once in, under Search, specify: School Year: School: Teacher: To be done for each individual teacher Grade: home Language: Important to choose ANY LEP 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.

 Brainstorm at your table how to set up systems for monitoring ELL academic progress.  Be prepared to share out.

 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

 Celia Glick, Director of ELLs,  Aida Alanis, ELL Accountability Supervisor,  Rosa Waters, Assessment Coordinator,  Alma Valdez, Elementary Coordinator,  Stella Medina, Elementary Coordinator,  Irma Hernandez, Middle School Coordinator,  Harishini Ernest, High School Coordinator,  Patricia Estep, ELL/Math Specialist,  Marizza Marquez, ELL/Science Specialist,  Jessica Jolliffe, ELL/Social Studies Specialist,