Purpose

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Welcome
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Purpose

• December,2007
• State Changed Ch. 74 Curriculum Requirements
  Subchapter A. Required Curriculum
• 74.4 English Language Proficiency Standards

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ELPS 2008-2009

• Expectations
• Cooperative Learning Groups Runner, timer,
  manager, scribe, reporter

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Take time to reflect on why you are here.
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Texas Rate of ELL Growth 1994-2005
OELA, 2005
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LCISD Enrollment

• 52 Languages
• 15 of the population
• 2800 to 3300 enrolled during the year
• Average increase each year over the past three
  years 271 students

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Think, Pair, Share.

• What do these trends say to you?

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Increased ELL achievement
What we should give up..
What we should take up..
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Carousel

• Each runner will choose a friend.
• The runner and friend will take the chart made
  and present their top three give ups and take ups
  to the other tables.
• The groups will have 2 minutes at each table so
  make sure you only discuss the top three points.

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Second Language Acquisition (SLA)
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Understanding Language Proficiency in
Social and Academic Settings

• BICS Basic Interpersonal Communicative Skills
• CALP Cognitive Academic Language Proficiency

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Building English Language Proficiency A
Cumulative Process
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Linguistic Domains

• Listening the ability to understand spoken
  language, comprehend and extract information, and
  follow social and instructional discourse through
  which information is provided
• Speaking the ability to use language
  appropriately and effectively in learning
  activities and social interactions
• Reading the ability to comprehend and interpret
  written text at the grade-appropriate level
• Writing the ability to produce written text
  with content and format to fulfill
  grade-appropriate classroom assignments
• Adapted from Alief ISD Language Proficiency
  Profile

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Teaching Language Through Content Area
Instruction
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Levels of English Proficiency

• 19 TAC 74, Subchapter A
• 74.4 (d)

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Six Ways the TELPAS Holistic Assessment Process
Reinforces Quality Instruction

• It encourages teachers to provide more
  opportunities for ELLs to use and practice their
  developing language.
• It encourages teachers to collaborate about the
  needs of ELLs.
• It 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 the TELPAS Holistic Assessment Process
Reinforces Quality Instruction

• It helps teachers see the need to differentiate
  instruction according to the English language
  proficiency levels of ELLs.
• It helps teachers understand the importance and
  benefit of building the communication skills that
  get students to the next proficiency level.
• It supports academic achievement goals because
  ELLs learn academic content more readily when
  they understand the language of their instruction.

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Bottom Line

• Effective implementation of the TELPAS holistic
  observation and evaluation approach throughout
  the school year helps ELLs
• learn English more quickly
• grasp academic concepts and skills more readily

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Cross-curricular Connection

• 19 TAC 74, Subchapter A
• 74.4 (c)

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Conclusion

• Teachers will need to
• Know who their ELLs are
• Know their TELPAS levels
• Have a copy of the TELPAS PLDs
• Incorporate the ELPS in their lessons and
  document on their Lesson plans
• Attend all ELPS trainings