1. TELPAS & ELPS Connection to Instruction

2. Purposes of TELPAS To assess progress of LEP-exempt students To indicate when LEP exemptions are no longer necessary To monitor English language proficiency of Spanish TAKS examinees To monitor English language proficiency of students not eligible for a LEP exemption who are struggling with English acquisition 2

3. What TELPAS Results Tell Us TELPAS ratings of beginning and intermediate indicate significantly limited ability to use English as medium for learning academic material ELLs in U.S. schools 3 years or more whose academic instruction is in English and who are still at these levels need carefully planned, highly intensive instructional interventions to accelerate English acquisition 3

4. TELPAS Proficiency Levels in a Nutshell Beginning: Little or no ability to function in English in social and academic settings Intermediate: Limited ability to function in English in social and academic settings; can understand and use simple language structures and high-frequency English in routine contexts Advanced: Can handle grade-appropriate English, although ongoing linguistic support is needed to engage in grade-level academic tasks Advanced high: Can handle grade-appropriate English with minimal linguistic support; limited English does not stand in the way of grade-appropriate academic instruction 4

5. Linguistic Accommodations

6. 6 Linguistic Accommodations in Instruction – ELPS Requirements 19 TAC Chapter 74.4 (b)(2: School districts must provide instruction in foundation and enrichment TEKS in linguistically accommodated (communicated, sequenced, and scaffolded) way commensurate with student's English language proficiency level to ensure that student learns TEKS 19 TAC Chapter 74.4 (c) says above each set of cross-curricular student expectations: For ELL to meet grade-level learning expectations, all TEKS instruction delivered in English must be linguistically accommodated commensurate with student’s level of English language proficiency Applies to all teachers, all TEKS…

7. 7 Linguistically accommodating instruction means appropriately… communicating instruction sequencing instruction scaffolding instruction

8. 8 Linguistic accommodations are – the heart and crux of the ELPS an integral part of language learning and content instruction not primarily about TAKS testing

9. 9 Instructional AccommodationAssessment Accommodation Providing native language support Spanish TAKS, Spanish LAT, oral translation on English LAT Paraphrasing and simplifying language to aid understanding LAT - clarification and linguistic simplification Using pictures, gestures, and concrete objects to aid understanding LAT - clarification and linguistic simplification Helping student decode English wordsLAT - reading words aloud Encouraging students to ask questions to check understanding LAT - clarification and linguistic simplification Helping students learn to use dictionaries in class and on tests LAT - bilingual and English dictionaries Customized bilingual glossaries of essential vocabulary LAT math and science - bilingual glossaries Allowing students additional time and more breaks to read and process lengthy information TAKS and LAT - more frequent breaks; 2-day administrations of LAT reading and ELA tests Common Linguistic Accommodations

10. Instructional Interventions Instructional intervention = assistance designed to accelerate progress of struggling learner and that requires carefully targeted, individualized instruction in class and, in many instances, beyond classroom 10

11. A+RISE https://secure.lcisd.org/LamarNet/Bilingu al/Default.asp Lamarnet Bilingual/ESL

12. ELPS Scope and Sequence https://secure.lcisd.org/Departments /Academics/BilingualESL/ELPSSpeci alists/Default.asp DepartmentsAcademics Bilingual ESLELPS Specialists