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Assessing LEP Students for English Language Proficiency

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Then gravity moves the car for the rest of the ride. ... Districts send protocol ratings to the state contractor ... Reporting Ratings ... – PowerPoint PPT presentation

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Title: Assessing LEP Students for English Language Proficiency


1
Assessing LEP Students for English Language
Proficiency
  • Annual Texas Assessment Conference
  • February 9, 2004

Laura Ayala Texas Education Agency Student
Assessment Division
2
Session Outline
  • RPTE
  • New Spring 2004 Requirements for Assessing
    English Language Proficiency

3

Texas Reading Proficiency Tests in English
(RPTE)
4
Reading Levels of the Texas Assessment Program

English TAKS
The 4 Stair Steps






Reading






Advanced




RPTE






Intermediate








RPTE











Beginning



RPTE


5
Meaning of RPTE Levels
  • Beginning Student Has no real functional
    ability to derive meaning from grade-level texts
    in English.
  • Intermediate Student Can understand simplified
    texts on highly familiar topics but interprets
    English very literally.
  • Advanced Student Can move beyond literal
    interpretation of English and begin to apply
    abstract thinking but still has some difficulties
    understanding English.

6
Example Text
Roller-coaster cars are pulled to the top of the
first hill by a chain. Then gravity moves the car
for the rest of the ride. The plunge down the
first hill builds up enough speed for the cars to
get up the next hill and so on until the end of
the ride.
7
What might a beginning student understand in
English?
Roller-coaster cars are pulled to the top of the
first hill by a chain. Then gravity moves the car
for the rest of the ride. The plunge down the
first hill builds up enough speed for the carsto
get up the next hill and so on until the end of
the ride.
8
In other words
___________ cars are _____ __ ___ top __ ___
first ____ __ _ _____. ____ ______ _____ ___ car
___ ___ ____ __ ___ ____. ___ _____ down __ first
____ _____ __ ______ _____ ___ ___ cars __ ___ __
___ ____ ____ ___ __ _____ ___ end __ ___ ____.
9
What might an intermediate student understand in
English?
Roller-coaster cars are pulled to the top of the
first hill by a chain. Then gravity moves the car
for the rest of the ride. The plunge down the
first hill builds up enough speed for the cars to
get up the next hill and so on until the end of
the ride.
10
In other words
Roller-coaster cars ___ _____ __ ___ top of the
first hill ___ _ _____. Then _______ moves the
car for the rest of the ___. The _____ down the
first hill ______ __ enough speed for the cars __
___ __ the next hill ___ ___ __ ____ the end of
the ____.
11
What might an advancedstudent understand in
English?
Roller-coaster cars are pulled to the top of the
first hill by a chain. Then gravity moves the car
for the rest of the ride. The plunge down the
first hill builds up enough speed for the cars
to get up the next hill and so on until the end
of the ride.
12
In other words
Roller-coaster cars are pulled to the top of the
first hill by a chain. Then gravity moves the car
for the rest of the ride. The _____ down the
first hill _____ __ enough speed for the cars to
___ __ the next hill and __ __ until the end of
the ride.
13
Determining Appropriate Progress on RPTE
  • For each student, look for an annual growth rate
    of at least 1 proficiency level a year

14
RPTE and TAKS Participation
A LEP student in Grades 3-10 who does not reach
the advanced level on RPTE by the time TAKS is
required takes both RPTE and English TAKS until
the LEP student scores advanced.
15
Carmen entered U.S. in Grade 3 and knew no
English.
16
Min entered U.S. in August of Grade 5 with
BEGINNING HIGH proficiency.
17
Jorge entered U.S. schools in Grade 1, spoke
little English, and is in a bilingual program.
18
  • New Spring 2004 Requirements for Assessing
    English Language Proficiency

19
NCLB Requirements for Assessing English Language
Proficiency
  • The federal No Child Left Behind Act of 2001
    (NCLB) requires annual statewide English language
    proficiency (ELP) tests in K-12 in the domains of
    listening, speaking, reading, and writing.

20
NCLB Requirements
  • Comprehension scores must also be derived, but
    no separate comprehension tests are required.

21
Which LEP Students?
  • All K-12 students reported as LEP to PEIMS,
    including those LEP students with parental
    denials.
  • (As with RPTE, there will only be exceptions for
    certain LEP students served by special education.)

22
What Tests Will We Use to Meet the ELP
requirements?
  • RPTE
  • TAKS
  • Observation Protocols

23
What Performance Will We Report?
  • 4 English language
    proficiency levels
  • Beginning
  • Intermediate
  • Advanced
  • Advanced high

24
TEA trains ESCs in Feb./Mar. ESCs train
districts in Mar./Apr. Teachers assess students
using observation protocols in Apr./May
25
Districts send protocol ratings to the state
contractor Districts receive student and group
reports in September Schools can use results to
meet Title III Sept. 30 parental notification
requirements
26
What Is an Observation Protocol?
  • A way for teachers to holistically rate a
    students English language proficiency level
    based on observing the student in classroom
    instruction and on daily interactions with the
    student.

27
How Will Teachers Know How to Rate the Students?
  • For each domain, trained teachers will use a set
    of proficiency level descriptors to determine the
    proficiency level that best describes the
    students overall English acquisition level.

28
Some Key DescriptorsBeginning Level Students
  • Have little or no real world ability to use
    English to learn in academic settings
  • Can communicate very little in English rely on
    memorized English
  • Have a small English vocabulary characterized by
    high-frequency, high-need, concrete language

29
Some Key DescriptorsIntermediate Level Students
  • Have a limited ability to use English to learn in
    academic settings
  • Can communicate simply in everyday, routine
    contexts when topics are familiar
  • Require a high degree of linguistic
    simplification/accommodation
  • Interpret English very literally

30
Some Key DescriptorsAdvanced Level Students
  • Can usually handle, with support, grade-level
    English in academic settings
  • Use most concrete English with ease have more
    difficulty with abstract English
  • Can go beyond literal English meanings have an
    emerging ability to use higher order thinking
    skills in English
  • Make occasional errors but can usually make
    themselves understood

31
Some Key DescriptorsAdvanced High Students
  • Can handle, with minimal support,
    grade-appropriate English in academic settings.
  • Make infrequent errors with English vocabulary
    and structures
  • Are comparable to native English-speaking peers
    in ability to handle familiar and unfamiliar
    topics, both concrete and abstract

32
Rationales for Observation Protocols
  • 1.Using TAKS, RPTE, and observation protocols
    allows for a snapshot of English language
    proficiency based on both traditional
    multiple-choice testing and direct measures of
    student performance.

33
Rationales for Observation Protocols
  • 2.They are based on daily classroom interactions
    with students, so they will not take up
    instructional time.
  • 3.They are logistically feasible and cost
    effective, given our large numbers of LEP
    students.

34
Rationales for Observation Protocols
  • 4.Teachers will interact more with LEP students
    and observe their learning more closely.
  • 5.The protocols will help teachers better
    understand the relationship between English
    acquisition and academic learning.

35
K-2 ELP Testing
OP Observation Protocol
36
Grades 3-5 ELP Testing
R RPTE T TAKS
OP Observation Protocol
37
Grades 6-8 ELP Testing
R RPTE T TAKS
OP Observation Protocol
38
Grades 9-12 ELP Testing
R RPTE T TAKS (or Exit TAAS)
OP Observation Protocol
39
LEP Students Taking TAKS Writing/ELA
  • Teachers will rate these students using the
    observation protocols.
  • Students will receive an ELP rating of advanced
    high if they pass their TAKS writing/ELA test.
  • If they fail TAKS, their rating (beginning,
    intermediate, or advanced) will come from their
    observation protocol.

40
Reporting Ratings
  • Each student will have a scannable rating
    document with demographic fields much like a TAKS
    answer document.
  • Teachers will fill in students ELP rating for
    each domain
  • K-2 listening, speaking, reading, writing
  • 3-12 listening, speaking, writing

41
What Will Be Reported Back to Schools?
  • Individual student results
  • - English language proficiency rating for
    each domain, including comprehension
  • - A composite overall English language
    proficiency rating
  • Campus and district results

42
How Will the Composite Rating Be Determined?
  • By weighting performance in each domain

43
What About the Comprehension Score?
  • The comprehension score will be derived from the
    reading and listening scores.

44
How Will the ELP Test Results Be Used?
  • The results will be used to determine whether
    Texas schools meet annual federal targets for
    increasing the percent of LEP students who (1)
    make progress in learning English and (2) attain
    English proficiency.

45
  • States establish these targets, which are called
  • Annual Measurable Achievement Objectives
    (AMAOs).

46
(No Transcript)
47
  • The AMAO data
  • we report to the USDE and hold schools
    accountable for will be in terms of composite
    overall English language proficiency.

48
Summary of ELP Testing Plan
  • The observation protocols and administration
    materials will be considered preliminary this
    spring.
  • They will be refined as needed for future years.
  • Plans for developing RPTE II are underway.
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