In order for participants to fully engage in this training, each participant should have a copy of the ELPS Linguistic Instructional Alignment Guide (ELPS LIAG), ELPS Instructional Tool, ELPS Leader Pathway and sample Texas English Language Proficiency Assessment System (TELPAS) data (Confidential Student Roster or student level data by language domain). ELLs in our schools are a diverse group of students. They vary widely in their educational backgrounds and knowledge of the English language. Therefore, as campus administrators/instructional leaders it is critical to identify the linguistic supports that will enable ELLs to achieve high levels of proficiency in English, as well as, academic success.
Presentation Materials:
ELPS Linguistic Instructional Alignment Guide (LIAG)
ELPS Instructional Tool ELL Checklist ELPS Leader Pathway ELPS for Administrators Copyright© Texas Education Agency, 2015
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Texas Education Agency Curriculum Division 2015-2016 │
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Read training goals with participants to model the practice of having objectives reviewed with students prior to a lesson or instruction. Content objectives describe what content will be learned, while Language objectives describe how the content will be learned. ELPS for Administrators Copyright© Texas Education Agency, 2015
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This session is designed for campus administrators/instructional leaders and will provide an overview for ELPS district implementation requirements, guidance on how to monitor effective instruction for English language learners (ELLs), and review the new ELPS K‐12 Leader Pathway for classroom observations.
Suggested Processing Activity: Pose question to participants and have them Think Pair Share.
Possible responses: • Align ELLs’ language proficiency level to instruction
• Understand how to design a lesson that meets the linguistic and academic needs of ELLs
• Provide linguistic and cognitive supports
• Must be observable ELPS for Administrators Copyright© Texas Education Agency, 2015
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As an administrator/instructional leader what would the ELPS look like, sound like, and feel like in a classroom observation? How are teachers implementing the ELPS into classroom activities based on their ELLs’ proficiency levels?
Suggested Processing Activity: Have participants rate their knowledge and/or understanding of the ELPS Cross‐Curricular Student Expectations as a campus administrator/instructional leader. Once participants have rated their knowledge, have them refer to the ELPS LIAG to review each language domain. ELPS for Administrators Copyright© Texas Education Agency, 2015
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Chapter 74.4 references Texas district and campus requirements. ELLs must be successful both socially and academically in all content areas through social and academic interactions. ELPS for Administrators Copyright© Texas Education Agency, 2015
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As an administrator/instructional leader, it is necessary to understand the cultural and linguistic backgrounds of ELLs in Texas. Review the following information for participants to understand how to foster a culture and climate that attends to the affective, linguistic, and cognitive needs of ELLs. These demographic projections indicate that the nation’s ELL student population will experience high levels of growth in the coming years. Based on these projections and federal and state testing requirements, priority has been placed on the development of appropriate assessment for ELLs. Suggested Processing Activities: Have participants create an ELL district profile that delineates their campus student demographics. • Total number of ELLs on campus
• Number of ELLs participating in the Bilingual/English as a Second Language (BESL) program
• Number of ELLs not participating (denials)
• Number of years in U.S. schools
• Long term ELLs
• Students with Interrupted Formal Education (SIFE)
• Students who speak languages other than Spanish
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According to the Public Education Information Management System (PEIMS) fall 2013/spring 2014 data submission, the total number of identified ELLs in Texas was 949,074. If the data trend continues, this number will increase. Texas schools must then be prepared to deliver effective and comprehensible instruction to all students.
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Please note, numbers will not calculate due to other factors in the LEA data submission.
Suggested Processing Activity: Have participants review the longitudinal data and answer the following questions in pairs or groups:
• What are some trends regarding ELLs in Texas? • What are the implications on classroom instruction due the growing number of ELLs in Texas schools? • As an administrator, how can you support teachers with the implementation of the ELPS in the classroom?
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Click to reveal Now and Then information. Emphasize to participants how Texas has addressed these changes in standards. The ELPS do not vary by subject and with few exceptions are the same from grade to grade. However, the ELPS allow educators to meet the individual linguistic needs of their ELLs. Language development planning and content‐based instruction involves an ongoing process throughout the school year in which teachers of ELLs identify and respond to the linguistic and academic needs of individual ELLs. ELPS for Administrators Copyright© Texas Education Agency, 2015
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Review bullets to emphasize district and campus responsibilities.
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Click to reveal (a) Introduction and (b) District Responsibilities to review information with participants. Refer to the ELPS LIAG (c) Cross‐Curricular Student Expectations and (d) Proficiency Level Descriptors (PLDs).
Subsection summary:
Subsection (a) provides an introduction of why the ELPS are significant, (b) defines the district responsibilities pertaining to implementation, (c) outlines the cross‐curricular student expectations, and (d) describes the ELPS‐TELPAS proficiency level descriptors of listening, speaking, reading, and writing for Beginning, Intermediate, Advanced, and Advanced High levels.
Suggested Processing Activity: Have participants reflect on each of the subsections and identify the various methods of ELPS implementation at their campus.
Pose the following question to participants: As a campus administrator, how can this information support your role and responsibility as an instructional leader?
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Click to reveal (a) Introduction and (b) District Responsibilities to review information with participants. Refer to the ELPS LIAG (c) Cross‐Curricular Student Expectations and (d) Proficiency Level Descriptors (PLDs).
Subsection summary:
Subsection (a) provides an introduction of why the ELPS are significant, (b) defines the district responsibilities pertaining to implementation, (c) outlines the cross‐curricular student expectations, and (d) describes the ELPS‐TELPAS proficiency level descriptors of listening, speaking, reading, and writing for Beginning, Intermediate, Advanced, and Advanced High levels.
Suggested Processing Activity: Have participants reflect on each of the subsections and identify the various methods of ELPS implementation at their campus.
Pose the following question to participants: As a campus administrator, how can this information support your role and responsibility as an instructional leader?
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Click to reveal (a) Introduction and (b) District Responsibilities to review information with participants. Refer to the ELPS LIAG (c) Cross‐Curricular Student Expectations and (d) Proficiency Level Descriptors (PLDs).
Subsection summary:
Subsection (a) provides an introduction of why the ELPS are significant, (b) defines the district responsibilities pertaining to implementation, (c) outlines the cross‐curricular student expectations, and (d) describes the ELPS‐TELPAS proficiency level descriptors of listening, speaking, reading, and writing for Beginning, Intermediate, Advanced, and Advanced High levels.
Suggested Processing Activity: Have participants reflect on each of the subsections and identify the various methods of ELPS implementation at their campus.
Pose the following question to participants: As a campus administrator, how can this information support your role and responsibility as an instructional leader?
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Emphasize the connections between ELPS and TELPAS to ensure participants have an understanding of the importance of implementing the ELPS for student academic and linguistic achievement.
Pose the question: How as an administrator do you ensure data is disseminated to teachers? ELPS for Administrators Copyright© Texas Education Agency, 2015
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Click on link to open sample ELPS‐TELPAS PLDs.
Suggested Processing Activity: In groups have participants discuss the similarities and differences between the K‐1st and 2nd‐12th grade Reading and Writing PLDs they have identified. Optional participant sentence stems:
One similarity I noticed between the K‐1st and 2nd‐12th Reading PLDs is…
One difference I noticed between the K‐1st and 2nd‐12th Reading PLDs is…
One similarity I noticed between the K‐1st and 2nd‐12th Writing PLDs is…
One difference I noticed between the K‐1st and 2nd‐12th Writing PLDs is...
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Refer participants to the ELPS Instructional Tool pp. 8‐9
Effective instruction in second language acquisition involves providing ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read, hear, and are expected to speak and write.
Remind participants that Texas educators must provide intensive and ongoing foundational second language acquisition instruction to beginning and intermediate ELLs in grades 3 or higher in order to support content‐based instruction and the accelerated learning of English. ELPS for Administrators Copyright© Texas Education Agency, 2015
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Second language acquisition is a process of learning a second language, or target language, and it is essential to remember is an interdependent process.
Suggested Processing Activity:
Pose the following questions to participants: As a campus administrator, how can you support each of the following? What system or processes must be in place in order to support each? Have participants chart responses and share.
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Refer to the ELL Checklist as a printable and fillable pdf resource. http://programs.esc20.net/users/files/LPAC/2014‐
2015/FrequentlyUsedResources/Resources/ELLChecklist‐FILLABLE.pdf ELPS for Administrators Copyright© Texas Education Agency, 2015
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Refer to the ELPS Instructional Tool pp. 10‐11 The Roadmap in the ELPS Instructional Tool guides educators in mapping an English language development success route for ELLs. The Leader Pathway guides administrators along an active path of observing ELPS K‐12 within the classroom lessons and student activities.
Review the instructional process for the design and delivery of language development and how it provides guidance for making decisions to foster a supportive language‐learning environment for ELLs to reach their full academic potential. Suggested Processing Activity: Have participants reflect and discuss the system in place at their campus and or district to support instruction that meets the linguistic needs of ELLs. ELPS for Administrators Copyright© Texas Education Agency, 2015
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Review the importance of the integration of these components in lesson planning in order to meet the linguistic needs of ELLs. Make connections to the components of the ELPS LIAG.
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Reference the ELPS LIAG Class Language Proficiency Chart and also introduce the fillable PDF version. As a campus administrator, take into account the ELPS Cross‐Curricular Student Expectations and the PLDs when overseeing the planning of content‐based instruction. Activities and materials used in a lesson must correlate to students’ current levels of proficiency and the ELPS Cross‐Curricular Student Expectations. ELPS for Administrators Copyright© Texas Education Agency, 2015
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Please note this slide has multiple animations: Review slide content, click to reveal the TELPAS Confidential Student Report (CSR), click to remove CSR, click to reveal TELPAS percentages. Utilizing the ELPS‐TELPAS Proficiency Profile allows teachers to make meaningful instructional and linguistic decisions. As a reminder review TELPAS language domain percentages. Listening 10%, Speaking 10%, Reading 30%, and Writing 50%.
Suggested Processing Activity: Reference a CSR and plot several ELLs’ TELPAS data from their campus, review the ELPS‐TELPAS PLDs, identify the recommended linguistic accommodations (suggested teacher behaviors) for each student, and discuss activities that a teacher may incorporate in order to support English language development.
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Please note this slide has multiple animations: Review slide content, click to reveal the TELPAS Confidential Student Report (CSR), click to remove CSR, click to reveal TELPAS percentages. Utilizing the ELPS‐TELPAS Proficiency Profile allows teachers to make meaningful instructional and linguistic decisions. As a reminder review TELPAS language domain percentages. Listening 10%, Speaking 10%, Reading 30%, and Writing 50%.
Suggested Processing Activity: Reference a CSR and plot several ELLs’ TELPAS data from their campus, review the ELPS‐TELPAS PLDs, identify the recommended linguistic accommodations (suggested teacher behaviors) for each student, and discuss activities that a teacher may incorporate in order to support English language development.
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Please note this slide has multiple animations: Review slide content, click to reveal the TELPAS Confidential Student Report (CSR), click to remove CSR, click to reveal TELPAS percentages. Utilizing the ELPS‐TELPAS Proficiency Profile allows teachers to make meaningful instructional and linguistic decisions. As a reminder review TELPAS language domain percentages. Listening 10%, Speaking 10%, Reading 30%, and Writing 50%.
Suggested Processing Activity: Reference a CSR and plot several ELLs’ TELPAS data from their campus, review the ELPS‐TELPAS PLDs, identify the recommended linguistic accommodations (suggested teacher behaviors) for each student, and discuss activities that a teacher may incorporate in order to support English language development.
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Reference the ELPS K‐1 and 2‐12 Leader Pathway and also introduce the fillable PDF version. Positive and effective classroom learning environments require an educator's understanding of the key features of each proficiency level. The Leader Pathway is separated into two groups: K‐1 and 2‐12. Remind participants to take notes during the observation in relation to teacher behaviors and student participation to be discussed during the reflection. Administrators should have an initial conversation with the teacher regarding the number of ELLs and their proficiency levels prior to the observation. This information is useful in understanding the instructional approach, delivery methods, and accommodation support the teacher is utilizing during the lesson being observed.
Suggested Processing Activity: Pose the following question to the participants: While conducting classroom observations, what might be evident behaviors of a student with a
Beginning proficiency level in listening? speaking? reading? writing?
(Refer participants to the ELPS Instructional Tool)
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Review p. 12 in the ELPS Instructional Tool
These sentence stems aid in the reflective dialogue process and can be utilized prior to and after a classroom observation.
As administrators, reflective dialogue is an important step in the observation process. These questions are intended to generate discourse regarding the language development process, emphasizing some of the important considerations while supporting the varied linguistic needs of ELLs.
Suggested Processing Activity: Emphasize the sample question stem technique that can be used during Professional Learning Communities (PLCs), lesson planning, or teacher conference times. Have participants practice formulating question stems.
Pose the following sample question to participants: How do linguistic accommodations move ELLs toward the attainment of English language proficiency? ELPS for Administrators Copyright© Texas Education Agency, 2015
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Review bulleted information to participants and discuss the significance of each.
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Remind participants that ELL instructional planning is a recursive process and involves all campus stakeholders. ELPS for Administrators Copyright© Texas Education Agency, 2015
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Conclude with reading training goals with participants to model the practice of having objectives reviewed with students. Content objectives describe what content will be learned, while Language objectives describe how the content will be learned. ELPS for Administrators Copyright© Texas Education Agency, 2015
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For further information regarding ELPS you can also contact the ELPS Support Center elpstx@esc20.info
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